This study looks at how community engagement is carried out in UNEVOC Centres across the UNEVOC Network’s five regions: Africa, Arab States, Asia and the Pacific, Europe, Commonwealth of Independent States (CIS) and North America, and Latin America and the Caribbean.
https://unevoc.unesco.org/go.php?q=Online+library&skin=&lang=&akt=id&st=&qs=6145&unevoc=0
These notes on youth, work and education seek to show some of the points that deserve further study and experimentation in concrete teaching situations. The intention of this text, as was already mentioned, is to highlight themes that deserve further consideration in future studies and in the planning of Secondary Teaching activities, and, more particularly, of Integrated Upper Secondary Education.
http://unesdoc.unesco.org/images/0022/002226/222629e.pdf
Skill Development Mission of India has aimed the target of skilling 500 million people of the country by the year 2022. As one of the measures for achieving this target, vocational education has been integrated into general education system through launching National Skills Qualification Framework (NSQF). The chief objective of the NSQF is to develop competencies in students to prepare them for the ‘World of Work’, thereby developing skilled human resource for increasing the productivity of the country.
https://drive.google.com/file/d/0B5NJqo0Ayn92RWFmX0NHWWNxTG0tWlFBcTd6cTZ6c1RXUk9B/view?usp=sharing
A contribution of Dr Asfa M. Yasin, Professor and Head, Centre for International Relationship, PSS Central Institute of Vocational Education, NCERT, Shyamla Hills, Bhopal asfayasin26@gmail.com, psscive.nic.in
This report synthesizes information from across the case studies to analyze the extent to which these countries programs are meeting the needs of local entrepreneurs. It also introduces findings from global EET research to show how programs in the case-study countries relate to what is known about global practice in EET. From this synthesis, the report presents a set of key findings intended to illuminate how EET programs can be better aligned with local needs and promising EET practices globally.
https://openknowledge.worldbank.org/bitstream/handle/10986/18776/886570PUB0978100Box385230B00PUBLIC0.pdf?sequence=1
Using information provided by social partners, national and regional authorities and credit transfer system experts, this annual report on ECVET looks into how far 38 countries/regions have come in testing, using, and committing to applying ECVET in qualifications; and examines which countries have put this development on hold, and why.
http://www.cedefop.europa.eu/en/publications-and-resources/publications/6122
15 conditions and measures designed to promote a structured approach to implementation of ECVET, including a bigger role for peer learning. This document is aimed primarily at education policymakers and bodies responsible for developing ECVET in education and training systems.
http://www.cedefop.europa.eu/en/news-and-press/news/necessary-conditions-ecvet-implementation-conditions-ncessaires-la-mise-en
