The UNESCO-UNEVOC International Centre organised – in partnership with the UNESCO Office Bangkok and with the co-operation of the Department of Vocational Education of the Ministry of Education in Thailand – a planning meeting of regional resource persons in TVET from the “South-East Asia” and “South Asia” subregions.

This meeting took place in Bangkok from 22 to 24 May 2002 and was attended by experts from Cambodia, Lao People's Democratic Republic, Malaysia, Nepal, the Philippines, Sri Lanka, Thailand and Viet Nam.

The participants identified through small group discussions – after having made individual presentations on national challenges in the field of TVET – a range of common issues, concerns and challenges in this field. The findings were analysed in a plenary session during which the various suggestions were prioritised. Skeleton proposals were then drafted for the following major five topics:

• Capacity development through professional and management development programmes for senior, middle and institute managers;
• Integration and articulation of TVET (both formal and non-formal) to higher and general education;
• Development of TVET teacher training programmes;
• Utilisation of information and communication technologies for the improvement of TVET;
• Development of qualifications frameworks.

After having consulted the various parties concerned, it was decided to concentrate as a first step on the development of teacher training programmes and the preparation of instructional materials in indigenous languages, whereby the emphasis would be on remote and rural areas. The corresponding activities are expected to lead to a better access to TVET for disadvantaged youth as well as contribute to poverty alleviation in these regions.

At UNESCO’s Second International Congress on Technical and Vocational Education, Seoul, Republic of Korea, in April 1999, participants recommended that “the role of the teacher remains paramount and a rethinking must take place as to the qualifications required of the TVET teacher of the twenty-first century, including the optimum balance of training acquired on the campus and in the work place”.

This is reflected in section IX of the “Revised Recommendation Concerning Technical and Vocational Education (2001)" which begins “To ensure the high quality of technical and vocational education priority should be given to the recruitment and initial preparation of adequate numbers of well-qualified teachers, instructors/trainers, administrators and guidance staff, and to the provision of continuous professional upgrading throughout their career, and to other facilities to enable them to function effectively.”

These issues require the development of new teaching strategies and a redefinition of the teacher’s role. Generally the age cohort of TVET is such that a significant number of years have passed since initial teacher training, and retraining is required to update knowledge and skills, particularly in information technology and alternative delivery strategies.

The rationale for the second component of the project includes the requirement for TVET to act as a vehicle for social reform and to address equity issues. Teaching and learning materials developed in local languages and the delivery of classes in local languages in remote villages provide access to TVET for rural and remote populations that in many countries are currently not available. Potential teachers and materials developers will require special training to meet the demands of these populations (language and cultural training, using alternative methodologies, skilling local people to act as assistant teachers etc.).

Contact

info(at)unevoc.unesco.org