Thematic Areas: Inclusion and Youth | Digital Transformation | Private Sector Engagement | SDGs and Greening TVET
Our Key Programmes & Projects: BILT: Bridging Innovation and Learning in TVET | Building TVET resilience | TVET Leadership Programme | WYSD: World Youth Skills Day
Past Activities: COVID-19 response | i-hubs project | TVET Global Forums | Virtual Conferences | YEM Knowledge Portal
Our Services & Resources: Publications | TVET Forum | TVET Country Profiles | TVETipedia Glossary | Innovative and Promising Practices | Toolkits for TVET Providers | Entrepreneurial Learning Guide
Events: Major TVET Events | UNEVOC Network News
Fifteen years after the last revision, UNESCO released an overhaul of its “2001 Revised Recommendation concerning Technical and Vocational Education”.
According to the UNESCO’s general principles, technical vocational education and training (TVET) is part of both the universal right to education and the right to work. In this respect, TVET is understood as contributing toward the promotion of understanding and respect for human rights; inclusion and social equity; gender equality and cultural diversity. Furthermore, TVET plays a role in fostering lifelong learning and a sense of community thus contributing to social and economic participation and to the realization of lasting peace, responsible citizenship, and sustainable development.
A great emphasis was placed on the following points:
In terms of polices and governance, member states are asked to develop policies and implement governing structures and regulatory frameworks that promote TVET and support its management and financing. In this process, participation of other stakeholders, of public and private actors, as well as social partners is encouraged. Furthermore the political framework must guarantee equal and non-discriminatory access to TVET for all members of society.