An analytical approach for transforming TVET systems
Enablers of TVET transformation
"UNESCO has recently published the third volume of its Education on the Move series, a series dedicated to the analysis of key trends in education with the hope of inspiring dialogue among policy makers, educators and other key stakeholders on the challenges of education for tomorrow.The latest publication, entitled Unleashing the Potential: Transforming Technical and Vocational Education and Training is focused entirely on issues related to technical and vocational education and training (TVET). It takes stock of the steadily increasing demands and expectations on TVET systems around the globe and presents recent policy trends in the field of TVET. In their analysis, the authors provide insights into what it takes to unleash the potential of TVET systems around the world. They propose an integrated analytical approach that takes into consideration such factors as economic growth, social equity and issues related to sustainability so that TVET can contribute more effectively to contemporary policy issues such as youth unemployment, gender disparities and climate change. Overall, the book calls for a transformation of TVET systems to enable them to respond to the demands of their contexts. This transformation should enable TVET systems to acquire agility to stay current and responsive to the rapidly changing demands of the twenty-first century."--Publisher's website.
New technology can provide powerful new tools for enriching the lives of poor people and communities in unprecedented ways. At least that was the view of the G8 Digital Opportunities Task Force in 2001. A view that is upheld and further explored in the pages of this book. With an estimated 850 million illiterate people in the world today, this book explores how new information and communication technology (ICT) supports basic literacy and the information skills crucial for economic and social development. (source: Nielsen Book Data)
Teachers frequently focus less attention on highly able, bright, clever or gifted students than on other students. Perceived to be academically successful, these children often appear not to require much teacher assistance. However, these students do have needs. This publication seeks to explain these needs and the ways in which teachers can meet them, even when working in difficult circumstances with little support. This revised, second edition has been expanded and updated to include new material that will stimulate and inspire teachers dealing with high-ability children. It includes chapters on identifying high ability and its impact, unrecognized ability, teaching methods, underachievement, student-teacher relations, organization of learning, gender and culture, general advice to teachers, parental and community involvement, and local education authority and government support.--Publisher's description.
Conventional systems of categorization are inadequate for representing the diversity of special needs, and mainstream schools have to adapt in order to provide for all their pupils. Full advice on teacher education methods is offered, including accounts of initiatives already undertaken in various parts of the world. The book emphasizes the importance of teacher development, both pre-service and in-service. Practical guidelines are offered, based on the UNESCO Teacher Education Resource Pack.
[2nd ed.] - Paris : United Nations Educational, Scientific and Cultural Organization, 2004.
Book — xi, 164 p. : ill. ; 27 cm.
'Schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, building an inclusive society and achieving education for all'. This was the key finding put forward in the Salamanca Statement on Principles, Policy and Practice in Special Needs Education, agreed upon by representatives of 92 governments and 25 international organizations in 1994. Set in this context, . (source: Nielsen Book Data)
Rome : Food and Agriculture Organization of the United Nations ; Paris : UNESCO Publishing : International Institute for Educational Planning, c2003.
Book — 406 p. : ill. ; 23 cm.
More than half the world's population and over 70 per cent of the world's poor are found in rural areas where hunger and illiteracy are common. Better basic education is crucial for promoting sustainable development, rural economic growth and poverty reduction. In order to meet these challenges, this publication has been jointly produced by the FAO and UNESCO's International Institute for Educational Planning (IIEP), with the aim of advancing integrated education and training approaches that fully recognise the special nature of the rural environment. It looks current trends and good practice strategies for improving the quality of basic education in rural areas. (source: Nielsen Book Data)
As higher education opens up to world markets and the World Trade Organization turns its attention towards universities, quality, accreditation and qualifications are becoming issues of major concern to university leaders, governments, students and parents. What are national and regional authorities doing to tackle what promises to be the most important issue since the development of mass higher education? Draws on contributions from scholars, leaders and practitioners from the major multilateral and non-governmental organizations active in higher education.
New Delhi : Oxford : Oxford University Press, 2002.
Book — xxvi, 362 p. : ill. ; 28 cm.
1. Indian Engagement with Adult Education and Literacy--
2. Literacy Campaigns and Social Mobilization--
3. Education of Girls and Status of Women--
4. Caring for the Young Child: Status of Early Childhood-care and Education--
5. Children, Work and Education: Rethinking on Out-of-School Children--
6. Reaching the Marginalized: Education of Dalits--
7. Education of the Urban Disadvantaged--
8. Educating the Educator:Problems of Teacher Education--
9. Quality of our Schools and Conditions of Learning--
10. Texts in Context: Development of curricula, Textbooks, and Teaching Learning Materials--
11. Education and Civil Society: Role of NGOs in Education--
12. Financing of Elementary Education--
13. Decentralization Management and Empowerment of the People.
(source: Nielsen Book Data)
The "India Education Report" attempts to capture the current scenario of basic education in India. The report, which consists of a series of critical reviews, presents an analytical overview of the situation in both quantitative and qualitative terms, identifying current policies, programmes and issues characterizing different aspects of basic education in India. The review was carried out in the context of the Global Conference held in Dakar in the early part of 2000 where India, along with other Heads of States, renewed its commitment to the goal of providing quality basic education for all by the year 2015. It is more than 50 years since the Indian constitution made a commitment to provide free and compulsory education for all up to the age of 14. In India's not-so-smooth journey towards this goal of universal elementary education, the National Policy on Education (1996), which initiated a number of schemes and programmes at the national level, stands out as a significant landmark. The 1990s saw the opening of the primary education scene to external assistance on a fairly large scale. (source: Nielsen Book Data)
Empowering Africa and African educators towards Quality Education for All is no more a wish but a present living reality, which needs to be known and shared from within and outside Africa as a whole. (source: Nielsen Book Data)
Truly international in scope, the 16 essays reflect issues in higher education from developing countries' viewpoints as well as fresh insights from the West. Originally published in UNESCO's quarterly review of education, Prospects , nos. 78 and 79, 1991, the essays discuss: changing roles in highe. (source: Nielsen Book Data)
Part 1 Outlooks: from the local community to a world society-- from social cohesion to democratic participation-- from economic growth to human development.
Part 2 Principles: the four pillars of education-- learning throughout life.
Part 3 Directions: from basic education to university-- teachers in search of new perspectives-- choices for education - the political factor-- international co-operation - educating the global village.
(source: Nielsen Book Data)
In this report, the International Commission on Education, chaired by Jacques Delors, proposes that building on the four pillars that are the foundations of education, all societies aim to move towards a situation where none of the talents in people remain untapped. (source: Nielsen Book Data)
[Mindouli?] : République populaire du Congo, Ministère de l'enseignement fondamental et de l'alphabétisation, Cabinet, Secrétariat général de l'enseignement fondamental et de l'alphabétisation, Direction de l'alphabétisation et de l'éducation permanente, Service de l'alphabétisation,