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UNESCO Publications

 

Below you can find a selection of UNESCO publications that are relevant in the context of TVET. For the full catalogue, please use the UNESCO Digital library.


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Publisher/s:  UNESCO IITE
Published:  2012 in Moscow, Russian Federation
ISBN:  978-5-86103-121-9
ULC:  UNEVOC Library Catalogue ID 4560

Promotion of the Use of Information and Communication Technologies in Technical and Vocational Education and Training in CIS countries

English | Русский

IITE has published an analytical report “Promotion of the Use of Information and Communication Technologies in Technical and Vocational Education and Training (TVET) in CIS countries”, prepared in the framework of the joint project of the Intergovernmental Foundation for Educational, Scientific and Cultural Cooperation (IFESCCO) and the UNESCO IITE.

From year to year CIS countries devote greater attention to the promotion of the usеof ICTs in vocational education, which fully corresponds to the national priorities for modernization of the education system, building of an information society and sustainable improvement of the citizens’ standard of living.

This report presents the results of comparative studies on the current situation and major tendencies in ICT use in TVET in 10 countries: Kyrgyz Republic, Republic of Armenia, Republic of Azerbaijan, Republic of Belarus, Republic of Kazakhstan, Republic of Moldova, Republic of Tajikistan, Republic of Uzbekistan, Russian Federation and Ukraine.

The report seeks to address a wide range of questions related to ICT use in TVET, including, among others, relevant national legislation, advantages of the use of electronic educational resources, e-Learning and continuous development of teacher ICT competencies, as well as the prospects of a gradual shift to e-government. In the report a special attention is paid to a chapter comprising recommendations on further promotion of ICT use in TVET, building of the information society in CIS countries and informatization of all its spheres.

The book is addressed primarily to state authorities and architects of national education policy. It will also be useful to all those involved in the TVET system – from administrative and pedagogical staff to the students themselves.


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