Learning for Life, Work and the Future Initial ... - Unesco-Unevoc

More documents

Recommendations

Info

Learning for Life, Work and the Future Call for Papers Page 29 Participants’ Papers Based on the Call for Papers below, more than 40 papers were submitted by experts from participating countries. Summaries of 27 of these papers are presented from pages 33 to 86. Call for Papers This Call for Discussion Papers was prepared jointly by the Ministry of Education of Botswana and UNESCO’s International Centre for Technical and Vocational Education and Training. Background Information The Ministry of Education of Botswana (Gaborone) and UNESCO – through its newly established International Centre for Technical and Vocational Education and Training (Bonn, Germany) − have developed an initiative entitled “Learning for Life, Work and the Future: Stimulating Reform in Southern Africa through Subregional Co-operation”. This initiative will be launched officially at a workshop under the same title that is expected to be held in Gaborone, Botswana, most likely from 5 to 8 December 2000. The main objective of the workshop is to stimulate regional co-operation for the reform of technical and vocational education and training (TVET) in the 14 Member States of the Southern African Development Community (SADC 1 ). It is estimated that between 60 and 80 TVET experts from the SADC Member States, from intergovernmental and nongovernmental organizations as well as from donor and other agencies will participate. The workshop will be prepared by a Steering Committee composed of staff of the Ministry of Education of Botswana and UNESCO’s International Centre for Technical and Vocational Education and Training. TVET experts from the SADC Member States are invited to contribute to the preparation of the workshop by submitting Discussion Papers. The Discussion Papers will be taken into account when selecting experts that will be invited to the workshop by the Steering Committee. Experts are invited to submit one or two Discussion Papers on the key topics listed below. These topics have been identified as relevant to TVET reform in several countries of the SADC subregion. Experts will be contacted through various channels, e.g. the Ministries of Education, the UNEVOC Centres, National Commissions of UNESCO, etc. Experts who have been contacted are also invited to pass on this Call for Papers to interested colleagues. Furthermore, 1 The SADC Member States are currently: Angola, Botswana, the Democratic Republic of the Congo, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, the United Republic of Tanzania, Zambia and Zimbabwe. the Call for Papers will also be available on the Internet at http://www.unevoc.de/Botswana. The submitted Discussion Papers will be reviewed by the Steering Committee with the help of an internationally renowned external evaluator. Selected Discussion Papers may be used as reference documents at the workshop, they may be published on the Internet website of the project, and they may also be used for any other project document or report. Based on the review of the papers, the Steering Committee will decide whom to invite for participation at the workshop. For some of these participants, the Steering Committee will provide return travel to Gaborone and subsistence throughout the workshop. Criteria for Participation Participants at the workshop will be invited based on the evaluation of their submitted Discussion Paper(s). When taking a decision on invitations to the workshop, the Steering Committee will consider the following criteria: • The participants will be TVET practitioners from the SADC region • The papers must address a key topic (see below) • Papers will be evaluated based on quality, how well the challenges of the region are addressed and their potential ideas for subregional projects • The Steering Committee will also consider other criteria, such as geographical balance, gender balance, a mix of younger and of senior professionals, the balance of key topics and the institutional representation. No fee will be paid for accepted papers. However, a number of invited participants will qualify for UNESCO sponsorship covering travel, subsistence and all conference costs. Basic Principles • A paper should focus on one of the Key Topics listed below • The length of each paper should be 1200-1600 words
Page 30 Call for Papers Learning for Life, Work and the Future • Only a maximum of two papers per author will be accepted • Papers should be submitted in English only as this will be the working language of the workshop • Discussion Paper(s) should be accompanied by the technical information requested in the Annex. There, authors can also state if they have reservations against having their papers published, or if they are not interested in attending the workshop but would have no objection to having their papers published • All authors of papers will be informed about whether they will be invited to the workshop. Content Each paper should focus on one of the following Key Topics: Key Topic Examples of Key Aspects Possible Sub-Themes for Paper Access to TVET Unemployment Training in and for the informal sector Quality of TVET Information and Communications Technology (ICT) Staff • Equipment/infrastructure • Facilities for deliver • Access and equal opportunities • Not enough supply of TVET programmes • Appropriateness of TVET programmes (target groups, local needs). • Youth unemployment • Limited job opportunities in formal sector • Training for sustainable (self-) employment • Retrenchment. • Attitude to self-employment • Frequent bankruptcy • Recognition of training in the informal sector • Quality difficult to measure • Formal training opportunities for those in self-employment. • Curricula for lifelong learning • Human resources that can compete in a globalised world • Transferable skills • Appropriateness of TVET curricula and programmes to local economy. • Provision of ICT skills • IT based learning • ICT infrastructure • Access to Internet and Intranets. • Quantity and quality of teachers • Staff trained to offer IT skills. • Innovative use of facilities and equipment • Cost-effective solutions for design, construction and use of facilities • Equal opportunities policies and practice • Range and flexibility of programmes to suit all target groups • How the relevance of programmes to the local economy is ensured. • TVET programmes to help school leavers • How skills for self-employment can be developed • Entrepreneurship courses, content, value, etc • Multi-skilling and transferable skills • Re-training programmes for unemployed adults. • Support for informal sector training (financial, professional, logistic, government schemes, etc) • Logistics of training for those self-employed (time, place…) • Identification of training needs and course development • Impact/ evaluation of training for informal sector groups • Recognition and accreditation of prior learning. • Curriculum projects for lifelong learning • Flexible modes of learning (modules, distance, ICT and multimedia, etc) • Training and updating of skills for teachers/ lecturers/ instructors • Experiences with multi-skilling and transferable skills • Introduction of key-skills/ core/skills • Involvement of stakeholders in curriculum development and delivery; partnerships • Ways of ensuring curricula and delivery meet global standards. • Effective training approaches • Projects for ICT-based learning • Role and use of ICT in TVET • Distance education and ICT • Innovative solutions to the hardware cost problem. • Innovations in technical teacher training • Ensuring an on-going learning programme • Use of ICT and multimedia in technical teacher training • Preparing teaching staff for various ICT initiatives in TVET • Teaching as a second career.
Page 1 and 2: Learning for Life, Work and the Fut
Page 3 and 4: Angola Democratic Republic of the C
Page 5 and 6: Page 2 Acknowledgements Learning fo
Page 7 and 8: Page 4 Learning for Life, Work and
Page 9 and 10: Page 6 Report on the Workshop Learn
Page 11 and 12: Page 8 Report on the Workshop Learn
Page 15 and 16: Page 12 Main Working Document Learn
Page 23 and 24: Page 20 Minister’s Opening Speech
Page 25 and 26: Page 22 Welcome Address by UNESCO L
Page 27 and 28: Page 24 Project Proposals Learning
Page 29 and 30: Page 26 Project Proposals Learning
Page 31: Page 28 Learning for Life, Work and
Page 37 and 38: Page 34 Participants’ Papers Lear
Page 83 and 84:
Page 80 Participants’ Papers Lear
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 90 Learning for Life, Work and
Page 95 and 96:
Page 92 Workshop Programme Learning
Page 97 and 98:
Page 94 List of Participants Learni
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 100 List of Participants Learn
show all

Learning for Life, Work and the Future Initial ... - Unesco-Unevoc

Create successful ePaper yourself

Delete template?

Save as template?