Skills development through technical and vocational education and training (TVET) for the world of work:
Demand for quality and relevant skills development for the world of work is increasing in UNESCO’s Member States. The Organization implements the Strategy for Technical and Vocational Education and Training (TVET) by focusing its action on three core areas: providing policy advice; facilitating conceptual clarification and the comparability of data; and serving as a clearinghouse and informing the global debate.
UNESCO responds to Member States’ requests for policy guidance by strengthening their capacities to develop evidence-based policies, including through the use of existing analytical tools (such as the policy review framework). It is also supporting the introduction of frameworks to improve monitoring and evaluation of the quality and relevance of TVET systems, paying particular attention to how they can stimulate entrepreneurship and multi-stakeholder partnerships, as well as national qualifications systems. UNESCO’s work in this area emphasizes the need to ensure coherence between TVET and education policies, the labour market and socio-economic needs, and promote TVET systems and policies based on principles of inclusion and social cohesion, gender equality and sustainability. In this context, the UNESCO-UNEVOC International Centre plays an important role in delivering capacity building and support; its specialized network is being reinforced and further operationalized.
UNESCO builds on its collaboration with other international and regional agencies, such as the International Labour Organization, World Bank, Organisation for Economic Co-operation and Development, and the European Training Foundation. Through the Interagency Platform on TVET established in 2009, it aims to improve comparability of data by further developing a shared conceptual framework – thus enabling global debates and initiatives such as the Group of 20 (G-20) meetings to be better informed. Skills for entrepreneurship and sustainable development are also priority areas. The findings of a review on normative instruments in the field of TVET will also be used to develop a new approach to the monitoring of the Convention (1989) and Revised Recommendation on Technical and Vocational Education (2001).
UNESCO strengthens its clearinghouse function and informs the global debate through leading the follow-up of the 2012 Third International Congress on TVET. The outcomes of the Congress, together with the findings of the forthcoming UNESCO Report on TVET and the 2012 EFA Global Monitoring Report, are being used to carry out the mid-term monitoring and review of the UNESCO TVET Strategy. The UNESCO-UNEVOC International Centre is developing cutting-edge resources on TVET, including an online world database on TVET. These actions are part of a global partnership involving national and regional centres of excellence in TVET, and build on the momentum generated by the Congress and the partnerships forged there.