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UN Campus in Bonn. The Centre works in the context of UNESCO’s mandate for Education for All and Education for Sustainable Development. [5] The Centre's official mission is to assist Member States to strengthen and upgrade their TVET systems in order to achieve the "access for all, high quality, relevant and effective programmes and learning opportunities throughout life”. [4]
During the session on Transforming Teacher Education Institutions, the UNESCO-Chinese Funds-in-Trust (CFIT) project that is being implemented in eight sub-Saharan African countries (Congo, Côte d’Ivoire, the Democratic Republic of the Congo, Ethiopia, Liberia, Namibia, United Republic of Tanzania and Uganda) was introduced by representatives ...
National Vocational and Technical Training Commission (NAVTTC) (Urdu: قومی ماموریہَ برائے فنی تعلیم و پیشہ ورانہ تربیت) is a regulatory body for technical education and vocational training in Pakistan. It was founded by its chairman Altaf M. Saleem.
Vocational education is known by a variety of names, depending on the country concerned, including career and technical education, [2] or acronyms such as TVET (technical and vocational education and training; used by UNESCO) and TAFE (technical and further education).
It helps UNESCO's Member States to manage their educational system and to achieve the Education 2030 Agenda. The International Institute for Educational Planning offers training in educational planning and management, but also explores fields such as statistical tools for educational planning, strategies and policy options, projects, budgets ...
The United Nations Educational, Scientific and Cultural Organization (UNESCO / j uː ˈ n ɛ s k oʊ /) [2] [a] is a specialized agency of the United Nations (UN) with the aim of promoting world peace and security through international cooperation in education, arts, sciences and culture.
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Global policy makers are aware that teachers promote human rights and ethics and should receive a course in their teacher training programs about basic human rights. A study revealed that reflective writing and case studies have been the best approach to raising awareness about human rights issues in teacher preparation programs in Pakistan. [47]