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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]
Loo (2018) [99] uses the term, technical and vocational education and training (TVET) by UNESCO (2012) as in the section below, to offer a more rational term than "vocational" in England, and to reach out to like-minded users in the global educational community. He offers insights into the study of the pedagogy of teachers of work-related ...
To reflect these new trends, issues and needs in education for development, UNESCO (2015c) revised the goals for TVET to read: (17) UNESCO (2015c) also recommends the following for the transformation of TVET (20) Create "Transformation"heading on TVET: Gender Issues (19) Improve TVET (Technical and Vocational Education and Training)#Gender ...
Technical-Vocational Education was first introduced to the Philippines through the enactment of Act No. 3377, or the "Vocational Act of 1927." [5] On June 3, 1938, the National Assembly of the Philippines passed Commonwealth Act No. 313, which provided for the establishment of regional national vocational trade schools of the Philippine School of Arts and Trades type, as well as regional ...
The UNESCO TVET Section, in cooperation with the European Commission's Directorate General for Education and Culture and the European Centre for the Development of Professional Training (CEDEFOP), subsequently invited key organizations in Brussels to deliberate on the Shanghai Consensus Recommendation [12] in September 2013.
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 ...
Education in Cambodia is controlled by the state through the Ministry of Education in a national level and by the Department of Education at the provincial level. The Cambodian education system includes pre-school , primary , secondary education , higher education and non-formal education. [ 3 ]
UNESCO's Futures of Education initiative is intended to mobilize the many ways of being and knowing to leverage humanity's collective intelligence. It relies on a consultative process that involves young people, educators, civil society, governments, business and other stakeholders. [ 1 ]