Lifelong learning and training: a bridge to the future - Unesco-Unevoc

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would justify more the broad-based human approach to vocational education programmes to complement the professional and specialised approach. What is really needed in our education systems is, more and more, the liberalisation of vocational education and the vocationalisation of general education. ∼ 14 ∼
The Changing Demands of the 21 st Century: Challenges to Technical and Vocational Education Hermann Schmidt Former President Federal Institute for Vocational Training Germany 1. Thinking the change – a challenge for vocational education When the winds of change blow, some build walls, others build windmills. (Chinese wisdom) China in its long history has shown to the world that both options can be a successful and sustainable response to change. In our present situation, on the eve of the 21 st century, however, building walls will definitely not be an adequate response to the challenges we face in education. Let us build windmills! There are three pivotal developments of the past 20 years that have caused most of the change: • micro-processor technology and its impact on information, communication, production, and work organisation; biotechnology and genetic technology; • the end of the cold war and the division of the world into blocs of capitalism and communism; and • growing ecological consciousness. Technology Information technology (IT) is at the root of a process of transformation in the course of which industrialised societies are changing into knowledge societies and the management of production into the management of knowledge. There will be less and less manual work while computers become the main tools catering for the information needs of all professions. As a result, letters and figures, into which all procedures have to be translated, become more and more important for all human activities at work and in private life. A less divided world The end of the division of the world has opened the borders to the free flow of capital, goods and information and to the unhindered travel of people at large, but not yet in all parts of the world. Going global is the challenge to entrepreneurs and, of course, to their employees. As an example, cross-border activities in a united Europe demand the same competencies in all ∼ 15 ∼
Page 1 and 2: UNITED NATIONS EDUCATIONAL, SCIENTI
Page 3 and 4: Table of Contents ACKNOWLEDGEMENTS.
Page 5 and 6: Background INTRODUCTION The United
Page 7 and 8: A Main Working Document was prepare
Page 9 and 10: Commission IV: Co-Chairpersons: Mr
Page 11 and 12: KEYNOTE KEYNOTE PRESENTATIONS PRESE
Page 13 and 14: The Changing Demands of the 21 st C
Page 15 and 16: outputs of the vocational education
Page 17: It is thus becoming increasingly es
Page 21 and 22: • skills on how to gather and sel
Page 23 and 24: 5. New vocational education and tra
Page 25 and 26: Reform and Innovation of Technical
Page 27 and 28: During the 1970s, the government un
Page 29 and 30: increasing unemployment. The unempl
Page 31 and 32: UNESCO’s Programme on Technical a
Page 33 and 34: I should like to outline the propos
Page 35 and 36: • Providing national decision-mak
Page 37 and 38: from national UNEVOC centres. The T
Page 39 and 40: REPORTS REPORTS OF OF COMMISSIONS C
Page 41 and 42: Improving systems providing educati
Page 43 and 44: Discussions and recommendations The
Page 45 and 46: Innovating the education and traini
Page 47 and 48: facilitate the mutual exchange of e
Page 49 and 50: TVE for all ( ( ( Commission Commis
Page 51 and 52: • Guidance and counselling of gir
Page 53 and 54: Changing roles of government and ot
Page 55 and 56: with the demand for programme expan
Page 57 and 58: RAPPORTEUR-GENERAL’S ORAL REPORT
Page 59 and 60: • Flexibility • New modalities
Page 61 and 62: Professor Colin Power did us a grea
Page 63 and 64: Windmills "When the winds of change
Page 65 and 66: Technical and Vocational Education
Page 67 and 68: 2.4 TVE has an important role in re
Page 69 and 70:
3.4 The new technologies must be ha
Page 71 and 72:
education and training, and foster
Page 73 and 74:
ANNEXES OPENING ADDRESS ∼ 69 ∼
Page 75 and 76:
Welcoming address by Mr KIM Dae-jun
Page 77 and 78:
Welcoming address by Mr KIM Jong-pi
Page 79 and 80:
Opening Address by Mr Federico Mayo
Page 81 and 82:
To keep pace with changes in work o
Page 83 and 84:
Because of the brutality of ethnic
Page 85 and 86:
Congratulatory address by Mrs Mitsu
Page 87 and 88:
Opening remarks by Mr LEE Hai-chan,
Page 89 and 90:
CLOSING REMARKS ∼ 85 ∼
Page 91 and 92:
Closing Address by Mr Colin N Power
Page 93 and 94:
Ladies and Gentlemen, We have certa
Page 95 and 96:
Closing remarks by Mr LEE Hai-chan,
Page 97 and 98:
Monday 26 April 1999 Programme of t
Page 99 and 100:
Tuesday 27 April 1999 Mr Arun K Mis
Page 101 and 102:
Mr Hermann Muller-Solger Division D
Page 103 and 104:
List of Round-tables Tuesday 27 Apr
Page 105 and 106:
LIST OF PARTICIPANTS/LISTE DES PART
Page 107 and 108:
M. Noel SCHERER, Responsable de la
Page 109 and 110:
Ms. Xiuqing ZHANG Deputy-Director,
Page 111 and 112:
M. Jean Philippe CEPEDE Responsable
Page 113 and 114:
Mr. Gabor NAGY International Rappor
Page 115 and 116:
Kyrgyzstan/Kirghizistan Mr. Sultam
Page 117 and 118:
Ms. Selenge AGVAANDORJ Professor, M
Page 119 and 120:
Peru/Pérou Mr. Luis Felipe GALVEZ
Page 121 and 122:
Ms. Hae-Ae SEO Korean Educational D
Page 123 and 124:
Sweden/Suède Chief Participant: Mr
Page 125 and 126:
Mr. Farkhod KHAMIDOV Attaché, Emba
Page 127 and 128:
Dr. Hermann MÜLLER-SOLGER Head, Fe
Page 129 and 130:
Organization for Economic Cooperati
Page 131 and 132:
ALCATEL M. Patrick BOURRIER Vice Pr
Page 133 and 134:
1. Plenary Meetings Director-Genera
Page 135 and 136:
4.4 Management of meeting rooms P.
Page 137 and 138:
6. Protocol Team (Director: Mi-Sug
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Lifelong learning and training: a bridge to the future - Unesco-Unevoc

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