Full issue 19
Governance of TVET is a major issue and precondition for the ongoing development of TVET systems, especially in the era of digitalization and sustainable development. In the 2010 Guidelines for TVET Policy Review, UNESCO defines TVET Governance as being “concerned with how the funding, provision, ownership and regulation of TVET systems are coordinated, which actors are involved…
Full issue 19
Editorial Issue 14: Preparing TVET Personnel to Achieve Sustainable Development Goals – Objectives, Concepts, and Experiences
Full issue 14
Sustainable development goals (SDGs) cannot be achieved without human resource development (HRD) combined with capacity building for communities. The 2030 Agenda for Sustainable Development, adopted by United Nations members in 2015, highlights the need for protection, peace and prosperity for all ‘actants’ on the planet. It calls for an end to poverty and all deprivations by developing sustainable strategies to ensure food, shelter, financial independence, health, education and freedom are available to all. However, these goals cannot be achieved without preserving the planet’s eco-systems and mitigating for climate change. Technical and Vocational Education and Training (TVET), both formal and non-formal, is one of the key vehicles for supporting HRD for the purposes of individual and collective well-being. From this perspective, TVET can become a catalyst for the social and economic transformation of communities and economies for the purposes of achieving SDGs targets.
Applying the Concept of ‘Unlearn to Learn’ for Sustainability in Vocational and Professional Education and Training (VPET): Implications for Teacher Training
The need to improve competencies of vocational and professional education and training (VPET) teachers to develop facilitation skills to enhance teaching practices and keep abreast of the up-to-date industry trends for curriculum development is a key sustainable development goal in VPET. It is directly related to Sustainable Development Goal 4 (SDG4) that highlights the need to improve quality of education at all levels. Given that VPET stresses the constant updating of work competencies to cope with the rapid changing technologies in industries, the concept ‘learn to unlearn’ and ‘unlearn to learn’ seem to be a promising solution for capacity building of VPET personnel.