Lifelong learning and training: a bridge to the future - Unesco-Unevoc

UNITED NATIONS EDUCATIONAL, SCIENTIFIC 

AND CULTURAL ORGANIZATION 

Second International Congress on 

Technical and Vocational Education 

Final Report 

Seoul, Seoul, Republic Republic Republic of of Korea 

Korea 

26-30 April 1999

Compiled by : 

Section for Technical and Vocational Education 

(ED/SVE/TVE) 

UNESCO 

7, place de Fontenoy 

75352 Paris 07 SP 

France 

Tel: (33-1) 45 68 08 31 

Fax: (33-1) 45 68 56 30 

E-mail: tve.section@unesco.org 

WebSite: http://www/unesco.org/education 

Paris, July 1999

Table of Contents 

ACKNOWLEDGEMENTS................................................................................................... ii 

INTRODUCTION ................................................................................................................. 1 

KEYNOTE PRESENTATIONS .......................................................................................... 7 

REPORTS OF COMMISSIONS ..................................................................................... 35 

RAPPORTEUR-GENERAL’S ORAL REPORT ........................................................ 53 

RECOMMENDATIONS ........................................................................................... 61 

ANNEXES ............................................................................................................................. 69 

Opening address................................................................................................................. 69 

Closing remarks ................................................................................................................. 85 

Programme of the Congress .............................................................................................. 93 

List of Documents ............................................................................................................. 98 

List of Round-tables .......................................................................................................... 99 

Summary of the NGO Forum ........................................................................................... 100 

List of Participants............................................................................................................. 101 

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Page 

Congress Secretariat ................................................................................................................... 129

ACKNOWLEDGEMENTS 

UNESCO wishes to express its deepest gratitude to the Government of the Republic of 

Korea, particularly to its Ministry of Education, the Korea Research Institute for Vocational 

Education and Training (KRIVET) and the country’s National Commission for UNESCO for 

their generous financial sponsorship and excellent co-operation provided to UNESCO to make 

the Congress an outstanding success. 

Sincere thanks are extended to the governments of Japan, the Republic of Korea, France 

and Finland for detaching experts to UNESCO Headquarters to assist in the preparatory work for 

the Congress. Similarly, the contributions provided by Australia, Greece, the United Arab 

Emirates, Ecuador, Kenya and the Russian Federation to the organisation of regional and subregional 

preparatory conferences are greatly appreciated. 

The valuable inputs from various experts to the preparation of the Main Working 

Document are gratefully acknowledged. 

Gratitude is due to the following UNESCO partner organisations for their significant 

contributions to the Congress through preparing reference documents and organising round 

tables: the International Labour Office (ILO) and its International Training Centre in Turin, the 

European Training Foundation (ETF), the Islamic Educational, Scientific and Cultural 

Organisation (ISESCO), the Commonwealth of Learning (COL), the International Association 

for Educational and Vocational Guidance (IAEVG), the Working Group for International Cooperation 

in Technical and Vocational Skills Development, the Australian National Training 

Authority, the Queensland Government (Australia), KRIVET (Republic of Korea), the British 

Council (United Kingdom) and the Pandit Sunderlal Sharma Central Institute of Vocational 

Education (India). 

Special thanks should also go to the following countries and organisations that provided 

travel and substantial allowances to selected participants from developing countries: the 

Government of the Republic of Korea, ISESCO, ETF, the Australian Agency for International 

Development (AusAid), Agence de la Francophonie (ACCT), the Royal Norwegian Ministry of 

Foreign Affairs and ALCATEL (France). 

UNESCO would like to express its sincere appreciation to all those who contributed their 

work to the Congress. 

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Background 

INTRODUCTION 

The United Nations Educational, Scientific and Cultural Organisation (UNESCO) 

organised the First International Congress on the Development and Improvement of Technical 

and Vocational Education in Berlin in 1987. This Congress led to the creation in 1992 of 

UNESCO’s International Project on Technical and Vocational Education (UNEVOC) which has 

the goal of strengthening the development and improvement of technical and vocational 

education (TVE) in the Organisation’s Member States. 

More than ten years after the Berlin Congress, and on the eve of the twenty-first century 

which will be the era of knowledge, information and communication, the emerging challenges 

such as globalisation and the revolution in information and communication technology have 

signalled the need for a new human-centred development paradigm. Technical and vocational 

education, as an integral component of life-long learning, has a crucial role to play in this 

new era as an effective tool to realise the objectives of a culture of peace, environmentally 

sound sustainable development, social cohesion and international citizenship. Many 

stakeholders in the field of TVE were therefore convinced that it was time to have another 

international forum to examine how this area of education must adapt to these new phenomena. 

Organisation and scope of the Congress 

To address the above-mentioned needs, the Second International Congress on Technical 

and Vocational Education (hereinafter referred to as “the Congress”) was held in Seoul, 

Republic of Korea, from 26 to 30 April 1999. It was organised by UNESCO, in accordance with 

its approved Programme and Budget for 1998-1999, with the co-operation of the Government of 

the Republic of Korea. 

The principle objective of the Congress was to convince governments, donor agencies, 

industries and all stakeholders of the importance of technical and vocational education for 

development. The Congress was organised to gather all social partners of TVE to exchange 

experience and suggest how policy and practice may be renovated in order to render this sector 

of education more relevant to the employment and social demands of the future. 

Accepting the invitation of the Director-General of UNESCO, a total number of 720 

participants and observers including 39 Ministers or Vice-Ministers from 130 countries (126 

Member States and 4 non-Member States), 3 UN agencies and 29 inter-governmental and nongovernmental 

organisations attended this important international event. A list of the participants 

is attached as an Annex. 

Preparation for the Congress 

After an extensive consultation with Member States, professional institutions and 

specialists, it was decided that the Congress would focus on the following six main themes:

1. The changing demands of the twenty-first century: challenges to technical and 

vocational education; 

2. Improving systems providing education and training throughout life; 

3. Innovating the education and training process; 

4. TVE for all; 

5. Changing roles of government and other stakeholders in TVE; and 

6. Enhancing international co-operation in TVE. 

Innovation and reform of technical and vocational education in the Republic of Korea was 

also introduced during the Congress as a special theme. 

Prior to the Congress, a series of regional and sub-regional preparatory conferences were 

organised to bring into focus the experience and needs of TVE in regions and sub-regions as 

follows: 

• UNESCO-UNEVOC International Conference on Vocational Education in the Asia- 

Pacific Region (25-27 March 1998, Adelaide, Australia), organised by the Adelaide 

Institute of TAFE in co-operation with UNESCO Headquarters; 

• Regional Symposium on Vocational Education and Training in Europe on the 

Threshold of the 21st Century (23-26, September 1998, Crete, Greece), organised by 

the Greek Organisation for Vocational Education and Training (OEEK) in co-operation 

with the UNESCO-UNEVOC Implementation Unit in Berlin; 

• Regional Conference for the Arab States in preparation for the Second International 

Congress on Technical and Vocational Education (1-4 November 1998, Abu Dhabi, 

United Arab Emirates), organised by the Higher Colleges of Technology of United 

Arab Emirates, in co-operation with UNESCO Office in Beirut; 

• Regional Preparatory Meeting for the Second International Congress on Technical and 

Vocational Education (23-27 November 1998, Quito, Ecuador), organised by UNESCO 

Office in Santiago de Chile; 

• African Regional Consultation for Preparation of the Second International Congress 

on Technical and Vocational Education (24-27 November 1998, Nairobi, Kenya), 

organised jointly by UNESCO Office in Dakar and UNESCO Office in Dar es Salaam; 

and 

• Sub-regional Preparatory Meeting for the Second International Congress on Technical 

and Vocational Education in the Countries of the Commonwealth of Independent 

States, Central and Eastern Europe (10-12 March 1999, Moscow, the Russian 

Federation), organised by the Russian Federation Ministry of General and Professional 

Education, Moscow Education Commission and UNESCO Institute for Information 

Technologies in Education (IITE). 

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A Main Working Document was prepared by UNESCO (the Section for Technical and 

Vocational Education) based on the contributions made by selected experts in the field of TVE 

and disseminated prior to the Congress. Six reference documents addressing major issues in 

TVE were prepared by UNESCO’s partner organisations. A list of documents is attached as an 

Annex. 

Opening 

The Opening Session of the Congress began at 9:00 am on 26 April 1999 in the Inter- 

Continental Hotel, in the presence of Mr KIM Jong-pil, Prime Minister of the Republic of Korea 

and Mr Federico MAYOR, Director-General of UNESCO. 

In his welcome address, the Prime Minister underlined the importance of the work carried 

out by UNESCO to promote technical and vocational education world-wide “to give individuals 

the skills they need for change.” “It is timely and useful,” he said, “that delegates from 

UNESCO’s Member States gather here to find the road for the future of technical and vocational 

education, contributing both to individual nations’ development and to international cooperation.” 

Mr Federico MAYOR, Director-General of UNESCO, in his opening address, strongly 

urged “the governments of Member States, inter-governmental and non-governmental 

organisations and the development agencies to join UNESCO’s efforts to renew commitment to 

education,” which he described as “a matter of extreme urgency.” 

Mr MAYOR said “Seoul is the most appropriate venue for this Congress because the 

Republic of Korea has proved beyond any doubt that education, including technical and 

vocational education and training, is a decisive factor in development.” 

Highlighting the challenges of the 21 st century, he said: “Education is the single most 

powerful means to improve the quality of life, the single most powerful weapon against poverty 

and intolerance. Education builds a culture of peace. Governments need to be more aware of 

the social and economic relevance of skills and should provide technical and vocational 

education with a commensurate share of social investment.” Mr MAYOR called on 

international funding agencies to “transform part of the developing countries’ debt into 

educational funding, particularly for technical and vocational education.” 

Mrs Mitsuko HORIUCHI, Assistant Director-General of the International Labour Office 

(ILO) delivered a congratulatory address. She spoke of the long-standing co-operation between 

ILO and UNESCO, notably in the field of vocational education and training. She also 

mentioned “ILO’s efforts to develop a more adaptable labour force targeting smoother 

transitions from school to work; public/private sector partnerships for the delivery of training 

and the promotion of life-long learning.” 

Mr LEE Hai-chan, Minister of Education of the Republic of Korea officially declared the 

Congress open. 

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On the same day, Mr KIM Dae-jung, President of the Republic of Korea hosted an official 

luncheon for all heads of delegations from UNESCO Member States in the Office of the 

President (the Blue House) and addressed the gathering. 

Work of the Congress 

During the first plenary session, Mr LEE Hai-chan, Minister of Education of the Republic 

of Korea was elected President of the Congress by acclamation and assumed office. 

The Congress then adopted its Rules of Procedure and elected by acclamation the 

following as Vice-Presidents and Rapporteur-General: 

Vice-Presidents: 

Mme Orlanda Santos FERREIRA (Cap Vert) 

Mr Hussein Kamel BAHAA EL DIN (Egypt) 

Mr Gerassimos SAPOUNTZOGLOU (Greece) 

Mr Andras BENEDEK (Hungary) 

Mr Robert GREGORY (Jamaica) 

Rapporteur-General: 

Mr Kenneth WILTSHIRE (Australia) 

The Congress decided to establish four Commissions (working groups) to deal with the 

Main Themes 2, 3, 4 and 5. Such arrangements allowed more in-depth study and treatment of 

each theme, with more active participation of the audience. The following were appointed as Co- 

Chairpersons and Rapporteurs of the Commissions: 

Commission I: 

Co-Chairpersons: Mr Munther AL-MASRI (Jordan) 

Mrs Marianne NGANUNU (Botswana) 

Rapporteur: Mr Wanjala KERRE (Kenya) 

Commission II : 

Co-Chairpersons: Mr Hermann W. SCHMIDT (Germany) 

Mr Ali N. ALGHAFIS (Saudi Arabia) 

Rapporteur: Ms Madeleine WOOLLEY (Australia) 

Commission III: 

Co-Chairpersons: Mr C.K. BASU (India) 

Mr Andras BENEDEK (Hungary) 

Rapporteur: Ms Di BOOKER (Australia) 

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Commission IV: 

Co-Chairpersons: Mr Ihron RENSBURG (South Africa) 

Mr Ahsan Ullah KHAN (Pakistan) 

Rapporteur: Mr Ahmed FEREJ (Kenya) 

Under the Rules of Procedure, the Bureau of the Congress comprised the President, five 

Vice-Presidents, the Rapporteur-General and the Co-Chairpersons of the Commissions. 

The Congress met in plenary sessions on 26 (Theme 1), 29 (Theme 6) and 30 (the Special 

theme) April, whereas the Commissions held their sessions on 27 and 28 April. The results of 

the discussions in each Commission were reported to the plenary session on 29 April. Based on 

the discussions that took place during the plenary and commission sessions, the Draft 

Recommendations were formulated by Mr Kenneth WILTSHIRE, the Rapporteur-General with 

the assistance of Mrs Marianne NGANUNU (Botswana) and Mr Arun MISHRA (India). This 

document was approved by the Congress in the final plenary session following the oral report 

made by the Rapporteur-General. Both the approved Recommendations and the text of the 

Rapporteur-General’s oral report are presented in this report. 

Parallel events 

An informal meeting was held on 27 April for the Ministers and Vice-Ministers 

participating in the Congress to meet the Director-General of UNESCO. The ministers voiced 

their firm political commitment to developing and investing in technical and vocational 

education as an essential component of their national education development agendas. 

Parallel to the work of the Congress, seven Round-Tables were organised by UNESCO’s 

institutions and partner agencies at the Congress premises on 27 and 28 April. A list of these 

events are attached as an Annex. 

An International NGO Forum was also held under the theme “Strengthening NGO’s role 

in developing technical and vocational education and international co-operation between 

NGOs”. A summary of this Forum is attached to this report. 

From 27-30 April, an International Exhibition on Technical and Vocational Education was 

organised next to the Congress venue, under the title “Work, Education and the Future”, in 

which 110 domestic and international organisations and companies participated. The Exhibition 

attracted more than 40,000 visitors including thousands of high school students from Seoul. 

On 29 April, study visits were organised by the host country for the participants and 

observers of the Congress to visit 13 TVE establishments and industries in the Seoul region. 

The trips provided excellent opportunities for all foreign visitors to obtain first-hand impressions 

of the achievements of technical and vocational education and training in the Republic of Korea. 

Closure 

Addressing the closing session, Mr Colin N. POWER, Deputy Director-General for 

Education, UNESCO once again thanked the Government and the people of the Republic of 

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Korea for the wonderful manner in which they supported the organisation of the Congress and 

for their warm hospitality. He stressed that “today, more than ever before, technical and 

vocational education and training has become a necessity not only for young people who will 

have to prepare themselves for the challenges of the next century, but also for the entire 

population of each country so that every individual can play an active role in the world of the 

21 st century, which will seek to narrow economic and gender disparities while preserving the 

integrity of the environment.” 

Mr POWER appealed to all partners of UNESCO to “intensify their support to all 

developing countries, particularly in the domain of technical and vocational education and 

training where the need is the greatest.” He ensured all participants that their recommendations 

“will be taken into full account as UNESCO’s Global Strategy for Technical and Vocational 

Education and Training is reformulated to guide the Organisation’s programme for the 21 st 

century.” 

Mr LEE Hai-chan, President of the Congress, in his closing remarks emphasized the 

integration between vocational education and general education and pointed out that “technical 

education and vocational training should be a basic component for the education and training 

system in each country”. He expected that “excellent national technical and vocational education 

policies would be formulated with the help of the Recommendations provided by the Congress.” 

Finally, Mr LEE declared the Congress closed. 

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KEYNOTE KEYNOTE PRESENTATIONS 

PRESENTATIONS 

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The Changing Demands of the 21 st Century : 

Challenges to Technical and Vocational Education 

Introduction 

Munther W. Al-Masri 

President 

National Centre for Human Resources Development 

Jordan 

Technical and Vocational Education and Training (TVET), or Vocational Education in 

brief, should be dealt with, and its issues approached, within the more comprehensive concept of 

Human Resources Development, a concept that comprises the supply side or sources of human 

power, as well as the linkages and channels between the supply and demand sides of human 

power. 

The supply side covers, as is well known, such sources as the various levels and fields of 

formal and non-formal education and training systems, including vocational education. It also 

covers additions to the labour force from external sources such as immigrant labour. The 

linkages between the supply and demand sides of human power, on the other hand, which should 

be considered essential elements of the concept of human resources development, comprise such 

components as information systems, legislative tools, occupational classifications and standards, 

employment services, career guidance and counselling services, research and development in the 

concerned fields, and the relevant institutional set-ups in the form of councils, boards, 

committees and administrative units. 

Considering its nature, content and methodology, vocational education is strongly rooted 

in educational ideals and objectives, on the one hand, and is thoroughly permeated by labour 

market criteria and work standards, on the other. To ensure both the human and professional 

aspects of vocational education, two major dimensions should always guide the design of the 

relevant schemes and systems: EDUCATION and WORK. The educational dimension caters 

more for the individual needs and human aspects, while the work or economic dimension caters 

more for societal needs and labour market requirements. Furthermore, modern approaches take 

it for granted that vocational education schemes and programmes cannot be designed to 

correspond accurately to a particular job. The dynamics and changing demand of the labour 

market require more and more the replacement of physical skills by mental skills, and hence that 

such schemes and programmes be liberalised and broad-based, to promote adaptability, widen 

the scope of job opportunities, and enhance educational and occupational mobility. One of the 

major challenges that is still encountered by policy makers and planners of vocational education 

systems, in developing as well as developed countries, is the ability to operationalize the concept 

of integration, rather than just that of co-ordination and coexistence, of educational and work 

values and standards, and hence the integration of individual and societal needs, interests and 

objectives. The schism or separation between the education system and the world of work, 

which is found in particular in most developing countries, is one of the major weaknesses of 

vocational education systems in these countries. 

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In many countries, especially industrialised ones, the centre of gravity of vocational 

education systems is generally located nearer to societal and labour market needs, at the expense 

of educational values and individual needs. In many other countries, especially developing ones, 

the centre of gravity is located nearer to educational criteria and standards, at the expense of 

labour market needs and employment requirements. 

In my address, three main vocational education issues will be explored, that are of special 

importance in general, and in developing countries in particular. These issues are: the 

economics of vocational education, the social status of vocational education, and the regional 

and international dimensions of vocational education. 

The economics of vocational education 

Three major factors have to be explored when the economics of vocational education 

systems are discussed. The first factor is concerned with the sources of finance and methods of 

funding; while the second factor is concerned with such matters as costs, efficiency and 

effectiveness, and hence with the socio-economic return on investment in vocational education. 

The third factor caters for the evaluation and assessment of the relevant systems and 

programmes. 

The sources of finance and methods of funding of vocational education programmes vary 

considerably. Nevertheless, two such sources predominate: the first represents the taxpayers 

through central and/or local budgets, while the second source represents employers in industry 

and business, who are the main beneficiaries of the output of vocational education systems. 

Other sources with less impact include learners and trainees themselves and their families, in the 

case of fee-paying programmes; income generating activities; grants and donations, especially 

for such programmes as those directed to special groups, including the handicapped and the 

underprivileged. In most developing countries, public sources of finance for vocational 

education usually predominate. Public funding is in general utilised to finance school systems, 

and suffers usually from being inadequate, especially in countries with limited resources, where 

vocational education is not considered a priority in national budgets. A dynamic multi-faceted 

approach to the funding issue, with the objective of diversifying sources of finance, should be 

adopted in developing countries to ensure adequacy and sustainability of funding. Such an 

approach has yet to gain recognition and feasibility in such countries. 

Matters related to cost, efficiency and effectiveness of vocational education schemes, 

which represent the second factor concerning the economics of such schemes, pose a big 

challenge in most developing countries. The relevant issues here include, on the planning or 

macro level, system choice or the school vs. the enterprise issue, the broad vs. the narrow base 

approach to the area of specialisation, and the duration of the vocational education programme. 

On the operational or micro level, such issues include trainee-instructor ratios, utilisation factors 

of training facilities, choice of equipment and technologies, and size and nature of productive 

activities. 

Evaluation systems and techniques, which represent the third factor concerning the 

economics of vocational education, are far from being common practice in developing countries. 

To be effective, evaluation systems should incorporate three main elements. The first is internal 

evaluation, which is mainly concerned with assessing the degree of compatibility between the 

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outputs of the vocational education programme and the performance objectives specified for 

such programmes. The second element is the economic evaluation, which is basically concerned 

with such indicators as cost-benefit criteria, changes in learner’s income, changes in productivity 

at the work place, comparative costing of different vocational education systems, and optimum 

utilisation of training facilities and services. The third element is external evaluation, which is 

generally concerned with assessing the degree of computability between the outputs of the 

vocational education programmes on the one hand, and labour market needs and employment 

requirements, on the other. 

In developing countries, all aspects related to the economics of vocational education are 

sources of concern, and even frustration, especially when taking into consideration the relatively 

high cost of vocational education programmes, compared with other educational offerings. 

Social status of vocational education 

The social status of vocational education in any society is, to a great extent, a reflection of 

the status of work values in that society. Traditional cultures and philosophies range between 

two extremes regarding their assessment of work values. At one extreme, the ancient Greek 

culture viewed work as a low-grade life activity that, nevertheless, can’t be dispensed with; 

while at the other extreme, the Marxist culture viewed work as the supreme value. Between 

these two extremes, different cultures vary to some extent in their assessment of work values. A 

rational and balanced approach can be realised if work activities are assessed both by their 

material and economic returns on the individual and society, on the one hand; and their social 

and humanising influences, on the other. Thus, vocational education systems and schemes 

should be designed as developmental life experiences that have their own social dimension and 

cultural extension. Vocational education, should do more than provide the learner with the 

specific skills and knowledge needed for the job. It should be acknowledged that occupations 

are more effectively performed by workers who are generally, as well as specifically prepared, 

taking into consideration the ongoing transformation of work processes, technologies and 

environments. 

The social status of vocational education can, on the other hand, be enhanced in practice 

through appropriate career guidance and counselling services, as well as employment and 

placement services. Unfortunately, these two types of services are weak in most developing 

countries, accentuating more the status issues of vocational education. When such services 

exist, fully or partially, in developing or developed countries, it is not unusual for the providers 

of such services to fall in the trap of being guided more by labour market needs and employment 

priorities, than by the fulfilment of the individual’s needs and inclinations, and the realisation of 

his potentialities. Proper career guidance and employment services should fulfil both labour 

market and individual needs, and should not end up by adjusting or even distorting the learner’s 

inclinations to labour market requirements. 

In practice, the social status of vocational education is also influenced, to a great extent, by 

the type of relation and nature of channels that link it with higher education that leads to the 

preparation of professionals. Successful vocational education schemes are usually designed with 

inherent and built-in links with higher educational and occupational levels, through the formal or 

non-formal systems of education, within the general concept of continuing and life-long 

education. In some education systems, especially those of developing countries, the realisation 

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of this concept would necessitate the restructuring and reform of higher education, in order to 

eliminate bottlenecks, and establish lateral and vertical channels among the various fields and 

levels of educational and training offerings, to promote occupational and educational mobility 

and, consequently social mobility. In general, therefore, higher education should be linked with 

the abilities and performance standards of the learner, irrespective of the type or stream of preuniversity 

education or training he/she experienced. 

Furthermore, the status of vocational education can be enhanced in practice through the 

establishment of a comprehensive and diversified network of non-formal and adult educational 

and training facilities and services which are accessible to the employed, as well as to the 

unemployed, to enable them move along and up the educational and professional ladder at any 

point or stage of their careers; thus fostering their personal development, enhancing their 

occupational and social mobility, and upgrading the quality and productivity of work sites. In 

most developing countries, such facilities and services suffer from two main shortcomings. First, 

they fall short of the minimum requirements needed to have an impact in such aspects as 

quantity, quality, geographical coverage, flexibility and accessibility. Secondly, such facilities 

and services seem to be utilised more by those who are already better educated and who can 

afford the costs involved. Thus, instead of acting as a means to compensate for earlier 

inequalities in educational and training opportunities, and as a vehicle to contribute to bridging 

the social and economic gap between the various groups of society, adult education facilities and 

services face the risk, in most developing countries, of widening the educational, occupational 

and social gap between the privileged and the underprivileged, between the haves and the havenots. 

Other aspects of the status issue of vocational education include such factors as the status 

of the vocational teacher, the gender issue, and the vocationalization of general education. It is 

not unusual in many education and training systems to find that vocational teachers are not of 

equal status, socially and economically, to their general education counterparts. It is also not 

unusual to find that the relevant vocational education facilities and services are structured 

basically around the needs of male learners, with the result that the role of females as learners, 

instructors, planners and providers of services, lags considerably behind the role of males. 

Finally, a great service can be offered to the status issue, if a strong element of vocational 

education, or more specifically prevocational education, is incorporated as part of general 

education in the form diversified practical activities and life experiences, derived from the 

various socio-economic sectors. 

The regional and international dimensions of vocational education 

The approach to issues related to human resources development in general, and vocational 

education in particular, is no more a purely national concern. For sometime now, it has been a 

regional concern; and now it is even becoming a concern with international dimensions that 

should take into consideration emerging conditions of increasingly globalized economies of the 

world, manifested by the changing structure and framework of world trade, labour mobility, 

common markets, commodity standards, multinationals, and the geographical characteristics of 

industrialisation. The economies of developed Western countries, as an example, are shifting 

away from the manufacturing sector to the services sector, with much of the manufacturing 

activities moving to less developed countries in Asia and Latin America, attracted by reduced 

production costs. 

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It is thus becoming increasingly essential to think regionally and even globally when 

planning, defining policies and designing programmes at the national level, for the quantitative 

and qualitative aspects of vocational education as a component of human resources 

development, especially in such matters as job classification, skill standards, educational levels, 

information systems and the identification of training needs. 

We talk freely of the regional and international dimensions of vocational education at the 

macro level, but we seem to be timid and shy in the face of some of the issues at the micro level. 

Take for example the two concepts of vocational education and vocational training. 

We frequently come across, or use, these two terms, sometimes to mean different things 

and sometimes to mean the same thing. The split and schism between Vocational Education and 

Vocational Training is believed to be artificial in modern vocational schemes and programmes. 

The fact that the split still exists is due probably to past prejudices and administrative structures. 

So, nothing short of the full integration of the implications and contents of the two terms is 

acceptable now. 

The split might have been justified decades ago when it was usual for workers to acquire 

the skills needed for their jobs purely through traditional time-serving informal apprenticeship 

schemes, consisting predominantly of on-the-job practical experiences. This is no more the case 

now. Jobs are classified according to two main variables: the field of specialisation and the 

occupational level. The content of any vocational preparation programme for a job is analysed 

into its constituent functions, duties and skills, specifying the theoretical content and knowledge 

needed. Thus the needs and requirements of the job dictate the structure and content of the 

vocational programme, whether it is called vocational education or vocational training. The fact 

that the vocational programme is implemented in an educational institution or within a work 

environment in an enterprise should not affect the basic structure and content of the programme, 

simply because the needs and requirements of the job are independent of the venue that is 

utilised for the implementation of the preparation programme. The schism between Vocational 

Education and Vocational Training can be ended, and the barriers demolished if vocational 

programmes are structured around the needs of the job and the needs of the learner, irrespective 

of the venue of implementation, or the agency responsible for its financing or administration. 

The two most renowned international agencies in the field of vocational education and 

training, UNESCO and ILO, need to address this issue seriously, so that we stop talking 

different things about what should be the same thing, and stop insisting that UNESCO’s role is 

vocational education, while ILO’s role is vocational training. This is not role splitting, but rather 

hair splitting! 

It is worthwhile mentioning here in this context that, because UNESCO and ILO 

communicate with member countries through different channels and national agencies, two 

systems of human power preparation at the basic occupational levels emerge sometimes side by 

side with little or no co-ordination, and sometimes with rivalry and mistrust. 

To conclude, the regional and global dimensions of vocational education cannot be 

properly explored without investigating their cultural reflections and outreaches, especially that 

globalisation is a trend that is permeating all aspects of life: economic, social and cultural. This 

would obviously present another challenge to planners of vocational education systems, and 

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would justify more the broad-based human approach to vocational education programmes to 

complement the professional and specialised approach. 

What is really needed in our education systems is, more and more, the liberalisation of 

vocational education and the vocationalisation of general education. 

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The Changing Demands of the 21 st Century: 

Challenges to Technical and Vocational Education 

Hermann Schmidt 

Former President 

Federal Institute for Vocational Training 

Germany 

1. Thinking the change – a challenge for vocational education 

When the winds of change blow, some build walls, others build windmills. (Chinese 

wisdom) 

China in its long history has shown to the world that both options can be a successful and 

sustainable response to change. In our present situation, on the eve of the 21 st century, however, 

building walls will definitely not be an adequate response to the challenges we face in education. 

Let us build windmills! 

There are three pivotal developments of the past 20 years that have caused most of the 

change: 

• micro-processor technology and its impact on information, communication, 

production, and work organisation; biotechnology and genetic technology; 

• the end of the cold war and the division of the world into blocs of capitalism and 

communism; and 

• growing ecological consciousness. 

Technology 

Information technology (IT) is at the root of a process of transformation in the course of 

which industrialised societies are changing into knowledge societies and the management of 

production into the management of knowledge. There will be less and less manual work while 

computers become the main tools catering for the information needs of all professions. As a 

result, letters and figures, into which all procedures have to be translated, become more and 

more important for all human activities at work and in private life. 

A less divided world 

The end of the division of the world has opened the borders to the free flow of capital, 

goods and information and to the unhindered travel of people at large, but not yet in all parts of 

the world. Going global is the challenge to entrepreneurs and, of course, to their employees. As 

an example, cross-border activities in a united Europe demand the same competencies in all 

∼ 15 ∼

participating countries, i.e. language and more knowledge about partner countries, their 

economy, culture and their legal and social systems. 

Ecology 

Growing ecological consciousness will become a very important economic factor in the 

foreseeable future. Eco-knowledge is an important part of it, but eco-thinking is even more 

important. It has to be part of all education, general and vocational. 

Curriculum revisions, new syllabuses or educational reforms cannot master all these 

changes. What we need are new ways of thinking. To master the changes in thinking about the 

needs of our world seems to me the most difficult task of education. 

Labour-management relations 

As the value imperative to remain competitive has become more demanding, so there has 

been a corresponding increase in the capability expectations of the workforce. 

There is a point in this development where a new balance in responsibility in the 

partnership between management and the workforce now tilts more towards the workforce 

than prevailed in the past. This is not the result of a power struggle but the consequence of 

inevitable changes in the organisation of work. In several European countries these changes are 

also reflected in government policies and ultimately in what is expected of VET. Tri-partite 

bodies are responsible for VET-Standard development and implementation in many countries of 

the world. Thus, the ability of employers and trade unions to describe rather exactly what their 

needs are concerning the role and the competence profile of future skilled workers and 

employees has been developed and improved. The communication between the world of work 

and the world of education, which very often seems to be non-existent, has grown into a new 

culture within research institutes or employment offices where these tripartite bodies meet 

regularly. 

2. Education against uncertainty and anxiety 

One of the most dangerous consequences of fundamental changes now prevailing in 

politics and, of course, in education is uncertainty and following this – anxiety. In Eastern 

Europe, where nearly all established frameworks and structures have fallen apart, uncertainty 

and anxiety are probably the prime reasons for the failure of leadership, but also in western 

industrialised countries on their way into knowledge societies, some of them with particularly 

high unemployment rates, as well as in Asian countries which are shaken by a threatening 

economic crisis or in Africa and South-America uncertainty and anxiety are well known 

companions for a majority of people. 

Therefore, it is one of the most important tasks of education to enable people to cope 

successfully with uncertainty through: 

• information and knowledge about the reasons for the changes, including systems’ 

knowledge (e.g. computer systems, banking systems, free-market systems); 

∼ 16 ∼

• skills on how to gather and select information and knowledge, and how to use them 

in planning and decision-making processes; 

• problem-solving and practical skills, social and team skills; 

• entrepreneurial skills; and 

• The development of the learner’s personality through general, vocational and 

professional education. 

What education can do is to create the preconditions of change, to develop the 

potential for managing change and to foster positive thinking. What it cannot do is to 

provide employment for those who have been educated and trained, to secure parity of esteem 

and a balance between the haves and the have-nots within a country and amongst global players. 

If education shall act successfully in this very important field, educators need the help of 

the whole society, not only parents. The corporate world and the trade unions have a 

responsibility for co-operation with the world of education for their own sake. 

What contribution can education make to globalisation? A simple answer would be: 

tolerance and democratic convictions! Yet, in our world, war is still seen as the ultimate act 

of politics. A main task of education, including vocational education and training, must surely 

be to maintain the freedom to hold diverse opinions regardless of political, religious and 

philosophical boundaries. 

3. The overall objective – learning to learn 

In the information driven world of work: 

• computers are the common tool for managers as well as for front line workers; 

• all information is being digitised and transformed into computer-compatible letters 

and figures; 

• the Internet is established as a world-wide information web, using English as the 

lingua franca of the knowledge age. 

As a consequence, mathematics, one’s own language and English are becoming more 

important for vocational education and training than many of the practical skills that have 

traditionally been related to specialised training. Initial vocational education and training pursue 

in their turn the kind of educational objectives that have traditionally been the prerogative of 

general education. They include: 

• learning to learn (on the job; integrating theory with practice; learning by reviewing 

practice; applying learning methods in practice; developing social capabilities that 

cannot be taught); and 

• becoming a mature and responsible contributor (acquiring overarching capabilities 

like acting in a group, thinking in process terms, taking responsibility for others and for 

one’s own achievement). 

∼ 17 ∼

The traditional boundaries between general and vocational education on the one hand and 

education and training on the other have become obstacles to learning for real life. 

There is no one-way-road of learning transfer from the so-called industrialised countries to 

the so-called developing world. Those who believe that they already know the problems of 

tomorrow have already lost the learning competition. 

4. The young must shape the change 

There is a widely shared consensus about the goals of education. It is to prepare young 

people for life by developing their intellect, their aptitudes and their talents; and to create 

opportunities for them to reach their full potential. But education should also enable them to 

earn their own living and take part in the democratic process. All educational systems have to 

serve these purposes. 

Vocational education, i.e. the education and training of skilled workers and employees, has 

to be broader and more diversified. Take for example: 

• a car mechanic must have diagnostic skills and knowledge (computer literacy), be 

customer oriented (direct personal contact), have all the skills of the trade (high tech), 

must take into account the ecological effects of his/her work, be able to calculate the 

cost of a repair and, more generally, be conscious of adding value; 

• a farmer or horticulturist must be knowledgeable in biology, chemistry, management, 

marketing, engineering (mechanical) and have customer orientation; he/she must be 

able to find and exploit niches in the market (e.g. value added products for hotels in the 

neighbourhood); 

• a worker in one of the growing service industries e.g. in the tourist, hospitality or 

leisure industry can be a well educated and trained leisure manager with a broad 

cultural background and communication skills; and 

• a health care assistant in one of the broadest fields of services where people of all 

ages can perform full time or part-time services once they have access to adequate 

education and training. 

The key to success in vocational education is to create learning opportunities through 

which people can develop their ability to learn autonomously and use what they have learned to 

make a difference in their workplace. 

In Germany, government, employers and trade unions agreed in 1987 that all occupational 

VET-standards should include the new overall objective which changed the former VETparadigm: 

A skilled worker/employee should be able to act independently in planning, 

executing and controlling his/her work task. 

All new learning activities following this new paradigm have one characteristic in 

common: the learner steps into the centre of the learning process, gathers information and, as 

far as possible, acts independently. The teacher/trainer also changes his/her role to become 

coach, advisor and tutor. 

∼ 18 ∼

5. New vocational education and training standards – a global movement 

The changes in technology, business, politics and society, all make it necessary to reexamine 

the aims, contents, qualifications and methods of all educational systems. Will they 

help or hinder future developments? All over the world VET-standards are benchmarked, newly 

developed or revised. The setting of new educational standards is more than just another reform, 

it has become a movement. This new movement has been well described by our colleagues Marc 

Tucker and Judy Codding in their book Standards for our Schools (San Francisco, 1998). 

The countries of Central and Eastern Europe and those that formed the former Soviet 

Union, the so-called “countries in transition” are confronted with the most radical change that 

educational systems have ever had to endure, especially in such a short time. With the change in 

the overall philosophy from centralised planning to free markets, these countries have to build 

new vocational education systems and transform all occupational and professional standards 

and curricula. This endeavour needs solidarity and support. 

The European Training Foundation (ETF) based in Turin, Italy was founded in 1994 to 

support the Central and Eastern European countries to restructure their vocational education and 

training (VET) systems. ETF’s Advisory Forum embraces the member states of the EU and the 

countries of the former Eastern Bloc and – as of 1999 - the Mediterranean countries of Africa 

and the Near East (MEDA-Programme 1999) as well as international institutions like 

CEDEFOP, the EU’s VET-centre, UNESCO, ILO, the World Bank and European Employer and 

Trade Union Associations. The task of the Forum is to discuss the needs of the countries in 

transition in the field of VET and advise the ETF Directorate and its Governing Board by 

defining adequate measures of support in its programme planning. 

ETF responded to the different needs of partner states in Central and Eastern Europe 

(including the new independent Asian countries, that were part of the former USSR and 

Mongolia) by: 

• establishing information agencies, so-called observatories, which provide data about 

the preconditions for defining VET Standards and labour market needs; 

• creating an expert network to support partner states in developing and implementing 

VET Standards; a working group of the Advisory Forum was given this task; 

• launching and monitoring pilot projects in partner countries; 

• providing tailor made advice for partner countries which start to develop VETstandards 

for the first time; and 

• implementing an information network between partner countries and EU-member 

states. 

It is such a VET-Broker /Agency /Network which is needed for the world-wide 

promotion of education and training. Thanks to UNESCO and the German Government an 

international centre for technical and vocational education and training has been proposed to be 

established in Bonn/Germany. 

∼ 19 ∼

Common to all these developments in search for new vocational training systems, 

standards, parity of esteem and closer links between education and business is the need for 

vocational education research. The European Union is focussing on this very important factor 

in its vocational education promotion programmes in order to improve the data base for future 

oriented VET-planning processes, to better link learning in schools and at the workplace, to 

help teachers in coping with the large amount of new knowledge , new skills and new methods 

of teaching with the support of multimedia and setting new VET-standards. Vocational 

education research and development could also be a key to innovative measures to make 

better use of informal learning achievements for young and adult with little formal education. 

There is a strong global move for building windmills but it will take a lot more creativity 

and investment in education than we have done so far to turn the vision education and training 

for all into reality. 

∼ 20 ∼

Reform and Innovation of Technical and Vocational 

Education in the Republic of Korea 

Lee Mu-keun 

President 

Korea Research Institute for Vocational Education and Training (KRIVET) 

Republic of Korea 

The strong performance of the economy in the Republic of Korea during the last thirty 

years has been well publicized. Technical and vocational education played a pivotal role in this 

rapid industrialization process. The government successfully restructured the vocational 

education and training system to meet the changing industrial demands. However, the country 

now faces new challenges posed by the changing global economic environment. In order to 

sustain its competitiveness, the Republic of Korea must now take active measures to reform its 

technical and vocational education programmes. 

This paper examines the restructuring of technical and vocational education in the 

Republic of Korea to provide industrial manpower during the process of economic development. 

Firstly, the current system of vocational education and training will be described. Secondly, how 

the system has been restructured in response to meet industrial demands will be reviewed. And 

finally, it will list the challenges that the Republic of Korea will face in the twenty-first century 

and some policy recommendations will be made that may be considered in order to respond to 

the emerging challenges. 

THE CURRENT SYSTEM OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING 

In the Republic of Korea, technical and vocational education programmes within the 

formal education system are provided at both senior secondary schools and post-secondary 

institutions (junior colleges). Out-of-school vocational training is provided as non-formal 

education. 

Vocational senior secondary schools provide three-year programmes, preceded by six 

years of primary education and three years of junior secondary education. The programmes can 

be divided into six categories: agricultural, technical, commercial, marine and fisheries, 

vocational and comprehensive. The duration of field training varies, ranging from one to six 

months in agricultural and commercial schools, one to twelve months in technical schools and 

from three to twelve months in fishery and marine schools. Vocational senior secondary schools 

are the major institutions for training the craftsmen and skilled manpower in the Republic of 

Korea. In 1997 there were 771 technical and vocational senior secondary schools with a total 

enrollment of 960,037, which accounted for about 40 per cent of the total senior secondary 

school enrolment. 

Junior vocational colleges provide two-year post-secondary programmes, with the 

exception of the marine and fisheries, and nursing courses which last two-and-a-half years and 

three years respectively. The purpose of junior college education is to produce middle-level 

∼ 21 ∼

technicians equipped with a solid base of theoretical knowledge and practical skills to meet the 

increasing demand for technical manpower following rapid industrialization. Specialized 

programmes are grouped into technical, agricultural, nursing, fisheries, health, commercial and 

business, home economics and so on. In 1997 there were 155 junior colleges with an enrolment 

of 724,741, about 28 percent of the total higher education enrolment. 

Non-formal vocational training comprises public and private training. Public vocational 

training is undertaken by the Korea Manpower Agency (KOMA) under the Ministry of Labour 

and local governments. It aims to train semi-skilled and skilled workers through programmes 

lasting from three months to two years. KOMA manages institutes concerned with a broad range 

of occupations, while local governments concentrate on training in trades necessary for 

increasing the income of farm households. 

Private vocational training is conducted by enterprises and corporations. Enterprises are 

required to pay employment insurance fees, the latter depending on the number of employees. 

The fees paid by the enterprises are pooled into a central fund, known as employment insurance 

funds, that are used to finance the vocational competency development programmes. The 

vocational competency development scheme, which came into effect in January 1999, replaced 

the compulsory training levy system. Private training is also carried out by corporations 

authorized by the Ministry of Labour. 

The duration of vocational training programmes vary, ranging from short-term (hours, 

days, weeks) to long-term (six months to two years). The vocational training courses are divided 

into ‘basic training’, ‘upgrade training’, ‘job transfer training’, and ‘retraining,’ according to the 

objective of the training. The programmes are provided in 477 fields covering 23 technical areas. 

In 1997, 477 training institutes (96 public and 381 private) provided training for 302,646 

trainees. 

RESTRUCTURING OF THE TECHNICAL AND VOCATIONAL EDUCATION SYSTEM 

In the early 1960s, the Republic of Korea was a typical labour-surplus economy with a 

modest endowment of natural resources and a small domestic market. The government 

established a vast economic development plan and restructured the vocational education and 

training system in order to supply the manpower necessary to implement the plan. As a result, 

most of the formal technical and vocational education was provided within the state education 

system, and was systematically planned and standardized. The government rapidly expanded 

enrolment in vocational schools in the 1960s. However, the formal vocational schools were not 

able to prepare sufficient technical manpower for the rapidly industrializing country. In order to 

train enough workers to meet the increasing industrial demands, the government enacted the 

Vocational Training Law in 1967 as a result of which many new vocational training institutes 

were established. 

∼ 22 ∼

During the 1970s, the government undertook a fundamental structural change towards the 

development of heavy-chemical industries. This rapid structural change heightened the industrial 

demand for skilled workers and craftsmen. To meet this requirement, the government 

strengthened technical and vocational education at the secondary level, expanded the number of 

public vocational training institutes and legally mandated in-plant vocational training in most 

private enterprises. 

The government encouraged private companies to provide in-plant training with the 

enactment of the Basic Law for Vocational Training in 1976. Large companies in certain 

industries were required to provide in-plant training for a certain number of their employees. 

These companies were obliged to pay a training levy if they did not provide in-plant training, or 

if their training did not meet government regulations. This mandate applied initially to firms 

with more than 500 employees; in 1991, this number was decreased to 150 employees, and in 

1995 - to 100 employees in the manufacturing sector. 

In parallel with the rapid structural changes to heavy and chemical industries during the 

1970s, the government re-organized the existing five-year junior technical colleges (comprising 

three years of secondary and two years of post-secondary education) into two-year junior 

vocational colleges directed toward the preparation of technicians and engineers who are able to 

perform specific technical tasks in the heavy and chemical industrial fields. 

In 1973, the government implemented the National Technical Qualification Testing 

(NTQT) system to improve the quality of skilled manpower and to enhance the socio-economic 

status of skilled technical workers. The system successfully encouraged students and employees 

to acquire higher technical and vocational skills, thereby effectively increasing the efficiency of 

the workforce. The Korea Manpower Agency and the Korea Chamber of Commerce and 

Industry (KCCI) were commissioned to carry out the National Qualification Testing. By the end 

of 1996, a total of 4,905,329 trainees had acquired national technical qualifications. 

In the 1980s, the government expanded the opportunities for higher education to meet 

social demand, mainly for political reasons. The government strengthened the junior college 

education and established open universities to provide continuing education for the employed. 

Thus, enrolment in junior vocational colleges increased while enrolment in vocational senior 

secondary schools and the number of in-plant trainees began to decline. This resulted in a 

shortage of workers for production jobs, especially in the small and medium size companies. 

In the 1990s, the economy is facing new challenges posed by the changing economic 

environment including the globalization of trade and labour markets, the rapid advancement of 

new technologies and more competition. Despite the expansion of higher education in the past 

decade, the present level of education and training is unable to meet today’s industrial demands. 

The government has recently introduced various measures to strengthen the vocational education 

and training system in order to prepare the necessary skilled manpower to meet the changing 

industrial demands while reducing the pressure on higher education. 

In 1990, the government began implementing certain policies to increase the enrolment in 

vocational senior secondary schools, to increase the enrolment ratio of general versus vocational 

senior secondary schools from 68:32 to 50:50 by 1995. Although the scheme contributed to 

increasing the enrolment in vocational senior secondary schools from 32 per cent of the total 

senior secondary school enrolment in 1990 to 39 per cent in 1995, the scheme failed to induce 

∼ 23 ∼

students away from higher education and to supply the necessary manpower required by the 

industries. 

To strengthen the links between schools and industry, especially in the areas of technical 

education and training, a new system named “the Two-plus-one Program” was introduced in 

1994 and was implemented in forty designated model schools in 1998. The programme 

comprises two years of vocational education in schools, followed by one year of practical 

‘hands-on’ field training in industrial companies. From 1999, the implementation of this system 

has been left to the discretion of technical senior secondary schools. 

Beginning in 1994, the Presidential Commission for Educational Reform (PCER) 

examined the effectiveness of the policies to expand enrolment figures for vocational senior 

secondary schools and to encourage close industry-school linkages. By the end of 1995, it was 

concluded that some of the earlier policy measures were inappropriate. PCER recommended 

certain changes in the policies, placing emphasis on quantitative expansion of vocational senior 

secondary school enrolment to that of placing more emphasis on the quality improvement of 

vocational education. 

PCER proposed the Second Educational Reform Programme including the vocational 

education reform in 1996. Reflecting recent trends in higher education, the objective of the 

vocational education reform is to establish a ‘Lifelong Vocational Education System’. In order to 

achieve this goal, legislation on the credit bank system in 1996 was enacted, allowing part-time 

registration to college on a test base system. In addition, students in vocational senior secondary 

schools and workers in industry are able to continue further education. These students have 

priority in the selection process for entry in colleges in related fields of study. 

With the introduction of a lifelong education system, the junior college education was 

expanded. Between 1979 and 1997, the enrolment in junior colleges increased 11 times and the 

programmes were diversified, from 91 into 361. Based on the Educational Reform Programme, 

the customized training system responding to industrial demands has been implemented in two 

model junior colleges since 1996 and plans are underway to expand the programme. In order to 

strengthen the junior colleges’ capacity for vocational education, programmes linking the 

curriculum of the second and third years of vocational senior secondary schools with that of the 

vocational college (2+2) are being implemented in some pilot schools. Students who have 

completed vocational senior secondary school courses are given priority in the selection process 

for entry into colleges in related fields of study. From 1996, the graduates of junior colleges 

receive associate degrees. 

As the required production skills became increasingly sophisticated with the 

manufacturing of higher value-added products in the late 1980s, companies began to emphasize 

skills upgrading for their workers while placing less emphasis on the initial training for trainees 

prior to employment. Even though the compulsory training levy system contributed to the early 

increase of in-plant training, it failed to encourage companies to invest in the further education 

and training of their workers. To encourage enterprises to provide further training of those in 

employment, the government has introduced the vocational competency development scheme 

with the enactment of the Vocational Training Promotion Act in 1999. All companies with more 

than fifty employees are required to provide vocational competency development programmes 

for their employees and for job seekers. 

Since the latter part of 1997, the Republic of Korea has been suffering from ever- 

∼ 24 ∼

increasing unemployment. The unemployment rate reached 8.0 percent in September 1998 as 

compared to 2.6 percent in 1997. Unemployment is expected to increase in 1999 due to the 

severe economic downturn, recent bankruptcies, and downsizing of many companies. Since the 

onset of the severe economic difficulties, the government has set up special training programmes 

for the unemployed as a social relief strategy. In July 1998, 3,079 training programmes were 

offered in 994 institutions. 

CHALLENGES IN THE TWENTY-FIRST CENTURY AND FUTURE STRATEGIES 

The trends of globalization of trade and labour markets, rapidly changing technologies, 

and mass unemployment resulting from the recent economic crisis, are expected to continue in 

the twenty-first century. This trend will foster rapidly paced changes in future industrial 

structures and employment patterns. 

The effect on and changes in the labour market are that some jobs are declining in 

significance, others growing in importance and others still require completely new or different 

skills. The size of the workforce employed in the service and technology industries, where a 

high-level education and skills are required, will increase; while the demand for low-skilled 

workers will shrink. Many employees are likely to change jobs, and possibly even careers, 

several times during their working lives. The changing nature of labour market trends has 

significant implications for education, implying inter alia the need to provide lifelong learning, 

continuing and recurrent technical and vocational education, and continued upgrading of 

knowledge and skills. 

In an effort to respond to the emerging challenges in the twenty-first century, the 

government will continue to implement current reforms. The following are measures and policy 

recommendations to be considered: 

i) The common school curriculum should be revised to emphasize basic education 

rather than specialized education. Core competencies required for students should be 

identified and integrated into the Basic Common Curriculum from the first to the 

tenth grade, as proposed in the Seventh Curriculum which will be effective from the 

year 2000. Constant improvements in the area of knowledge and skills prove 

imperative for the future workforce to acquire the basis for developing further 

knowledge and skills as quickly and effectively as possible. This demands an 

adequate general knowledge level in order to facilitate the development of knowledge 

in related areas, that is, a core of "generic knowledge". 

ii) Integration of the senior secondary school curriculum. Senior secondary schools 

willing to do so can integrate and manage the curricula of both vocational and general 

schools in order to enable students to choose from a wide selection of courses during 

the second and third year. This will enable students to satisfy requirements for further 

education while at the same time acquiring work-related knowledge and skills that 

will help them to enter the workforce. Schools that integrate and manage both 

curricula will minimize the number of compulsory courses which students must take 

and will increase the number of elective subjects. 

iii) Lifelong education at different levels should be expanded to benefit each and every 

citizen. The educational trend has shifted so that more and more students are opting to 

∼ 25 ∼

undertake further study beyond that of senior secondary school. Higher education 

institutes such as polytechnic universities, polytechnic colleges and junior colleges 

should therefore be strengthened and equipped as lifelong educational institutions 

allowing people of all ages to receive further occupational education. Flexible access 

to vocational education and training throughout life should be ensured. 

iv) A School-to-work transition (STWT) system must be developed. STWT should begin 

in the earliest years of schooling, combining efforts in educational improvement, 

workforce development and economic development. The goal of STWT is to smooth 

the transition process for all students, including college-bound and non-college-bound 

youth, disadvantaged youth and out-of-school youth. The system seeks to find a 

balance in preparing students for “real jobs” without limiting their employment and 

school opportunities. The components of the system are: 

(a) work-based learning; 

(b) school-based learning; 

(c) connecting activities which articulate between the school-based and work-based 

components; and 

(d) career-awareness programmes. 

v) Enterprise training should be encouraged. Companies, particularly those which 

invested in technology-intensive industries, require a continuous updating of skills 

and knowledge for which formal schools are inadequately prepared. Companies 

provide the best setting for workers to acquire the work-related knowledge and skills 

necessary to absorb future technology speedily. Enterprises have to become “places of 

learning” in addition to being places of work. Training policies should encourage 

enterprises to provide further training of their employees. 

∼ 26 ∼

UNESCO’s Programme on 


For the First Decade of the New Millennium 

Colin N Power 

Deputy Director-General for Education 

UNESCO 

Mr Chairperson, 

Distinguished Participants and Observers, 

Ladies and Gentlemen, 

The deliberations during the last three days have brought to us the realization that the 

growing economic globalization has created a new international agenda for development. The 

world is moving towards an information-based economy where the effectiveness of an enterprise 

or a country is determined by the quality of its products and services. Production systems based 

on new technologies that enable greater productivity and flexibility demand that all workers 

constantly must update their skills and become more entrepreneurial. The evidence clearly 

shows that the most productive nations are those characterised by a flexible and well-qualified 

labour market, one with a rich and diverse mix of skills which are continuously updated and 

developed throughout life. Thus, the theme of our Congress: lifelong learning and training for 

all, a bridge to the future. 

As we have heard during these discussions, technical and vocational education and 

training (TVET) is most directly concerned with the acquisition of the knowledge and skills 

required for the world of work, formal and informal, urban and rural. And every country must 

adapt its TVET programme to cater to the skill requirements of its workplace of the twenty-first 

century. We have seen that these skills requirements may vary considerably according to the 

stage of socio-economic development of each country. Nevertheless, it has been clearly 

demonstrated that every country, regardless of its state of development, is compelled to redesign 

its national TVET programme if it is to address effectively the employment and 

development issues of the next century. As the recent Asian experience shows, the economic 

situation can change dramatically suddenly, creating massive problems of unemployment and 

forcing many young people to opt for self-employment in the future. Thus the need to develop 

more coherent education, training and employment policies, and to find ways to co-ordinate the 

work of Ministers of Education, Labour and Social Welfare. 

Yet again, a major international forum has stressed that the current international 

developmental paradigm cannot continue indefinitely because of its adverse impact on the 

environment, on education and the social sector. You have stated that a sustainable 

development paradigm must be arrived at and that the TVET of the future must not only prepare 

individuals for employment in the information society, but also make them responsible citizens 

who give due consideration to preserving the integrity of their environment and the welfare of 

others. You have stressed the need for TVET programmes to be not only “demand driven”, but 

∼ 27 ∼

also “developmental need driven”. Here development includes all social, economic, personal and 

environmental aspects. 

You have also expressed the view that vocational education must commence during the 

period of general education in order to expose children to a range of applied life skills and 

experiences. Above all, TVET programmes must be delivered in a flexible manner so that they 

are accessible to all social groups and to all age groups. In other words, we need to provide 

lifelong learning opportunities for all. You have pointed out quite often that providing basic 

learning opportunities to the marginalised youth excluded from the formal education system is a 

challenging task for many developing countries. TVET can, without doubt, serve as a possible 

channel for educating marginalized youth by mobilizing them to learn while they work in small 

and medium-sized industries. 


You have stressed that many of the developing countries lack the technical and financial 

resources to redesign their TVET programmes. Unfortunately, we have also witnessed in recent 

years a significant decline in development co-operation funds provided by the industrialised 

countries and funding agencies. We have heard your call for vastly increased multilateral and 

bilateral development co-operation for TVET. In today's inter-dependent world, it is 

undoubtedly in the interests of the industrialised countries to provide tangible support to the 

efforts being made by developing countries to develop their human resources and to break the 

vicious cycle of poverty, inequity, unemployment, violence. As you have said, unemployment 

is now an international problem, one which cannot be contained within national boundaries. 

We strongly believe that provision of technical and vocational education and training 

aiming to prepare qualified technicians and skilled and semi-skilled workers should be an 

essential component of the development agenda of all countries. TVET is a bridge to the future, 

but there must be an employment road to which it leads, otherwise we create further problems. 

Thus we need not just a revitalised and more coherent TVET programme, but a new vision for 

TVET and employment – we need new models of TVETE, linking education, training, 

employment and social welfare, nationally and internationally. 

On the occasion of this Congress, UNESCO would like to call upon all international 

organisations with an interest in technical and vocational education and training to join our 

efforts in serving the needs of all countries, particularly the developing nations, in reforming 

their TVET systems. We should share our expertise and take concrete joint actions to prepare 

their workforces for the challenges of the twenty-first century. A co-ordinated strategy should be 

adopted so that synergistic results may be obtained from the resources and effort invested. In this 

connection, the Convention on Technical and Vocational Education adopted by the General 

Conference of UNESCO in 1989 may be utilized as a valuable reference for developing the 

framework of such joint endeavours. 

On the basis of the recommendations formulated during a number of regional and subregional 

preparatory conferences prior to this Congress and the discussions during the last three 

days, we are about to draft a plan of action for the development of the field of TVET during the 

next ten years. Complementary to this plan of action will be UNESCO’s future strategy and 

activities in TVET, and links with training and thus with the ILO. 

∼ 28 ∼

I should like to outline the proposed main objectives in UNESCO's future strategy. This 

set of objectives is by no means intended to be conclusive and exhaustive. They only reflect the 

priorities that we consider to be within UNESCO’s mandates and fields of competence. 

Objective 1 Strengthening TVET as an integral component of lifelong learning 

In an era characterised by the challenge of globalisation, rapid technological changes and 

economic uncertainty, it is imperative that all stakeholders work together to develop legislation 

and policies, establish institutional structures and redesign curricula to ensure that TVET caters 

adequately to the varied needs of all members of society to enter and re-enter the world of work. 

For this purpose, continuous TVET opportunities should be provided for achieving both 

personal and social development. UNESCO’s activities therefore should aim at: 

• Including vocational subjects in general education curricula to facilitate the young 

generation to obtain generic technological knowledge and key pre-vocational skills - 

making TVET for all an integral part of national educational policy; 

• Developing the articulation between technical and vocational education on the one 

hand, and other sectors of education on the other, emphasising the recognition of prior 

learning and work experience, and raising the status of TVET in education systems; 

• Promoting co-ordination between formal education and informal training systems, 

ministries responsible for education, training, labour and social welfare; 

• Fostering the involvement of all stakeholders, particularly private sectors, in the 

provision of TVETE and improving the link and co-operation with the world of work. 

Objective 2 Orientating TVET for sustainable development 

TVET can play an instrumental role in developing a new generation of individuals who 

will face the challenge of achieving sustainable socio-economic development. A number of new 

subjects (issues) therefore need to be incorporated into TVET teaching and learning or be further 

emphasised for the sake of the future of all of us as we struggle to learn throughout life. A welltrained 

technical workforce is essential for any country’s efforts to achieve sustainable 

development. Thus, UNESCO’s activities should aim at: 

• Ensuring that TVET is an integral part of every nation’s development agenda, and a 

valued and integral part of its education and human resource development strategy; 

• Including environmental issues in all TVET curricula with the objective of promoting 

the concept of sustainable development; 

• Emphasising the acquisition of entrepreneurial skills, creativity, team and 

communication skills as part of TVET; 

• Introducing and applying the new information and communication technologies in the 

TVET teaching and learning process without losing valuable aspects of traditional 

teaching methods; 

∼ 29 ∼

• Paying special attention to providing training for the tourism and hospitality industries 

which are a potential avenue towards employment creation and economic growth in the 

developing world. 

Objective 3 Providing TVET for all 

Besides preparing people for the world of work, TVET is also expected to be an 

instrument for social cohesion and integration. The general access to and availability of TVET 

and the right to work are closely inter-linked issues. UNESCO will therefore assist Member 

States in their efforts to make TVET programmes comprehensive and adequately inclusive in 

order to accommodate the needs of all learners. UNESCO’s activities in this respect should aim 

at: 

• Promoting special initiatives and efforts to ensure equal access to TVET for girls and 

women, and to eliminate the very strong historic gender basis against women which has 

for too long characterised TVET policy and practice; 

• Making TVET programmes, both formal and informal, available to the unemployed and 

various marginalised groups including early school leavers, the disabled, the rural poor, 

displaced persons and demobilised solders in post-conflict situations, contributing to 

the UN effort to alleviate poverty; 

• Re-orienting vocational guidance and counselling to reach out to all members of 

society; 

• Promoting flexible access to lifelong learning and training. 

Ladies and Gentlemen: 

To meet the major challenges posed by the requirement for human resources development, 

UNESCO’s Member States have petitioned the Organization to up-grade its activities in TVET, 

and to provide them with more effective assistance in this field. UNESCO plans to launch an 

International Programme on Technical and Vocational Education from the beginning of the 

2000-2001 biennium to meet such a demand. The following is a proposed framework of this 

Programme. After this Congress, the objectives and the framework will be modified in 

accordance with your comments and suggestions. A document on the proposal of this new 

Programme will then be submitted to the 30th session of UNESCO’s General Conference in 

November 1999 for approval. 

The Programme actions will be designed and implemented through the following 

modalities: 

A Improving Member States’ policy making capacity 

The following actions will be planned to assist Member States’ efforts in formulating 

relevant policies for the development of TVET as a component of national development agenda: 

∼ 30 ∼

• Providing national decision-makers with comparative and analytical information on 

national policies for reforming TVET systems, best practices of TVET delivery models 

and research findings in various Member States; 

• Conducting international, regional and sub-regional meetings for policy-makers, 

professionals and researchers to exchange views, experiences, TVET curricula and 

teaching packages and ideas; 

• Identifying the factors that determine the quality and pertinence of TVET with a view to 

improving its status and attractiveness in education systems; 

• In co-operation with Member States, rationalising and refining the collection of national 

statistics relating to TVET and developing indicators to facilitate decision making, 

planning and assessment at the national and international level; 

• Providing information and assistance to Member States on formulating the national 

legislative framework for TVET. 

B Assisting Member States’ institutional capacity building 

The following actions will be planned to strengthen TVET institutions’ capacities in 

research, development and training: 

• Supporting regional activities and providing guidelines to Member States on the 

preparation of TVET teaching and training personnel; 

• Assisting Member States in using information/communication technologies as a tool for 

teaching and learning both in direct contact and in distance learning mode; 

• Compiling an annotated inventory of existing methodologies, instruments and tools for 

the development of TVET systems and various delivery patterns; 

• Implementing projects for developing sample modular materials and interactive 

learning packages for Internet & Intranet use. 

C Enhancing international co-operation 

Actions to promote international co-operation in TVET will emphasise North-South and 

South-South exchanges, as well as co-operation among countries with similar problems. This 

will also include efforts to strengthen the capacity for international communication of UNEVOC 

centres in less privileged communication environments, particularly in the least developed 

countries, in small States and in some parts of Africa: 

• Collecting and disseminating information on curricular competencies in order to 

enhance the uniformity and portability of vocational skills, competencies and 

credentials among countries and regions; 

• Strengthening the existing UNEVOC network and improving the capacity of national 

UNEVOC centres as both centres of information and action; 

∼ 31 ∼

• Establishing close co-operation with other UN agencies, donor agencies, development 

banks and NGOs active in TVET, generating an alliance (as for EFA) in support of 

TVET and the new vision generated by the Seoul Congress; 

• Advocacy in support of TVET as an integral part of the development agenda of bilateral 

and multilateral donors and financial institutions, promoting debt swaps and debt relief 

for education and training and respect for national human development priorities; 

• Matchmaking among national projects, donor agencies and relevant NGOs; 

• Initiating international events that would draw public attention to TVET. 


Please allow me to describe briefly the proposed structure for the implementation of 

UNESCO's International Programme on Technical and Vocational Education: 

UNESCO will seek to forge an international alliance in support of TVET. In particular, 

we expect to forge a common policy with the ILO for the joint development and execution of 

policies and programmes aimed at the alleviation of poverty and the strengthening of links 

among education, training and employment, but drawing in other partners such as the World 

Bank, the European Training Foundation, SEAMEO, KRIVET, CINTERFOR , to name a few. 

UNESCO with the help of several key bilateral donors (e.g. BMZ, USAID), partners like 

KRIVET and UNEVOC Centres in Australia, Greece, Brazil, Korea, United Arab Emirates and 

elsewhere will support its UNEVOC Network and will provide tangible support to its 190 

national centres, sponsoring fellowships and exchanges aimed at promoting national capacitybuilding 

and international co-operation for the renewal of TVET. 

The overall planning and monitoring of UNESCO’s long term Programme on Technical 

and Vocational Education will be the responsibility of the Secretariat at UNESCO Headquarters, 

and will promote co-operation with other international partners. Particular attention will be paid 

to enhancing co-operation and promoting activities at regional and sub-regional levels. The 

major UNESCO field offices in Bangkok, Beirut, Dakar and Santiago and the regional networks 

of educational innovation for development shall continue to play the key role in the 

implementation of the recommendations of the Seoul Congress. 

UNESCO, with the collaboration of ILO, will launch a one-stop website on the Internet 

dedicated to supporting TVET, to be known as the “TVET Implementation Centre”. It will 

place online critical information and guidelines, examples of best practices, etc. with guided 

search and assist features, to cater for users of different levels in Member States. It will carry 

extensive references and links to resources at other sites, generating greater development and use 

of these. This “implementation tool” will increase the efficacy of missions and consultancies, 

which must continue. 

With a generous offer made by the Government of Germany, the establishment of an 

International Centre for Technical and Vocational Education in Bonn has been proposed. This 

Centre is expected to be the technical backbone supporting the international UNEVOC network 

and strengthening the capacity of national UNEVOC centres by providing a) clearing-house 

service, i.e. providing information, conducting research and studies; and b) training of personnel 

∼ 32 ∼

from national UNEVOC centres. The TVET Implementation website will also be located here. I 

would like to express, once again, UNESCO’s appreciation to the Government of Germany for 

their continuous support to UNESCO’s activities in the field of technical and vocational 

education. 

Within the framework of this international network, a number of regional centres shall be 

established with UNESCO’s support, in order to facilitate the networking and programme 

activities implemented at the regional and/or sub-regional levels. Several Member States 

(including Australia, Brazil, Pakistan, Republic of Korea, the Russian Federation, etc) have 

already proposed to host such regional centres. In accordance with the specific strengths of 

these centres, they may also assume the functions of Centres of Excellence in given field such as 

the application of new information/communication technology in TVET. 

While UNESCO is the leading agency in the United Nations System in the field of 

education, many other intergovernmental and non-governmental agencies also deal with various 

aspects of education and training. In planning and implementing its Programme on Technical 

and Vocational Education, UNESCO will seek to develop close co-operation with other partners 

giving the Programme an interagency character. In this connection, I am very pleased to mention 

that UNESCO and the ILO have agreed in principle to formulate a joint policy framework in 

technical and vocational education and training with the goal of strengthening the currently 

ongoing co-operation between the two Organizations in this field. 


The above-mentioned long-term TVE programme will be UNESCO’s response to the 

demands of Member States to expand our activities with a new approach, a new vision of 

TVETE for ALL particularly for girls and women, and all countries, during the first decade of 

the next century. It is my sincere hope that all UNESCO’s Member States and relevant IGOs and 

NGOs in this field will join our efforts to make TVET an effective tool for lifelong learning and 

training, and a bridge to a better and more prosperous future. 

∼ 33 ∼

∼ 34 ∼

REPORTS REPORTS OF OF COMMISSIONS 

COMMISSIONS 

COMMISSIONS 

∼ 35 ∼

∼ 36 ∼

Improving systems providing education and 

training throughout life 

( Commission I ) 

TVE as an integral part of national education systems 

Challenges and issues 

Technical and vocational education (TVE) has, for long, been regarded as inferior to general 

academic education and has often been offered separately. Whenever it has been offered as formal 

education, little reference has been made to the needs of the work place. Changes in the work place 

have not been met with changes in education and training. 

TVE has traditionally been viewed as being primarily of economic value with little 

contribution to the social and cultural aspects of society. 

TVE is costly and many countries find it difficult to sustain it without a continued supply of 

substantial resources. What effective means and strategies can be employed to meet this challenge? 

The popular notion that TVE should be demand driven does not consider the many situations 

especially in developing countries where such demand may not be present. What happens then? 

The links between TVE and higher education are often weak and in some cases non-existent. 

This is a major discouragement to those bright students who would have liked to pursue their 

education and training to higher levels. 

Discussions and recommendations 

The need for TVE to be integrated in the national education system derives not only from its 

economic contribution but also from cultural, social and political needs. 

TVE should be viewed as a necessary activity and therefore an integral part of education 

accessible to all throughout life. 

Technological literacy and knowledge should be democratized and be made available to 

enable the beneficiaries to make the right choices about the use of technology. 

New competencies and approaches are required: the need to learn continually about how to 

solve problems, the ability to cope with uncertainty, the ability to innovate and the ability to work 

with others are essential today and will increasingly be so in the future. 

There is a need for renewed popularization and support for TVE. This can be achieved 

through favourable policy initiatives, media support particularly through radio and television, and 

community support activities targeting the role of TVE development. 

There is still need for more concerted efforts at the international level to support TVE. 

UNESCO's exemplary UNEVOC project should be supported by other agencies and close partners 

such as ILO, UNDP, UNIDO and the World Bank. 

∼ 37 ∼

There is an urgent need to link up TVE with higher education to give opportunities to those 

beneficiaries of TVE who desire and have the capacity to pursue advanced studies and training. 

This will encourage those at the lower levels to opt for TVE as a viable career choice and not a 

second chance opportunity. 

Flexible access to TVE throughout life 


Due to the high cost of TVE the majority of those who could benefit from it do not have 

access. Available TVE programmes are often de-linked from the production process and to a large 

extent are delivered using traditional theoretical methods. 

on. 

TVE does not address the needs of the informal sector where most production activities go 

The assurance of quality programmes and the award of various forms of certification is 

another major challenge for TVE. There is a proliferation of certificates and diplomas ranging from 

short term courses (days and weeks) to long term (months and years). This is often difficult for 

employers to determine the worth of such credentialing resulting in under-employment in some 

cases. 


There is a need for clear government policies that give priority to TVE by allocating 

appropriate funds for its execution. 

Partnerships between TVE institutions and enterprises will foster better working 

relationships that will support and strengthen TVE programmes. This will also give the TVE 

teachers and trainers opportunities to update their experiences. 

There is a need to find alternative methods of delivery of instruction for TVE. Teaching 

institutions and teachers should be reoriented to use flexible teaching and learning materials. Some 

of these should include: the development of modularized curricula and assessment methods; the 

development and use of appropriate technologies for instruction - online services and training 

materials, computerized learning packages, use of CD-Roms, intranet and internet, etc. 

In order to ascertain the quality of programmes and the award of appropriate credentials, it is 

necessary to: a) develop widely recognized qualification standards and use them for certification; 

b) develop appropriate tools for assessing practical skills; and c) have flexible and transferable 

qualifications. 

Workforce development for the 21st century 


The majority of the workforce is found in the informal sector yet TVE often targets those in 

the formal sector. This is often due to the lack of appropriate national policy frameworks and 

National Qualifications Frameworks. 

∼ 38 ∼


There is a need for an articulated national policy framework appraisal and private/public 

partnerships for workforce development. All gain when there is a common front forged through 

coalition building at rural, urban and national levels. 

There should be an articulated National Qualifications Framework to guide education and 

training for the workforce. 

Focus should be placed on all sectors of the workforce including the formal, non-formal and 

informal. 

Critical factors for success 

Success in the development of the workforce is most likely in situations where the following 

conditions abide: 

• Good governance where transparency and accountability are treasured norms. 

• Market orientation in training programmes. 

• Open access to education and training with multiple exit and re-entry points. 

• Portable skills and lifelong learning. 

• Continuous improvement systems, including: assessment, standards and monitoring. 

• Public/private partnerships. 

• Sustainable financing. 

• Replicability. 

• Economic, social and environmental impact. 

Managing learning throughout life: an example from the private sector 


Due to the unprecedented growth in knowledge and rapid changes in the workplace, learning 

and training will be necessary on a continuous level. Training is no longer a one time event. It is a 

continuous process. 

Individuals should be more involved in managing their own learning and training. 

Knowledge management will, thus, be key for company success in the 21st Century. 

Recommendations 

In order to manage lifelong learning it is recommended that viable instructional delivery 

modes/systems be applied. These will include distance learning, case study, classroom training, 

self-study, and on-the-job-training. 

∼ 39 ∼

Initial education and training to ensure re-trainability 


There is a false notion about the importance and power of administration as opposed to 

productive labour. This has consequently lead to higher and better remuneration for administrative 

jobs compared to those in technical fields. The result is a conglomeration of highly educated and 

skilled individuals whose contribution to productivity is insignificant. 

Technical colleges and universities tend to focus on theoretical diplomas and degrees with a 

weak link to practice and the demands of the workplace. 

TVE teachers/trainers lack the practical experiences often associated to the world of work. 


There is a need for the review of curricula and standards of both education and training in 

schools, colleges and training institutions to establish appropriate frameworks that favour broadbased 

rather than narrow specialization in TVE. 

New logistical support and operational information systems should be established. 

Inculcate and instil into the youth new value systems for self-employment. 

Involve social partners in training e.g. trade unions, employers associations, etc. 

Educational and vocational guidance throughout life 


Today, more people than ever before experience frequent career changes and periods of 

unemployment as a result of the changing demands of the work place. It is difficult to predict with 

certainty the employment needs of the informal sector which absorbs a major part of the labour 

force. 

It is also becoming increasingly difficult for young people to choose courses of study and 

careers they would like to pursue in their adulthood. 

Adults who may have been laid off or retrenched need guidance and support in looking for 

new jobs and some time new careers. 


There is a need to devise systems and approaches that can assist individuals to identify and 

assess their own abilities and potential. 

Young people need guidance and counselling in choosing courses for study while in school 

and choosing a career later on while most adults need guidance and assistance in looking for 

employment or changing careers. 

The above services should be expanded beyond the in-school population to include both 

employed and unemployed youth and adults out of school. 

∼ 40 ∼

Innovating the education and training process 

( ( Commission Commission II II ) 

) 

The key issues for discussion by participants in the commission were technology, teacher 

training for TVE, unemployment, women, entrepreneurship, education and training, 

private/public provision of TVE, TVE and the world of work, and TVE and environmental 

protection. 

TECHNOLOGY 

The dominant issue raised in discussion was that of enabling equity of provision and 

ensuring that technology is not another driver of inequity. Questions from participants generated 

discussions about what could be done in countries where there are significant technology gaps. It 

was agreed that in the global society that exists today, there is dangerous potential in not 

grappling with this issue. 

It was agreed that information technology should be integrated into curriculum, preferably 

through an interdisciplinary approach. This issue lead to further discussion about curriculum 

issues including that curriculum should be responsive to needs of the world of work. Prevocational 

education, including introduction to technology, is necessary. 

Participants also raised the issue of how countries can share their resources in the light of 

intellectual property and funding issues that prevail. 

RECOMMENDATIONS TO UNESCO 

• Regional assessments to identify technological requirements needed to assess potential 

problems that particular countries may face. 

• Support regional projects to assist in the sharing of technological knowledge and 

expertise in the training of teachers, development of materials and the refinement of 

databases that can be accessed by member countries. 

• Need to address the issue of a standard/compatible information technology platform for 

the purposes of educational access. 

• UNESCO to mobilise multi-lateral and donor agencies to support transfer and use of 

information technology. 

• International cooperation in the development and production of education materials and 

sharing of the materials should be enabled. 

• Materials should be made cost effective and easily accessible to many countries 

embracing the needs of both developing and developed countries. 

TEACHER TRAINING FOR TVE 

Discussion of this issue centred around several areas including competencies required for 

TVE teachers, relationship with industry needs, work experience for teachers and teacher 

∼ 41 ∼

upgrading requirements. Current TVE teacher training was identified as problematic because 

university staff need improved training themselves and industry experience. 

A framework for teacher training needs to be identified which recognises regional 

differences but which establishes high standards. 

Competencies required for teachers were agreed to include all areas of professional, 

general and social knowledge and skills, and that they are complex and changing frequently. 

Those identified by the Commission include: 

• technology expertise; 

• team work skills; 

• workplace experience; 

• flexible delivery/distance learning expertise; 

• creative capacity; 

• high level skills in their specific discipline; and 

• global perspectives. 

It was agreed that TVE teacher training needs to be given the same recognition as teachers 

in general and higher education and that TVE teacher training needs to be continuous/life long 

learning. A key question raised was how the private sector can be engaged in identifying skills 

requirements. 

A key reason for the drift of TVE teachers to industry was seen to be that they are not 

valued sufficiently, reflected in salary scales, and they can attract higher pay in industry and are 

therefore lost to TVE. 

Relationship with industry needs was discussed. A problem was identified as how 

industry demands can be balanced with the need to develop the whole individual through the 

provision of a general education component of TVE. Participants agreed there is a need to 

reassess technical teacher education in light of changes in requirements in the world of work and 

good practices need to be propagated and shared. 

Work experience for teachers was identified as a critical factor in providing TVE which 

has greater relevance. Partnership arrangements between TVE and industry providing work 

experience must be built on mutual respect and benefit and for mutual benefit. Team teaching 

was identified as a strategy to achieve this outcome. 

Teachers must continuously upgrade their knowledge and skills, particularly to 

include information technology in their work. 


• TVE as a system requires high status recognition by Governments – this issue is linked 

closely to the serious need to raise the profile and status of educators in the TVE sector, 

but in order to deserve and to receive this high status, TVE must promote innovations. 

• UNESCO should support the development and conduct of professional development 

programmes for TVE teachers in the development of flexible learning materials and 

∼ 42 ∼

facilitate the mutual exchange of experiences through the UNEVOC network. 

• UNESCO to support placement of TVE teachers to gain industry experience by 

conducting feasibility studies, promoting the idea of attachments or internships and 

offering forums for discussions with industries. 

UNEMPLOYMENT 

The Commission agreed that the uneven burden in unemployment particularly for youth is 

untenable and that they are disproportionately effected. This issue was discussed more fully in 

Commission III but strategies for TVE should include the provision of pre-vocational education 

to provide school to work preparation and the development of entrepreneurship education as a 

potential mechanism to alleviate some of the youth unemployment issues. Exemplary 

programmes should be identified to progress this concept. 


• Continue to raise the issue of youth unemployment with Governments and develop 

cooperative regional approaches to initiatives aimed at assisting in relieving the 

problem (without acceptance of TVE holding responsibility for unemployment). 

• Development of an entrepreneurship education programme that focuses on key 

competencies required for the development and sustainability of small and medium 

sized enterprises – particularly for youth. Case studies and feasibility studies should be 

undertaken. 

WOMEN 

The barriers that women continue to face is unacceptable. This issue was also discussed 

more fully in Commission III. Strategies for TVE should include specific actions to progress the 

education of women in entrepreneurship in TVE. 

RECOMMENDATION TO UNESCO 

• That entrepreneurship training for women be developed and a programme of 

implementation be identified. 

ENTREPRENEURSHIP, EDUCATION AND TRAINING 

Entrepreneurship education was identified to include: 

• External entrepreneurship – setting up as independent owner-entrepreneur; 

• Internal entrepreneurship – includes work motivation, responsible flexibility, 

innovativeness, creativity and self-regulation i.e. personal responsiveness; 

• Self directedness; and 

• Entrepreneurship – can be incorporated into the educational policy goals at all levels. 

Entrepreneurship education leads to a natural consequence of collaboration with 

workplaces and enterprises. Teachers need to have workplace knowledge and experience in 

order to teach students in this field of education. 

∼ 43 ∼


• Entrepreneurship training should be included in TVE curriculum. 

• Inclusion of entrepreneurship in teacher education programs. 

• International organisations and NGOs need to support entrepreneurship education in 

developing countries. 

PRIVATE/PUBLIC PROVISION OF TVE 

The role of the world of work in identifying the skills requirements for TVE was raised in 

all presentations. Domination by neither the world of work nor by education is to be 

recommended. Strong partnerships are required in which each partner values the other’s 

contribution. It was agreed that these must be complementary and mutually beneficial 

arrangements. The danger of excluding those individuals not in work must be avoided and TVE 

must be flexible and enable access of those not in work. 


• Establishment of global standards across regions. 

• Need to make TVE a global issue across Governments. 

TVE AND THE WORLD OF WORK AND COMMUNITY RELATIONSHIPS 

Discussion centred around the need for closer interaction between TVE and the world of 

work, with complementary and mutually beneficial relationships established. TVE tends to be 

supply-driven but needs to be demand-driven. However, TVE must not merely serve needs of 

the market, its goal is broader. 

Innovation is necessary in TVE employing information technology and emerging good 

practices. Standards need to be set jointly between industry and TVE providers. 

Increased investment in TVE needs to be given priority attention by Governments and 

other stakeholders. 

RECOMMENDATION TO UNESCO 

• Assist the developing countries and populations that are excluded from TVE under 

existing dispensation. 

TVE AND ENVIRONMENTAL PROTECTION 

TVE curriculum development encompassing environmental issues needs immediate 

attention since environmental concerns are urgent. Strategies may include the introduction of 

environmental issues and appropriate foreign languages into curriculum using an integrated 

approach to ensure that environmental issues are not treated as add-on courses. 

∼ 44 ∼

TVE for all 

( ( ( Commission Commission Commission III III ) 

) 

The main issue of concern for the first session of the Commission was the under 

representation of women in both developed and developing countries. As the traditional 

perceptions of appropriate roles of women in the workforce, administration and management are 

being challenged, TVE needs to respond with gender inclusive learning programs for preparing 

people for the world of work in the 21 st century. 

Two themes had been identified as starting points for discussion: 

• What are the most effective methods for achieving the ultimate goal of gender equality 

and equal access for all without creating new segregation? 

• Are regular TVE programs comprehensive and adequately inclusive to accommodate 

the needs of all learners, including previously marginalised groups? 

Many ideas and comments were generated around these themes and recommendations 

from participants provide direction for UNESCO and its Member States to address the issues 

concerning access to TVE for all. 

Professor Arun Mishra (India) provided pertinent statistics and examples from India and 

suggested that many of them will be equally relevant to other developing Asia Pacific countries 

as well as in other parts of the world. He highlighted the challenges of the technological world in 

which women’s continuing education and skills programmes have to be high in the agenda. The 

major challenges that we face for ensuring equal access of girls and women in TVE are 

improving the participation rate of girls, especially in rural areas and removing gender bias in 

TVE for parents, teachers, employers and society at large. 

There are, at present, limited opportunities for learning and employment of girls, 

particularly in rural areas. In order to ensure both wage earning and self-employment capabilities 

for women, they need to participate in basic education and TVE programs. Skills in 

entrepreneurship are also necessary among girls in rural and urban areas. 

Mr Heinrik Friediger (Denmark) provided a European viewpoint for ensuring equal access 

for girls and women in TVE. He gave examples from Denmark to highlight that equal rights and 

opportunities for girls and women have been taken on for many years and much has been 

achieved. However he suggested that there remains a gender bias in the choice of education and 

occupation. 

Panellists from Australia, Denmark, India and Netherlands further highlighted the issues 

and suggested positive actions to remove the contradictions in society, within cultural values, 

norms and religious traditions. 

In the second session of this Commission, keynote presentations, panel discussions and 

open debate revolved around the sub theme TVE for marginalised people and people with 

∼ 45 ∼

special needs. It was highlighted that to meet the challenges of the 21 st century, TVE must 

provide adequate skills training of high quality for marginalised groups. These groups were 

defined to include people with disabilities, out of school youth, retirees, migrant populations, 

unemployed people, people in poverty, refugees, aged people, population in a post conflict 

situation. 

Highly participative debate was carried out around the key question “Are regular TVE 

programmes comprehensive and adequately inclusive to accommodate the needs of all learners, 

including previously marginalised groups?” 

Mr Jaime Ramirez-Guerrerd (Colombia) provided examples from Latin America and 

highlighted the existing deep disparities in access to education in TVE between high social 

groups and marginalised groups, particularly for quality education. 

Mr Bireme Hamid Abderahim (Chad) described how the post conflict situation in Chad 

includes educational reconstruction and providing facilities for skills development. Strategies for 

educational reconstruction include training of teachers, development of relevant curriculum, 

provision of educational aids and resources, development of infrastructure and providing 

institutional support. 

Mr Robert Hall (USA) addressed the issue of technologically disenfranchised groups who 

exist in all nations including the more prosperous industrialised nations, the methods used to 

recognise strategies to meet the needs of these groups and how education can lead to the 

acquisition of skills that will allow them to become contributing members of society. He pleaded 

that business and industry must provide resources that will facilitate this learning process. 

Mr Trevor Riordan from ILO considered the issue of the world of work and employment 

perspectives worldwide. Current statistics show 60 million young people between 15-24 are 

looking for work. There are many other risk groups in all countries including people with 

disabilities, ethnic minorities, the aged etc. who are particularly vulnerable groups. He gave 

examples of ILO activities in various parts of the world to emphasise the importance of smallscale 

highly focussed projects to provide training in the informal sectors. 

Panel discussions led by Ms Maria de Ibarrola (Mexico) and Ms Colette Arnold (France) 

highlighted the special problems of youth without school or employment as well as nomadic 

people and refugees. The key issue for discussion centred on how to integrate them into the 

mainstream of society. 

The Commission concluded that TVE should be provided not only for economic 

development but also for individual development, citizenship and peace and that programs 

which target marginalised groups must be integrated with mainstream TVE activities. 

The recommendations which emerged from the discussions included: 

1. Promotion of TVE as a means to provide equal access and participation of 

women, girls and people with special needs in education and empowerment 

of these groups in the community 

• Parent/teacher orientation and effective use of media for that purpose. 

∼ 46 ∼

• Guidance and counselling of girls in an integrated manner. 

• Providing adequate incentives and positive image for women to participate in TVE. 

• Development of self-esteem. 

• Improving status of TVE in relation to other education sectors. 

• Need to provide courses that extend women’s opportunities and have an impact on their 

empowerment in the community. 

Encourage Member States to consider: 

• Allocate substantial national resources towards TVE to increase its capacity both in 

terms of access and range of programs. 

• TVE as a tool for empowering all members of the community to face new challenges 

and find their roles as productive members of the community. 

• Providing equal access to TVE for all students. 

• TVE for marginalised groups must be mainstreamed with other TVE programs. 

• Any TVE intervention for marginalised groups, particularly children in conflict areas, 

must be accompanied by counselling to overcome emotional problems. 

2. Participation in elementary and nonformal education as a valid alternative to 

formal TVE programs 

• Improving participation rate of women in elementary education. 

• Provision of formal and non-formal training in traditional trades, particularly in rural 

areas. 

3. Pedagogical issues 

• Improving learning environment and making it more suitable for girls to participate. 

• Good teaching and learning practices should be implemented. 

• A range of teaching methods is required to improve results. 


• The range of modes for the delivery of TVE programs required to reach all population 

groups must include flexible open entry and exit options. 

• The design of TVE programs as comprehensive and inclusive systems to accommodate 

the needs of all learners. 

• Multidisciplinary skills training is required. 

4. Government commitment 

• Improving legislative action. 

∼ 47 ∼

• National action plans for implementation of affirmative action. 

• What kind of effort will inspire the development policy makers and educational 

planners for steering the nation towards the goal of all toward human development with 

particular reference to TVE? 

• Need to go beyond the writing of policies and develop a national co-ordinated strategy 

to implement policies and action plans. Needs to include the whole of the education 

system, monitored at each stage. 


• Adequate resources required for people with special needs. 

• A major national effort to ensure equal access to TVE. 

• Substantial national resources towards TVE to increase its capacity both in terms of 

access and range of programs. 

• TVE as a tool for empowering all members of the community to face new challenges 

and find their roles as productive members of the community. 

5. Workplace issues 

• Removing bias and discrimination including salary and pay levels. Disadvantages that 

women have in meeting higher education payments were identified as an example. 

• Development of entrepreneurial skills in women and girls. 

• Encourage industry and business to employ more girls. 

• Influence the employers/employer organisations. 

• Labour market issues for the disabled – identification of issues and co-operative 

activities with the ILO. 

6. Research and publication of models of best practice 

Publication and sharing of models of best practice from the regions to help countries 

facilitate the development of TVE for all. The UNEVOC Clearing House and database 

established by the Asia Pacific region is a basis for this sharing of information. 

7. Attitudes and stereotypes 

Elimination of stereotypical view of girls and women TVE is encouraged. Member States 

should consider the development of strategies to facilitate changes in attitudes that encourage 

discriminatory practices in the development and delivery of TVE programs. 

8. Representation of women and disadvantaged groups at UNESCO activities 

The under-representation of women and disadvantaged groups at the Congress was noted 

and several participants recommended that this should be addressed at future UNESCO 

activities. 

∼ 48 ∼

Changing roles of government 

and other stakeholders in TVE 

( ( Commission Commission IV IV ) 

) 

The Commission, through its keynote speeches, panel discussions and interventions, noted 

the changes that have dominated the last two decades of the 20th Century - rapid scientific and 

technological advances, political changes that have led to the disappearance of cold war 

tensions, liberalised trade and markets, and new global migration patterns that are impacting on 

the way we live, learn, work or think about work. These issues are inescapably and urgently 

changing and reshaping the roles of government and the other stakeholders in TVE. The scope 

and scale of change, and the nature of the stakeholders' roles are likely to differ in the various 

geographical regions, Member States, and even within a given country. The variation in the role 

of government and other stakeholders requires new commitments and coherent social 

partnerships which emerge from, and are created nationally and regionally. Upgrading their level 

of participation in programme and project planning, development and implementation must be 

an outcome of good faith and commitment from a diversity of stakeholders. 

Although governments carry the primary responsibility for TVE, in a modern market 

economy TVE policy design and delivery must be achieved through a new partnership between 

government, employers, vocations, industry, trades union and society. The role of the state will 

remain pivotal in creating the necessary enabling environment to enhance the participation of its 

social partners. This may be achieved through legislation, upgrading policy design and in 

delivery systems. The state must be concerned principally with the creation of a policy 

framework for education and training that forms part of the national development plans for 

change. Together with its partners the state will facilitate, co-ordinate, regulate and monitor 

quality assurance across both the supply and the demand sides. These responsibilities must 

extend to public and private institutions; general education and TVE; formal, non-formal and 

informal education; rural and urban populations; with equal force to both genders; all age 

groups; the able and the disabled; and large, small and medium sized enterprises. By employing 

such an approach the state and its social partners are more likely to build stronger economies, 

enhance social cohesion, humanity and the protection of the environment. It will also widen 

participation in education and training that will promote a culture of lifelong learning. The 

partnership between the state and the other stakeholders must work towards the ultimate 

objective of creating a learning society. 

A vibrant economy is best served by a diversity of public and private providers of TVE. 

The combination or balance between the providers may be struck in many ways but the 

government should ensure strong basic preparation by all providers. Government should also be 

considered the provider of last resort to ensure that potentially excluded sections of the 

population are included. 

Decentralizing activities according to the needs of the communities or areas within the 

country is an important factor in generating new partnerships between employers and the various 

other sectors of the economy. This foregoing vision can be effectively reflected by the priorities 

that governments and their social partners accord the implementation plans and the resources 

allocated to education and training. The responsibility for the initial basic and vocational 

∼ 49 ∼

preparation shall still remain primarily with the state, and can be designed to ensure 

employability and retrainability. It is important to expand and reform employment-based training 

to ensure articulation with institution based training through a national framework that includes 

individual learning credits banks and records, and the flexibility of multiple entry and exit 

points. 

In many countries the provision of TVE is the responsibility of several government 

ministries, and sometimes of different departments even within the same ministry. When the 

responsibility for TVE is shared in this way co-ordination mechanisms are required to ensure 

that the programme is truly national and efficiently conducted with appropriate linkages and 

articulation between and within different authorities and departments of the government. 

The role of employers, trades union and associations in TVE have been changing and 

growing. Large enterprises and professional associations are active in providing long and short 

TVE programmes. The quality and effectiveness of such programmes may vary in the 

industrialized countries, countries in transition, and in those with stable or declining economic 

growth. 

The new vision for TVE should include facilitating the exchange of experiences, data and 

information on innovative approaches and new roles for employers, unions and professional 

associations. This could be achieved by creating information networks, and harnessing the multimedia 

information and communication technologies and data-banks. Employers could enhance 

their employee retraining programmes to upgrade skills by providing facilities for on-the-job 

training. 

Voluntary organizations and non-governmental organizations (NGOs) make extremely 

valuable but often overlooked contributions to TVE. The role of NGOs in TVE has been 

changing dramatically during the last decade. Many NGOs have helped establish formal, nonformal, 

and informal education and training programmes. NGOs are also increasing their 

involvement in related areas such as poverty alleviation, employment generation, services for 

marginalized groups and empowerment of the disabled. TVE programmes are being used by 

NGOs as an important avenue for the afore-mentioned groups to acquire the knowledge and 

experiences demanded by the world of work. TVE is thus perceived as an effective means of 

overcoming the social and economic difficulties encountered by these sections of society. The 

new roles that NGOs are now playing in the field of TVE must be acknowledged and enhanced 

in order that a new culture of lifelong learning is introduced outside the formal education 

system. 

The Commission proposed selective measures to be taken by Member States, TVE 

institutions, and the UNEVOC Network in this area, such as the analysis of labour market 

situations and needs; more linkages with local business and industry; and new specializations to 

meet labour market needs at the education and training system level. 

To facilitate better funding of the educational and training sector, the government shall 

need to develop appropriate tax incentives and other benefits to stimulate and support private 

sector participation in TVE. Further, the state must ensure that education and training are 

delivered cost effectively both by itself and its social partners with optimal utilisation of 

resources. Financing TVE programmes and projects is an increasingly complex task for 

governments and other stakeholders. Many Member States are facing difficulties in keeping up 

∼ 50 ∼

with the demand for programme expansion, new equipment and the introduction of modern 

technologies in TVE. However, government and private sector must recognize that TVE is an 

investment, not a cost. It yields significant returns such as the well-being of workers, enhanced 

productivity and international competitiveness. Government, industry and other stakeholders 

must recognize both the monetary and non-monetary benefits of TVE. Funding for TVE must be 

shared to the maximum extent possible between government, industry, the community and the 

learner. 

The human and financial resources allocated for TVE are sometimes diverted, in certain 

cases, to other parts of the system, which in turn affect TVE quality, effectiveness and efficiency 

to meet emerging needs. Governments must therefore streamline their institutional framework to 

achieve a coordinated national TVE system which involves partnership of both private and 

public partners. 

The role of donor agencies and funding institutions shall be enhanced and supported in the 

field of TVE, especially in the countries with social and economic difficulties. The role of TVE 

institutions in finding partnership with business and industry in generating new project 

development require careful analysis. The benefits of these partnerships should be shared 

equitably by all the stakeholders. 

There are also opportunities for fund-raising and income-generating activities through 

collective effort. The mix will vary for each country. All partners in society will benefit from 

TVE and therefore they should assume the responsibility for the sustained vitality of their TVE 

system through cost-sharing mechanisms. 

Widening partnerships between government, its social partners and other stakeholders for 

the development of TVE for the new millennium is an unavoidable trend. Many sectors of the 

community must be involved as responsible partners in the development of TVE. Each of the 

key players working alone cannot achieve results greater than the sum total of all working 

together. While the involvement of the private sector is growing in many countries, governments 

are responsible for developing and providing the necessary legislative framework. It is therefore 

essential for those of who have already embarked on this cause to proceed with even greater 

urgency and commitment. For those whose of who have not yet initiated this change it is 

necessary to start soonest and in earnest and to mobilise support and to explore the lessons of 

countries already on this road. There is a need for cooperation between developing and 

developed countries and countries with emerging market economies. Experiences could be 

shared in the areas of design and operation of national TVE policies and strategies and in 

determining the roles of public and private partners. 

All stakeholders should constantly upgrade their knowledge and expertise in areas that 

impinge on TVE. Effective mechanisms must therefore be devised for sharing experiences and 

expertise through research especially in key policy issues. Other areas requiring constant 

revitalization include shared databanks and multi-media technologies. The proposed new 

partnerships and responsibility sharing in TVE financing require more cooperation among 

institutions and between Member States through regional and international cooperation. 

∼ 51 ∼

∼ 52 ∼

RAPPORTEUR-GENERAL’S ORAL REPORT 

Kenneth Wiltshire 

Chairman, Australian National Commission for UNESCO and 

Special Adviser to the Australian National Training Authority 

Mr President, 

Distinguished participants and observers, 

Our Congress has produced a rich discussion and debate regarding the factors which will 

shape Technical and Vocational Education in the new century and millennium. Please allow me to 

highlight some of the key elements of our deliberations. 

Visions of the 21st century 

We have been treated to a number of significant visions of what the next century will look 

like. The President of the Congress, Minister Mr LEE Hai-chan, launched our thoughts with these 

words: 

We are about to step into a new era of unprecedented changes as national 

boundaries disappear and globalisation proceeds. Future jobs will require more 

diverse vocational abilities and knowledge, calling for educational reform and a 

guaranteed system of lifelong learning for all. 

Then Mr KIM Dae-jung, the President of the Republic of Korea, in a speech to Heads of 

Delegations at the Presidential Palace, made this prophetic observation which has permeated the 

whole of our discussion at the Congress: 

The twenty-first century will be an era of knowledge, information and civilization. 

The key features of the 21st century predicted by many speakers included: 

• Globalization. 

• Competitive pressure. 

• Reducing of international boundaries. 

• The mobility of capital and labour (a point stressed in the preparatory meeting held in the 

Asia-Pacific region). 

• Increased trade flows through liberalization and the internet. The increasing importance 

of the World Trade Organization. 

• New technologies, especially in information and communication. 

• The growth of the service industries (emphasized by Professor Colin Power). 

• Increases in leisure, culture and tourism (a theme strongly emphasized in the preparatory 

meeting in Europe). 

• Increases in longevity. This point was stressed in the communique issued by Ministers 

after their formal meeting during the Congress. It is especially apt in the International 

Year of the Older Person. 

• Increasing anxiety and turbulence including that stemming from changes in occupation (a 

point made forcefully and effectively by Dr Schmidt of Germany). 

∼ 53 ∼

• The future of education itself which, according to the Delors report on education for the 

twenty-first century, should be built around four fundamental pillars: 

* Learning to know; 

* Learning to do; 

* Learning to live together; 

* Learning to be. 

At this Conference, we have decided that the foremost attribute of the next century will be 

learning to learn. Dr Schmidt called it independent learning. 

Interestingly, as this Congress has proceeded we have been faced with images, seemingly 

contradictory, which will impinge upon the next century. Consider the rich cultural milieu 

provided to us by the colourful and beautiful dancers and drummers who have entertained us, 

whilst at the same moment in the foyer of the Congress Hotel a piano has been constantly 

playing automatically, with no person at the keyboard. No doubt the twenty-first century will 

have many paradoxes of this kind, both opportunities and challenges, symbols of the future. 

A new paradigm 

Out of our consideration of the trends which are looming as we face the next century and 

millennium has come the unmistakable signal that the world needs a new paradigm for social and 

economic development. 

In the words of the Prime Minister of Korea: 

With the emergence of globalization and the information era, the international 

community has witnessed a tremendous paradigm shift. The knowledge-based 

society is at hand which requires every citizen, in every field, to be equipped with 

the latest knowledge and vocational skills. 

So what should the new paradigm look like? These were some of the key words used by 

various speakers throughout the Congress: 

• Developmental, not development 

• Human centred 

• Environmentally sound sustainable development 

• Culture of peace 

• Social transformations 

• Inclusivity 

• Empowerment 

• Harnessing of technology 

• A new form of entrepreneurship and self-reliance 

• Learners as navigators shaping their future 

• Continuous and independent learning. (It was said at this Congress that success in TVE 

can be measured according to the degree of its success in creating opportunities for 

continuous independent learning.) 

Taking into account this bare outline of a new paradigm, a number of responses have been 

foreshadowed. The key words of this response which have been mentioned include: 

∼ 54 ∼

• Flexibility 

• New modalities 

• Lifelong learning and all it signifies 

• Radical thinking such as that from an industry perspective (Alcatel told us that the 21st 

century will need high potential not high competencies not competency but potential for 

competency; capability, curiosity, willpower) 

• A new learning culture. (In Australia we believe that a nation, like an organisation, needs 

a learning culture to be productive and competitive, and to care for the well-being of its 

people, and a vibrant training culture is a key factor in attaining that goal.) 

In the words of the Director-General of UNESCO, TVE and the skills it imparts will 

empower youth and adults to play a part in the new development paradigm. 

Congress landmarks 

During the course of our deliberations a number of highly significant points have been made, 

many of them seminal observations indicating profound changes for a new strategy. 

Many speakers have commented on the immense progress which has been made since our 

last Congress some 12 years ago, with the growing recognition of the importance of TVE and its 

contribution to economic and human development. At the same time we have been reminded that 

not all countries have enjoyed these benefits and much still remains to be done, especially in 

developing countries. 

We have had displayed before us the amazing record of our host country, the Republic of 

Korea. Some 100 years after the launching of TVE in this country we see the Republic of Korea 

about to perform its second modern miracle and the leaders have told us that in their sustained 

performance, through both good and adverse times, investment in education and training was a key 

factor. 

The sheer documentation for our meeting has contained a great deal of lateral thinking - the 

reports of the preparatory regional meetings, the reference documents, the basic working 

document, and the keynote speeches. We are immensely grateful for the efforts of those 

responsible. 

The President of the Republic of Korea told us, "the ability of a person is no longer evaluated 

by which school he or she has graduated from. A person's ability is determined by his or her 

knowledge." 

The press release from the Ministers made the highly significant observation that the distinct 

division between vocational education and vocational training is of no use and these two separate 

systems need to be integrated functionally and physically to establish a more effective human 

resource development approach. This echoed the very strong plea from Dr Al-Masri for education 

and training to be regarded holistically which, he said, was the key to lifelong learning. The 

Director-General spoke of the interconnectedness of all aspects of education. 

In this spirit, the contribution of Saudi Arabia was particularly pertinent as it challenged us to 

develop a holistic system of education and training that dissolves the boundaries between 

academic/vocational, knowing/doing, head/hand, theory/applied, and school/work. 

∼ 55 ∼

Training is an investment, not a cost, we were told. It is as much a social as an economic 

investment. Indeed, social chaos may be the alternative, we were reminded by Dr Schmidt and Dr 

Bahaa el Din, the Egyptian Minister. 

The Director-General of UNESCO strongly stressed this theme of TVE being part of a 

preventive approach, to achieve a culture of peace, a cleaner environment, eradicate illiteracy, and 

empower people, TVE is crucial, he said. "Education is the single most powerful weapon against 

poverty," and he called for the interconnectedness of all forms of education for each person. The 

backbone of a nation, he claimed, was its technical and professional capacity which needs social 

investment. 

Three areas of particular significance, but which are so often overlooked, were presented 

before us and their needs highlighted. They included the dimension of the informal sector (stressed 

in the African preparatory meeting), the importance of the rural sector (effectively presented by the 

Chinese intervention), and the complexities of the newly emerging market economies and new 

democracies, especially in Central Europe and Asia (well emphasised by Hungarian interventions). 

In the Nordic countries TVE aims to involve young people in democracy, give them generic 

skills, and create the bridge from TVE to the world of work. Finland argued that all young people 

should have a chance of access to TVE. According to the Nordic countries, TVE includes 

competence building beyond the acquisition of work related skills, a truth that reminded me of a 

wise saying from my school principal that "education is what is left after you have forgotten 

everything that you were taught." It also reminds us of that famous saying, said to be a Chinese 

proverb: "Give a man a fish and you feed him for a day, teach him how to fish and you feed him 

for a lifetime." After this Congress we can now add: show him where to fish and you enhance his 

productivity and his standard of living. 

The vital importance of vocational guidance and counselling was an element of many 

interventions in our discussions. It came particularly from the Commission considering TVE for 

All, and the message was that it must be targeted, must not rely on information technology alone 

but embody true personal guidance, and must be accessible in the places which most people visit, 

not solely in educational institutions. 

The Arab states, in their preparatory meeting, reminded us of the importance of nations 

having legislation, policy and strategies for TVE. 

The deliberations of the NGO forum associated with the Congress reminded us of the vital 

but often undervalued contribution which NGOs play in education including TVE. 

Many speakers have highlighted the need to raise the status of TVE, and lift its image, and 

achieve parity of esteem for it with all sectors of education including universities. Support from 

the media was strongly recommended in the Latin-American preparatory meeting; this may require 

a concerted marketing effort accompanied by a simplification of the sector. Most people know 

what a school is, and what a university is, but TVE is often perpelexing to them with its vast array 

of levels, courses, modules, providers, and particularly its complex language which is so often 

riddled with acronyms. Consider this imaginary conversation which an outsider to our sector 

might hear: 

EFA needs TVE emphasizing HRD, especially in LDCs, with the help of NGOs, and 

the OECD, ILO, ADB, UNEVOC, through the use of ICT, funded through a P/P, 

not forgetting ADED, in a recommendation through the DDG-ED to the DG, 

telling him that TVE is really TVET and should become TVETE. 

∼ 56 ∼

Professor Colin Power did us a great service in reminding us that, despite the marvels of the 

new technology we must never lose that magical personal relationship between teacher and learner. 

Challenges 

There have also been a significant number of challenges put before us at the Congress, most 

of them issues or items that are unresolved, or have been neglected, and will need considerably 

more attention before we can face the next century with confidence. 

The Director-General of UNESCO reminded us starkly of the seemingly inescapable 

constraints which many developing countries are facing as a result of their debt levels, their 

unacceptably high rates of illiteracy, the large numbers of drop-outs from the education system, 

and the scourge of conflict and war. We were also reminded of so many of the population who are 

marginalized including those living in the midst of urban as well as rural despair. 

We have been marvelling all week at the capabilities of modern technology which is 

conquering outer space and cyberspace, and raising possibilities such as genetic engineering. Yet 

where is the value framework, the ethical dimension to guide these scientific and technical 

developments? And technology is not always necessarily beneficial for education and training - 

"hands on" can often mean "brains off". 

The prospect has been raised at this Congress of a necessary synergy between general and 

vocational education, between education and training, but we are not clear yet what form this can 

take. Is it to be total integration, or co-ordination, or recognizing each other's passports and visas at 

the borders of the education sectors? Clearly there is a continuum, a spectrum, which confronts all 

systems: the challenge is how to make it holistic. In my country Australia we now have very many 

students proceeding from university after graduation to TVE to acquire skills and competencies to 

make them more employable. Indeed, there are a growing number of students undertaking a 

university degree and a TVE diploma or Certificate at the same time. These are all signs of a need 

for seamless pathways on the journey of lifelong learning but authorities need to ensure they 

present as few obstacles as possible. This means the closest possible interface between school, 

TVE and university. 

Other key issues which have arisen during the Congress include: 

• The appropriate mix in the funding of TVE between government, employer, and learner. 

The World Bank raised the question of who should pay for TVE, whether training levies 

can work, and stressed that the clients of TVE are very different, and what works in one 

economy may not work in another. 

• How to break down barriers that produce gender discrimination. 

• How to really widen the ambition of the disabled and to create the opportunities for them 

to reach their full potential and become employed. 

• What should be the qualifications and skills required of a TVE teacher? How much preservice 

should be in the workplace and on the campus? What is the nature of the 

professional development that they require? 

• How do we really reach the marginalized? As France expressed it, how can TVE be 

made accessible to all? 

• What strategies need to be employed to address declining retention rates? 

• What is the appropriate balance between policies to address the supply and the demand 

side (a key feature of Dr Al Masri's presentation. It was also featured by the Inter- 

American Development Bank which spoke of a mismatch between supply and demand, 

including schools which provide the wrong product, and TVE that should be driven more 

by demand.) 

∼ 57 ∼

• What models are available to create a partnership between the learning environment and 

the working environment, the school and the broader community (a point stressed 

strongly in the intervention of France)? 

• What curriculum models are best used to introduce vocational education into school 

systems? 

• What research do we need to commission to understand better the key moments and 

choices which confront the learner on the journey of lifelong learning, an especially 

poignant issue for the disabled or disadvantaged. 

Partnerships 

To address all of these challenges it is clear that in the next century we are going to require 

many partnerships, the Yin and the Yang of human existence translated into the world of TVE. 

Perhaps one of the greatest successes of this Congress has been a true willingness on the part of the 

participants to identify these necessary partnerships and to make them work. We need partnerships 

to address: 

• A common philosophy to guide our approach. 

• A set of shared values on which to base a new holistic curriculum and inclusive 

framework for participation. 

• A common vision. 

• A declared strategy. 

• An holistic approach to lifelong learning. 

• A synergy between the economy and the education system. 

• A set of new relationships between TVE and industry. (This was stressed in the 

Asia/Pacific preparatory meeting and in the roundtable on TVE links with enterprises and 

was so amply demonstrated by the effective participation at the Congress of the World 

Bank, Alcatel, the Inter-American Development Bank. They demonstrated a keen 

understanding of TVE systems and presented us with constructive ideas and offers of 

assistance. Their contribution was a highlight of the Congress because it signalled the 

beginning of a new partnership which will be essential in the next century.) 

• We heard a great deal as well about the need for new partnerships between 

− Development and the environment. 

− Basic education and higher education. 

− Education and training. 

− Government sector and private sector (expressed in the European preparatory meeting 

as the need for complementarity). 

− Government and NGOs. 

• Better co-ordination between ministries with responsibilities for aspects of TVE, 

especially employment, education, training, economic development and welfare. 

• Much more effective liaison and joint effort between TVE and the mass media. 

• School and the workplace (many ideas were suggested in particular by Brazil, France and 

Finland). 

• Closer exchanges between researchers and policymakers (an important lesson from the 

NGO forum). 

• More understanding between youth and adults. 

• Perhaps most important of all, the point stressed by Professor Colin Power, the need for 

the ongoing partnership between the master and the apprentice, the teacher and the 

learner. 

∼ 58 ∼

Windmills 

"When the winds of change blow, some build walls, others build windmills." 

Emerging from our deliberations a number of windmills have been identified as sources of 

energy which will take us forward into the 21st century. They include: 

• UNESCO working with its international partners. 

• Political commitment. 

• Leadership and vision to create a strategy. 

• Continuous lifelong learning. 

• Teachers as mentors. 

• Expanded resources. 

• More status and prestige for TVE. 

• Marketing. 

• Partnerships. 

• Citizenship. 

• Harnessing of new technologies. 

• Curriculum reform. 

• Quality assurance. 

• Research linked to policy-making including the need for early warning systems on 

changing economies and labour markets (stressed in the European preparatory 

conference). 

• International co-operation including north-south and south-south mutual assistance. 

• The statement of the ministers on the need for "Financial aid from international funding 

agencies, donor agencies, and development banks to the developing and underdeveloped 

countries to improve the quality of TVE in those countries." (The Bureau of the Congress 

felt so strongly on this point that they recommended that there should be inserted into the 

conditions of such financing that funding must go to TVE.) 

An important message is that windmills are not expensive to construct and they can produce 

cheap renewable energy. Large-scale expense to innovate and renovate TVE is not always 

necessary. 

Bridge to the future 

This Congress itself has truly been a "bridge to the future". The Congress will be 

remembered most for the way it identified a new developmental paradigm for the new millennium, 

and began to shape a strategy for technical and vocational education to address this new paradigm, 

identifying the challenges and discovering the windmills which will capture the winds that can 

blow us to a new era where the creativity and fulfilment of each human being will lead to a culture 

of peace. 

In the countries of the South Pacific it is said that there are four schools: the home, the 

church, the school, and the workplace. We have identified all of these and begun to understand the 

essential relationship between them. This is, after all, the key to lifelong learning. 

Youth 

Finally there is a matter of utmost importance for our hopes for the 21st century - the future 

of our young people. 

∼ 59 ∼

The UN definition of youth is 15-24 years and in the year 2000 there will be 1.1 billion 

young people in this world, the largest single group in the population. Some 919 million of them 

will be in developing countries. 

We are about to hand over the world to them but they are living in the midst of turbulence 

and uncertainty. After all, we promised them that when we managed to control inflation we would 

turn our attention to unemployment, but the unemployment rates are too high, especially youth 

unemployment, and particularly in rural areas. 

Other factors confusing their situation include social dysfunction including the break-up of 

families; changing role models who come nowadays mainly from pop music or film or video; the 

poor standards of behaviour of our civic leaders; the impact of the culture of the screen, large and 

small, on values, and the clash between traditional and such imported values; irrelevant school 

curricula which is so often oriented towards university entrance when the vast majority of school 

students will not go directly to university; alienation and despair too often leading to suicide, which 

is the largest source of death amongst young people in so many countries. 

We cannot be sure of their values, cannot be sure those values are in line with 

multilateralism and tolerance. We cannot be certain they will not become self-centred rather than 

community-centred. In the light of the turbulence created in the wake of the trends we have 

identified at this Congress, we should not be surprised if young people become more introverted 

and withdrawn. 

But the good news is that deep within each young person's heart and mind is a desire to be 

positive, to contribute to society, to seek a meaningful existence, to make a difference in the world. 

All they want is for us to treat them as equal partners, meet them on their "planets", regard them 

not as the problem but as part of the solution, not consider them as objects of research but partners 

in the research. 

Surveys of young people world-wide have revealed that the main concerns of young people 

today are employment, education and training, and the environment, all aspects which can be 

addressed in strengthened TVE systems. 

Technical and Vocational Education can make a real contribution to the lives of our young 

people. It makes sense - if they have a curriculum that they and their families can see is relevant, 

practical, uses their creativity and ability, is engaging, and will be relevant to the workplace, they 

will respond very positively. It is happening. TVE in schools is taking off all over the world. 

TVE is not the only answer but it is an important part of the answer. I have seen schools 

transformed when they have introduced TVE into their curriculum, along with effective vocational 

and personal guidance and counselling. The behaviour of the students has improved dramatically, 

the tone is different. 

We must ensure that, in the follow-up to this Congress, our efforts are directed particularly to 

young people. Lifelong learning will be the answer for them and their generation for they will live 

most of their lives in the 21st century. 

Since wars begin in the mind, it is in the mind that the defences of peace must be 

constructed. Our challenge is to create peace in the minds of youth. They are the future. The little 

angels of today will become the Voice of the New Millennium. 

∼ 60 ∼

Technical and Vocational Education and Training: 

A Vision for the Twenty-first Century 

Preamble 

Recommendations to 

the Director-General of UNESCO 

We, the participants in the Second International Congress on Technical and Vocational 

Education whose theme was Lifelong Learning and Training : A Bridge to the Future, 

meeting on the eve of a new century and millennium in Seoul, the capital of the Republic of 

Korea, a country which epitomizes the contribution of education to social and economic 

progress, have had the opportunity to work together in plenary sessions, commissions, round 

tables, and forums, to contribute to a world vision and programme for Technical and 

Vocational Education and Training (TVET) for the first decade of the new millennium. 

We have considered the emerging challenges of the twenty-first century, a century that 

will be an era of knowledge, information and communication. Globalization and the 

revolution in information and communication technology have signalled the need for a new 

human-centred development paradigm. We have concluded that Technical and Vocational 

Education (TVE), as an integral component of lifelong learning, has a crucial role to play in 

this new era as an effective tool to realize the objectives of a culture of peace, 

environmentally sound sustainable development, social cohesion, and international 

citizenship. 

Mindful of the opportunities that lie ahead of us and those which will progressively 

unfold, and cognizant of the policies, partnerships and resources needed to raise the status 

and broaden the traditional vision of Technical and Vocational Education, and recognizing 

the need for strengthened international partnerships particularly to address the needs of 

developing countries, we are forwarding the following recommendations to the Director- 

General of UNESCO and requesting him to submit them to the next session (30th) of the 

Organization's General Conference in view of its intention to launch a new global strategy 

for Technical and Vocational Education. 

Theme I: The changing demands of the twenty- first century: Challenges to 


1.1 The twenty-first century will bring a radically different economy and society with 

profound implications for technical and vocational education. TVE systems must 

adapt to these key features which include globalization, an ever-changing 

technological scenario, the revolution in information and communications, and the 

consequent rapid pace of social change. The implications of these transformations 

include the increased mobility of labour and capital, uneven impacts upon rich and 

poor, and emerging market economies in both rural and industrial sectors. The 

knowledge-based society which these changes are bringing offers exciting new 

modalities for education and training. 

1.2 These social and economic trends predicate the need for a new development paradigm 

which holds a culture of peace and environmentally sound sustainable development as 

∼ 61 ∼

its central features. Accordingly the values, attitudes, policies and practices of TVE 

must have their foundations in this paradigm which will encompass inclusiveness and 

wider access, a shift to human development needs, and empowerment for effective 

participation in the world of work. Its focus must be on the needs and potential of the 

individual in society. TVE has a crucial role to play in this new paradigm by providing 

skills for all and should include the poor, the excluded and the unreached so that 

education remains an accessible basic human right. The universalization of TVE and 

the learning skill it imparts would enhance access to education for all citizens of the 

world. A new holistic approach is required so that education for the twenty-first 

century will include all domains of learning incorporating general and vocational 

education to enable the learner of the twenty-first century to launch into a lifelong 

continuum of knowledge, values and attitudes, and competencies and skills. The 

ultimate goal of such an approach would be the creation of a learning society. 

1.3 Therefore TVE systems must be reformed to give life to this new paradigm by 

achieving flexibility, innovation and productivity, imparting the skills required, 

addressing the implications of changing labour markets, training and re-training the 

employed, unemployed and the marginalized with the objective of achieving equality 

of opportunity for all in both the formal and the informal sectors of the economy. 

1.4 There must be a new partnership between education and the world of work to address 

the need to develop a synergy between the sectors of education and industry and the 

various other economic sectors, to foster the development of generic competencies, the 

work ethic, technological and entrepreneurial skills, and for imparting human values 

and standards for responsible citizenship. 

1.5 There is a need to introduce the required changes in a manner suitable for each 

country, so as to empower and engage human beings in the context of the new 

paradigm, with TVE as a common key focus of the reform process. 

1.6 The pre-requisites of the TVE response to the new paradigm include appropriate 

societal values and attitudes, embracing the new technologies, making new policy and 

financial commitments, and taking account local, regional, and global opportunities 

and concerns. The sheer magnitude of the trends of the twenty-first century demands a 

political commitment and bold policy responses which are both regional and 

international. 

Theme 2: Improving systems providing education and training throughout life 

2.1 Lifelong learning is a journey with many pathways and TVE is an integral part of the 

voyage. Therefore TVE systems should be designed as developmental life experiences 

with cultural and environmental aspects in addition to their economic dimensions. 

2.2 To make the maximum contribution to lifelong learning TVE systems need to be open, 

flexible and learner-oriented. They must do more than just provide the learner with 

knowledge and skills for specific jobs. They must also prepare individuals more 

generally for life and the world of work. TVE is for personal, social and economic 

benefit. 

2.3 TVE needs to be based on a learning culture shared by individuals, industry, different 

economic sectors and government in which individuals are empowered to take 

progressively more responsibility for their own knowledge-management and 

independent learning while public and private providers ensure programmes that 

facilitate access to and through the pathways of lifelong learning. 

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2.4 TVE has an important role in reducing levels of anxiety in the midst of constant 

uncertainty by providing information and knowledge, skills and competencies, 

entrepreneurial capacity and the development of the human personality. 

2.5 All nations require a coherent education policy and co-ordinated education systems 

within which TVE must be a fundamental part. TVE should develop close interfaces 

with all other education sectors, particularly schools and universities, to facilitate 

seamless pathways for learners. The emphasis must be on articulation, accreditation 

and recognition of prior learning to enhance their opportunities. Within this spectrum 

TVE has a responsibility to ensure a sound initial education and training aimed at 

learning to learn, the most precious skill for all citizens both young and adult. 

2.6 Perhaps the biggest challenge which faces TVE is to co-ordinate the needs of a general 

and a vocational education through curriculum, pedagogy and delivery. Each country 

will wish to pursue its preferred approach to co-ordinate these domains but it is clear 

that the demands of the twenty-first century require new synergies between these 

fundamental pillars of education and training systems. 

2.7 TVE should inspire in young people a positive attitude to innovation, enable them to 

help shape change and prepare them for self-reliance and citizenship. 

2.8 TVE is particularly important in ensuring a seamless transition from the school to the 

workplace. To achieve this it needs an holistic approach which captures the 

dichotomies of the academic and the vocational, the theory and the applied, knowing 

and doing, the use of the head and the hand. This requires effective partnerships with 

schools and with industry and other economic sectors which embrace shared values, 

shared curriculum, shared resources, and shared outcomes. 

2.9 The informal economic sector is often excluded in the spectrum of lifelong learning. 

TVE has a vital role to play in reaching out to this sector in every way possible to 

ensure that the less privileged have access to the pathways of continuous learning. This 

applies with equal force to those who drop out of the formal cycle of education. 

2.10 To achieve all of these aspirations for Technical and Vocational Education a number 

of urgent considerations must be addressed: 

• the status and prestige of TVE must be enhanced in the eyes of the community and 

the media. This includes raising the status of teachers in TVE systems through 

attention to their own skills and competencies and the provision of resources for 

their task. It will also require strong marketing of the capabilities of TVE to its 

many stakeholders, accompanied by a simplification of TVE in the minds of many 

who find its language, its products and its modalities too complex. Publicizing and 

disseminating models of good practice in TVE are also important. There is a need to 

promote parity of esteem between vocational and general education, especially in 

developing countries; 

• the sectors of education must achieve more effective inter-relationships to facilitate 

more seamless pathways for learners. They do not need to be homogenized; each 

sector can retain its identity and they all can recognize each other’s passports and 

visas at their borders; 

• there must be flexibility in programme administration and curriculum design to 

facilitate a smooth passage through lifelong learning and provide continuous entry, 

exit and re-entry points; 

• career guidance and counselling is of the utmost importance for all clients of the 

∼ 63 ∼

education and training systems and needs to be significantly strengthened. Career 

guidance should take into account the needs of industry, the individual and the 

family and be sensitive to each learner’s requirements and circumstances. Its role 

should be extended to prepare students and adults for the real possibility of frequent 

career change which could include periods of unemployment and employment in the 

informal sector. It should not only be a recognized function of educational 

institutions but should also be provided at other venues accessible to the population 

at large; 

• all stakeholders, particularly industry and educationalists, must be involved in new 

TVE partnerships. Each has much to learn from the other in approaches to lifelong 

learning; 

• the high cost of many TVE programmes must be addressed. They should be redesigned 

to incorporate more workplace learning; 

• the lifelong learning continuum will be best sustained if there is a diversity of 

funding, a diversity of providers, and a diversity of delivery mechanisms. Innovative 

approaches to flexible delivery of TVE including the use of information and 

communication technology and distance learning should be particularly welcomed; 

• quality assurance is essential to ensure a new higher status for TVE. Qualification 

standards, certification processes, valid assessment methods and acceptable 

outcomes are all key ingredients and should be the hallmarks of all TVE systems; 

• We need to understand more about the critical moments of choice on the journey of 

lifelong learning. More research should be encouraged to help understand the key 

issues, dilemmas, potential barriers and opportunities which confront the voyager at 

the various phases of the journey. More longitudinal studies would be of significant 

benefit in this regard. 

Theme 3: Innovating the education and training process 

3.1 The challenges facing the learner of the twenty-first century demand innovative 

approaches in TVE. This is seen most clearly in the need for a re-oriented curriculum 

to take account of new subjects and issues of importance. Obvious examples would 

include technology, the environment, the understanding of foreign languages and 

cultures, entrepreneurial capacity and the requirements of the rapidly growing service 

industries connected with leisure, tourism and hospitality. 

3.2 The rapid pace of change also introduces the prospect of a virtual curriculum whereby 

learners must be prepared to cope with the obsolescence of their knowledge and skills, 

and the introduction of new elements which have yet to appear in common usage. 

They must also be prepared for a radically new labour market in which traditional 

wage-employment may be the experience of only a minority and self-employment in 

various forms may offer a high potential for economic independence in a new era of 

entrepreneurship. 

3.3 The new information technology has opened up a whole new potential in technologybased 

learning. It should be possible to use and apply simple as well as modern 

technology and the new information and communication technologies in the TVE 

teaching and learning process without losing the valuable aspects of traditional 

teaching methods particularly the personal nature of the teacher-learner relationship. 

Technology-based learning should play a crucial role in the development of a culture 

of lifelong learning with the capacity to empower learners by providing them with 

multiple new pathways to meet their education and training needs. 

∼ 64 ∼

3.4 The new technologies must be harnessed to provide widespread access to TVE. They 

should be used to make distance irrelevant and to render curriculum-based knowledge 

and vocational guidance information more easily accessible to all. They have the 

potential to offer flexibility in time and location to TVE delivery, and should enable 

TVE to function as a catalyst for the penetration of new technologies in underdeveloped 

regions of the world, particularly in rural areas. 

3.5 As the workplace calls for more sophisticated skills, a sound basic education must be 

provided as a pre-requisite foundation for TVE. This should involve the acquisition of 

more complex competencies in school, including enhanced literary and numeracy 

skills and the ability to understand and communicate through the tools of modern 

technology. 

3.6 Since technology comes at a price, ways must be found through partnerships with 

industry, financial and aid agencies, regional and international co-operation, to address 

the high costs involved, especially for developing countries. New ways must also be 

found to share intellectual property for the benefit of learners in all countries and 

situations. 

3.7 Given the essential need for innovation in TVE, the role of the teacher remains 

paramount. New methods must be found for the initial training of teachers 

accompanied by the continuous upgrading of their competencies and professional 

development. A re-thinking must take place as to the qualifications required of the 

TVE teacher of the twenty-first century, including the optimum balance of training 

acquired on the campus and in the work place. They must be assisted to develop new 

and appropriate instruments of assessment, accreditation, articulation and certification 

standards. 

3.8 TVE needs an early global warning system and more futuristic studies to enable 

preparation for changes in the work place and in society. Industry must be involved 

with Governments and research centres in identifying the knowledge, skills and 

competencies which will be required by the changing economy so that TVE systems 

can adapt. The prospect of competencies applicable across regions and internationally 

should be addressed to respond to the projected escalation in resource mobility in the 

next century. 

Theme 4: Technical and Vocational Education for all 

4.1 TVE is one of the most powerful instruments for enabling all members of the 

community to face new challenges and to find their roles as productive members of 

society. It is an effective tool for achieving social cohesion, integration and self 

esteem. 

4.2 TVE programmes should be designed as comprehensive and inclusive systems to 

accommodate the needs of all learners; they must be accessible to all. Special efforts 

are needed to reach previously marginalized groups. Where specialized programmes 

are required, these should be designed to facilitate entry into the mainstream, thus 

ensuring continued access to lifelong learning. 

4.3 The list of recognized marginalized groups is becoming longer and there are certain to 

be others which are yet unknown. TVE programmes, both formal and non-formal, 

must be made available in varying modes of accessible delivery, to the unemployed, 

early school leavers, out of school youth, those disadvantaged by distance and 

location, rural populations, indigenous people, those in the midst of urban despair, 

populations engaged in informal labour markets with poor working and living 

∼ 65 ∼

circumstances, children working under hazardous conditions, refugees, migrants, and 

demobilized soldiers in post-conflict situations. 

4.4 The under-representation of women in TVE is of particular concern. Traditional 

perceptions of appropriate roles for men and women in the work place should be 

challenged. TVE must respond with gender-inclusive learning programmes, both in 

content and delivery, including measures to attract men into previously femaledominated 

training and careers. Faculty need to be gender-sensitive. 

4.5 For the promotion of equal access of girls and women to TVE courses, more effective 

forms of educational and vocational guidance and counselling must be provided, 

along with gender-sensitive guidance and counselling materials. At the same time the 

learning and working environments must be made more suitable for the participation 

of girls and women, overt and covert bias and discrimination must be removed, and a 

positive image and appropriate incentives for female participation in TVE should be 

created. 

4.6 To overcome the lack of employment opportunities for girls and women, and the 

misconception that they are incapable of performing particular tasks, TVE 

programmes emphasizing the development of their entrepreneurial capacity should be 

undertaken. 

4.7 The journey through lifelong learning is burdensome for the disabled; the pathways are 

very rocky and difficult to negotiate. Their aspirations and achievements must be 

broadened. People with disabilities frequently have difficulty accessing TVE for a 

range of reasons. These include the under-estimation of educators and vocational 

guidance personnel of the ability and potential of people with disabilities to take up 

competitive paid employment. Those who are able to join mainstream TVE 

programmes should be assisted to do so while those with more severe disabilities 

should be provided with special programmes and learning strategies to realize their 

potential and optimize their participation in society and the work force. 

4.8 The commitment to TVE for all requires well designed policies and strategies, 

increased resources, flexible and appropriate delivery modes, friendly training 

environments and sensitive and caring teachers and employers. 

Theme 5: Changing roles of Government and other stakeholders in TVE 

5.1 Although governments carry the primary responsibility for TVE, in a modern market 

economy TVE policy design and delivery must be achieved through a new partnership 

between government, employers, vocations, industry, trades union and society. This 

partnership must create a coherent legislative framework to enable the launching of a 

national strategy for change. Within this strategy the government, apart from actually 

providing TVE, can fulfil the roles of giving leadership and vision, facilitating, coordinating, 

establishing quality assurance and ensuring that TVE is for all through 

identifying and addressing community service obligations. The capacities of the 

partnerships must be enhanced through training schemes and facilities to impart 

appropriate skills. 

5.2 The new partnership should aim to establish a learning culture throughout the society 

whilst strengthening the economy, achieving social cohesion, helping to maintain 

cultural identity and diversity and the enhancement of humanity. Training for all 

occupations directly related to human development should include human rights and 

responsibilities. The learning culture should enable the establishment and maintenance 

of an institutional structure which will achieve lifelong learning, wider participation in 

∼ 66 ∼

education and training, and foster the work ethic with a revitalized spirit of 

entrepreneurship. 

5.3 Both the monetary and non-monetary benefits of TVE should be recognized by 

government, industry and other stakeholders. 

5.4 The contribution of the voluntary and NGO sectors to the provision of TVE must be 

recognized and supported because it constitutes an extremely valuable but often 

overlooked resource. 

5.5 Government and the private sector must recognize that TVE is an investment, not a 

cost, with significant returns including the well-being of workers, enhanced 

productivity and international competitiveness. Therefore funding for TVE must be 

shared to the maximum extent possible between government, industry, the community 

and the learner. There are also opportunities for fund-raising and income-generating 

activities through collective effort. The mix will vary for each country, but it is 

important to realize that the benefits of TVE are for all of the partners in society who 

should therefore take the responsibility to contribute to the creation and ongoing 

vitality of their TVE system through cost sharing, incorporating appropriate 

government financial incentives. 

5.6 A vibrant economy is best served by a diversity of public and private providers of TVE 

operating in healthy competition, within a national framework of quality assurance. 

The balance can be struck in many ways but the government should assume 

responsibility for ensuring strong basic initial vocational preparation no matter which 

sector is providing its delivery. Government should also be considered a provider of 

last resort to ensure that potentially excluded populations are not overlooked and are 

ensured access to TVE programmes. There is a particular need in all countries to 

expand employment-based training which is well articulated with institutional training 

through a national framework which includes individual learning credit banks and 

records, and multiple and flexible entry and exit points. The private sector has a 

particularly important role to play in this regard. 

5.7 Within governments there are often shared and overlapping responsibilities for various 

elements of TVE amongst departments and agencies. It is desirable that governments 

streamline their own public institutional framework to the maximum extent possible to 

co-ordinate the national TVE effort, create an effective partnership with the private 

sector and promote TVE for the benefit of all stakeholders. 

5.8 All TVE partners will be required to increase constantly their knowledge and expertise 

in many areas affecting TVE systems. Effective mechanisms must therefore be 

established to share experience and expertise through ongoing research of particular 

relevance for key policy issues. Other approaches may include jointly shared data 

banks, multi-media technologies, and regional and international co-operation. 

5.9 There is significant scope for countries to share their experience with the design and 

operation of national TVE policies and strategies, and appropriate public and private 

roles and partnerships. In this regard there is a need for mutual and co-operative 

assistance between developing and developed countries and those countries with 

emerging market economies. 

∼ 67 ∼

Theme 6: Enhancing international co-operation in TVE 

6.1 There is an urgent need for more financial and technical support from international 

agencies for education, and Technical and Vocational Education in particular, to allow 

TVE to contribute more significantly to economic and social development. 

6.2 Further co-operation is encouraged between UNESCO and its international partners 

such as the ILO, The World Bank and the Regional Development Banks, OECD, the 

European Union and CEDEFOP, the European Training Foundation, ISESCO, the 

Commonwealth, La Francophonie etc. to enhance TVE, with UNESCO assuming a 

co-ordinating role through its comparative advantage in the various fields of 

education. 

6.3 There should be increased co-operation between the North and the South, as well as 

between countries of the South, to renovate and sustain TVE systems, including 

through research and development. 

6.4 The needs of developing countries require specific recognition, particularly in areas 

such as investment in TVE, the provision of basic education including literacy and 

numeracy skills to facilitate access to TVE, the encouragement of ownership of TVE 

and the increase of their budget for TVE. 

6.5 International financial authorities must recognize the contribution of education, and 

particularly TVE, to the maintenance of peace and stability and in preventing social 

dysfunction, and should incorporate the support of TVE in their conditions for 

assistance to recipient countries. 

6.6 UNESCO's efforts to develop a strategy for TVE for the first decade of the twenty-first 

century are strongly supported. The UNEVOC network should be strengthened. 

Member States are encouraged to continue to underpin regional and national Centres 

which are essential vehicles for the achievement of the new vision for TVE in the 

twenty-first century. The Congress strongly recommends that UNESCO increases 

significantly the budgetary allocation for its TVE programme activities to ensure the 

successful implementation of the new strategy. To encourage such a revitalization of 

TVE in the new century, UNESCO should also consider the establishment of an 

international prize for innovation in TVE. 

6.7 In the light of the new expanded vision for TVE, which has been endorsed at this 

Congress and which stresses the need for incorporating a new relationship between the 

various sectors of education and training, an holistic approach to the preparation for 

life and the world of work and increasingly seamless pathways in lifelong learning, the 

Congress recommends that the Director-General of UNESCO, in close collaboration 

with the ILO, develops a common concept of Technical and Vocational Education 

and Training (TVET), to guide the UNESCO strategy for the twenty-first century. 

All participants and observers attending 

the Second International Congress on Technical and 

Vocational Education unanimously express their profound appreciation 

to the Government and the people of the Republic of Korea and to 

UNESCO for hosting and organising this event which was a crucial 

milestone in the development of UNESCO’s new vision for the 

contribution of Technical and Vocational Education and 

Training to life-long learning in the new millennium. 

∼ 68 ∼

ANNEXES 

OPENING ADDRESS 

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∼ 70 ∼

Welcoming address by Mr KIM Dae-jung, 

President of the Republic of Korea 

At At the the official official luncheon luncheon for for for the the heads heads of 

of 

delegations delegations in in in the the Office Office of of the the President 

President 

Honorable Director-General of UNESCO, Mr Mayor, 

Distinguished delegates from UNESCO Member States, 

It is a memorable day for the Republic of Korea and for me today. I have met so many 

people since I became the President, but I have never met so many distinguished representatives 

from all over the world at one place. I am much honored and pleased. On behalf of the people 

of the Republic of Korea, I welcome you all! 

UNESCO has contributed a lot to equality among races, regions and sex. Furthermore, it 

has worked for the development of academia and culture, for the settlement of human rights and 

morality, and for progress in science and education. 

There is great significance in holding the Second International Congress on Technical and 

Vocational Education in the Republic of Korea. I am informed that there are many more 

delegates attending this Congress than the first one held in Germany, with the theme of 

“Lifelong learning and training: a bridge to the future.” It shows how important this topic is to 

meet the challenges of the future. Five days of sincere discussions will draw out great progress 

on the part of technical education. 

The twenty-first century will be the era of knowledge, information and civilization. An 

individual’s ability is no longer evaluated by which school he or she has graduated from. An 

individual ability is determined by his/her knowledge and creative ideas to produce value-added 

outcomes. 

We are living in the world of unlimited competition under the system of WTO. The 

developed countries are faced with the wider gap between the rich and the poor, and the 

developing countries are getting poorer through harsh competition. The most important task to 

solve these problems is to equip people with vocational education and techniques to yield many 

highly value-added products. 

Nowadays, it is not enough for school education to be adapted to the rapidly changing 

world. It is indispensable to be educated throughout life. Considering the current situation, it is 

important and also essential to gather at this Congress and exchange thoughts and experiences 

on technical and vocational education to ascend it in the global aspect. 

The Republic of Korea has accomplished rapid and high economic growth in the past. The 

economy grew by more than 10 per cent every year. This was made possible through continuous 

job training and technical education to train highly qualified manpower. However, we are at a 

standstill in developing human resources adaptable to the new environment of a knowledge- 

∼ 71 ∼

ased society. We have to make a transition from a training system aimed at an industrial 

society to a system geared towards the knowledge and information society of the twenty-first 

century. It is a difficult step to take, and we are much concerned about it. 

In order to meet the challenges, we plan to educate and train our people with the most 

updated knowledge and skills corresponding to the new surroundings. As a result, they may be 

able to make more profit in every sector that they are working at. 

Our goal is a policy of providing vocational education and technology to everyone so that 

they may contribute to the knowledge-based society. I believe that all of us gathering here share 

the same goal. We can never over-emphasize the importance of international co-operation for 

the development of human resources. For the past fifty years, UNESCO has been working 

towards this end, and we think very highly of the contribution UNESCO has made. I earnestly 

pray for the success of the Congress, so you may take back suitable policy recommendations to 

your countries. 

I know that some of you are from developed countries, but most of you are from 

developing countries. I believe that the developed states and the international finance institutes 

should introduce various policies to support and aid the underdeveloped countries. To live 

together harmoniously is the only way to live through the twenty-first century. We must build a 

strong collaboration link among states. In this sense, I, as the President of the Republic of 

Korea, am and will be trying my best to contribute to the world peace and people's welfare. 

At the same time, the governments of developing countries must strive for education of 

their people. It is an obligation of the governments to provide their people with new knowledge 

and advanced skills to bring forth economic betterment. 

Both the developed and the developing countries must reach a consensus to earnestly 

complete their jobs. It has to go both ways. The advanced countries and international 

organizations must become actively involved in helping the less advanced ones. Those of you 

from developing countries should make every effort to bring up well prepared manpower for the 

new era. In order to achieve this, the vocational and technical education has to be strengthened 

and widely spread out. 

I hope that this Congress will be an opportunity to intensify the relationship among the 

participating countries and produce many good policy recommendations so you may all achieve 

what you strive for. 

May you all have a pleasant and comfortable stay here in the Republic of Korea. The 

government of the Republic of Korea will assure you with whatever you need. 

The Republic of Korea, once again, welcomes you as good friends and respectful 

colleagues, and wishes the Second International Congress on Technical and Vocational 

Education great success. 

∼ 72 ∼

Welcoming address by Mr KIM Jong-pil, 

Prime Minister of the Republic of Korea 

Mr Mayor, Director-General of UNESCO, 

Mrs Horiuchi, Assistant Director-General of ILO, 

Delegates from UNESCO Member States, 


It is a great honor and pleasure for Seoul to host the Second International Congress on 

Technical and Vocational Education. I would like to welcome you all on behalf of the 

government of the Republic of Korea, one of the co-organizers of this event. 

I expect that this Congress, which is being held on the threshold of the twenty-first 

century, will promote vocational and technical education among all people and build worldwide 

partnerships. 

First of all, I would like to express my sincerest gratitude to UNESCO which, in 

partnership with ILO, has made remarkable contributions to the development of vocational and 

technical education since 1954. 

With the emergence of globalization and the information era, the international community 

has witnessed a tremendous paradigm shift. The knowledge-based society is at hand. It requires 

every citizen, in every field, to be equipped with the latest knowledge and vocational skills. 

Only when this is achieved will all citizens be able to successfully meet the challenges of the 

future society. 

In this ever-changing era, the task of developing creative human resources on the basis of 

newly defined vocational and technical education has become the most urgent endeavour, not 

only for individual countries but also for the whole of human society. 

Meeting the future challenges of the knowledge-based society depends on youth. 

Education and training in information and communication technology is the key to prepare the 

young to be leaders of the twenty-first century. 

In addition, special attention should be given to disadvantaged groups such as the disabled, 

women and school drop-outs in providing vocational and technical education. 

This is the most appropriate time for the UNESCO Member States to gather under the 

banner of 'Lifelong learning & training: a bridge to the future' in a quest to define the future 

directions and possibilities for vocational and technical education. 

Ladies and Gentlemen from abroad and from the Republic of Korea, 

This co-operative effort, aimed at developing and innovating vocational and technical 

education, will lay the foundation for the promotion of well-being and self-realization of the 

∼ 73 ∼

mankind. Your dedication will, with no doubt, contribute to the strengthening of international 

co-operation, world peace and your countries' own prosperity. 

Today, twelve years after the first Congress in Berlin, we have an opportunity once again, 

to share our diverse experiences, expertise and ideas in vocational and technical education 

through open discussions. 

Again, I welcome you all who are visiting the Republic of Korea to participate in this 

Congress. I hope you have a very successful and fruitful Congress, and please enjoy the 

Republic of Korea in this very beautiful season of flowers. 

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Opening Address by Mr Federico Mayor, 

Director-General of UNESCO 

Mr Prime Minister of the Republic of Korea, 

Honourable Ministers, 

Distinguished Participants and Observers, 


It is a great pleasure for me to welcome all the participants and observers from over 100 

Member States to this Second International Congress on Technical and Vocational Education. 

I should like to express UNESCO’s profound gratitude to the Government of the Republic 

of Korea. Mr Prime Minister, your country has very generously supported this international 

event, in spite of the recent financial and economic crisis in your region. I am delighted that 

there are positive indicators that you are now over the worst and the economy is well on its way 

to recovery. Your country’s strong investment in education, including technical and vocational 

education, was a decisive factor in its rapid socio-economic development. I am confident that 

this emphasis on education will also prove critical in the economic recovery. Once again, the 

example of the Republic of Korea demonstrates how important education is for development. 

Seoul is indeed a most appropriate venue for this Congress. 

I believe this gathering will prove to be a landmark event on the eve of a new century. We 

meet today to determine how we are to equip young people and adults to face the new challenges 

that the twenty-first century is certain to bring. It is heartening that such a large number of 

countries, both developed and developing, are represented here. It is a clear indication of the 

growing importance attached to this vital sector of education, which has a central role to play in 

tomorrow’s Information Society. This type of learning, ideally suited for the modern world, in 

fact dates back to the very beginning of recorded time. The remarkable feats of engineering and 

construction, and the beautifully crafted objects that have come down to us - and which are 

especially evident in Asia - bear ample testimony to this fact. This should make us reflect on the 

importance of technical and vocational education from the learning angle. So often we look only 

at the teaching angle. Yet the crucial aspect is the learner’s capabilities and their fulfilment. By 

nurturing immense flexibility and intensive skills-learning, even illiterates can realise their full 

potential at the same time as they acquire basic education. 


As we approach the new millennium, we see how much remains to be done to give our 

young and future generations a better world to live in: a more peaceful society with a healthier, 

cleaner environment and a pattern of sustainable development which seeks to eradicate poverty. 

Education is the single most powerful means to improve the quality of life, the single most 

powerful weapon against poverty and intolerance. Education builds a culture of peace; it 

empowers human beings, both young and adult, to be effective in their chosen sphere of activity; 

education in its essence, opens doors to both personal and social development. 

∼ 75 ∼

This is the last major meeting of a decade of international landmark meetings on 

education. What have they taught us? There was the Education for All initiative launched in 

Jomtien, Thailand in 1990 by UNESCO, with its partner agencies. In 1997, the Fifth World 

Conference on Adult Education in Hamburg proposed new strategies on providing life-long 

educational opportunities for adults. Last year in Paris, UNESCO organized the World 

Conference on Higher Education that developed a set of universal strategic guidelines for higher 

education. What we realise today even more clearly than in Jomtien, is the absolute centrality of 

education to development, the absolute inter-connectedness of all forms of education and the 

absolute necessity for political will in ensuring adequate educational opportunities for each child 

and adult in the world. 

Much remains to be done! The imbalance between military spending and education 

spending in so many countries cannot be justified. The imbalance between education spending 

and overseas debt servicing cannot be justified. We are all called to account – the international 

community, the wealthy nations and the developing nations – all have to act to redress this 

situation. What is the role of technical and vocational educational provision in a world where 

hundreds of millions of children and adults lack even the most basic learning opportunities? 

Where youth unemployment, the trend to mass higher education and an “inflation” of 

qualifications, degrees and diplomas coincide? There is a strongly expressed need to discuss 

these questions. This Congress is UNESCO’s response to the many and frequent demands from 

our Member States for such a forum: to exchange views, to formulate effective national policies 

for technical and vocational education, to meet the fresh challenges of a new century. I believe 

that we are on the brink of a new maturity and vision for technical and vocational education and 

that it is rapidly becoming a central national concern. 


Technical and vocational skills empower young people and adults to play active roles in a 

development paradigm that seeks to narrow economic and gender disparities while preserving 

the integrity of the environment. In many countries, higher education enjoys great prestige, even 

as it struggles to provide skills matching employment opportunities. But at the same time, there 

is a lack of qualified technicians, skilled and semi-skilled workers, particularly in the developing 

countries. This imbalance in the education system is one of the more obvious obstacles to 

economic progress. It is no exaggeration to say that in the future, the backbone of robust social 

and economic development in a nation will be the technical professionals. Governments need to 

be more aware of the social and economic relevance of these skills and provide technical and 

vocational education with a commensurate share of social investment. 

This is particularly important as countries adjust to the realities of globalisation. Not 

globality! Sadly, this is not a process of global sharing and solidarity. While we work for that 

true globality, we confront today’s interaction of globalisation and rapid technological 

development. It is dramatically changing the ways in which we live, learn, work or even think 

about work. It is changing the nature of work and the skills required in almost every occupation. 

The highly competitive global economy requires a productive and flexible workforce, able to 

adjust in a rapidly changing environment. It is a situation that is dramatically increasing the gap 

between the knowledge-rich and the knowledge-poor: nationally, regionally, and on the 

individual level. Therefore, providing access to learning and training throughout life is the only 

way we can arm people with the necessary knowledge and skills they require to live in a 

changing world. 

∼ 76 ∼

To keep pace with changes in work organization and production technology, people need 

increasingly to renew and upgrade their skills. This calls for the integration of technical and 

vocational education into lifelong education systems. Indeed, technical and vocational education 

must articulate much more effectively with secondary, higher and adult education. In the 

developing world, particularly in rural areas, providing basic skills education is still a 

challenging task. The promotion of literacy alone, however, is not sufficient. Experience 

demonstrates that a combination of literacy education and vocational skills-learning is an 

effective method of empowering people to improve their standard of living. The inclusion of 

vocational subjects in the general education curricula equips students with basic technological 

and vocational knowledge and awareness. The integration of vocational skills training in 

general education is also likely to contribute towards gender equity in the technical professions. 


I cannot overemphasise the significance of this approach for social cohesion. The influx of 

people from rural areas to already crowded urban centres is a phenomenon we have witnessed in 

recent years, particularly in the developing nations. These migrants usually live in unacceptably 

poor conditions, associated with high rates of unemployment and crime. Technical and 

vocational education in rural areas may limit such migrations by providing agro-technology and 

entrepreneurial skills training, generating increased agricultural production and the 

establishment of small enterprises. In both developed and developing countries, urban youth 

unemployment is a major source of concern to governments. School drop-outs, children of 

severely disadvantaged families and demobilised soldiers in countries in post-conflict situations 

have little or no access to either formal or non-formal education. 

If all the citizens, but particularly those initially excluded from the mainstream of 

education are not provided with flexible access to learning and training opportunities throughout 

life, especially in income generating technical and vocational skills, the vicious cycle of 

unemployment and social exclusion is likely to keep repeating itself. There is a debate on the 

extent to which technical and vocational education creates jobs. But there is broad agreement 

that it gives people the knowledge, skills and work ethic that equip them better for wageemployment, 

self-employment, re-employment and even informal business initiatives. In the 

entirely new approach of life-long education for peace and development, technical and 

vocational education plays a unique and critical role. 

It is for all these reasons that UNESCO has convened this Congress and provided you with 

a forum to construct policy orientations for the future of this sector of education. Education and 

training processes in the technical and vocational field undoubtedly need to be renovated. The 

new information and communication technologies must be better exploited to deliver education 

and training in a more flexible manner. At the same time, we must not overlook the widening 

gulf between the industrialised and the developing nations in these technologies. These 

technologies have the potential to facilitate the widespread delivery of quality technical and 

vocational education programmes, particularly in developing countries. They may also be 

mobilised to improve the equal access of girls and women to this branch of education. In the 

interdependent world of today, it is in the interests of the industrialised countries to provide 

technical and financial resources to the developing world to improve their technical and 

vocational education. Technological developments in computers and tele-communications 

increase the returns on investment in education. These same developments also increase the cost 

of failing to make that investment. 

∼ 77 ∼

Within the education system, technical and vocational education has the closest link with 

the world of work. Educators in schools must not be the only players in this sector of education: 

other stakeholders such as industry, employees and employers are all expected to play an active 

role. It is obvious that without their involvement, technical and vocational education will be 

unable to address the employment needs of the future. Indeed, in many countries, the private 

sector’s involvement in technical and vocational education is being encouraged in order to 

mobilise greater financial resources and to improve the efficiency of the system. Nevertheless, it 

is our firm belief that governments should not withdraw from their responsibility of 

orchestrating the technical and vocational education system. 

Without the government’s leading role in policy-making, co-ordinating, financing and 

standard setting, the goal of life-long technical and vocational education provision would not be 

reached. I am very happy indeed to note that we have not only technical and vocational 

education experts here. We also have amongst us representatives of industry and business, 

teachers’ organizations and trade unions. With all these players and partners involved in the 

discussions during the next few days, I am very confident that you will make valuable 

recommendations to both Member States and UNESCO on the future orientations of technical 

and vocational education. 


UNESCO has a long history of commitment to technical and vocational education, 

promoting this sector since the 1960s. In 1992, the Organization launched its International 

Project on Technical and Vocational Education (UNEVOC) with generous support from 

Germany. The Republic of Korea, France, Japan, Australia and others have also contributed 

significantly to UNESCO's efforts to strengthen technical and vocational education systems in 

our Member States. This assistance has taken the form of meetings, training activities, 

information and materials dissemination and the creation of the UNEVOC network. Today this 

network links 192 institutions in 128 countries. 

We now expect this Congress to submit to UNESCO clear recommendations on how 

technical and vocational education needs to be adapted to address effectively the employment 

challenges of the early years of the next century. The Congress is only the first step. Concrete 

actions involving all partners must follow rapidly. UNESCO will play its leading role in 

technical and vocational education development by launching a new long-term programme from 

the Year 2000. We shall expand our activities and allocate more financial resources to this field. 

The Government of Germany has made a generous offer to host an inter-agency information 

clearing house for UNESCO's new programme in technical and vocational education. 

The objective of the new programme is to improve the national capacities of our Member 

States by providing policy advice and information and strengthening international cooperation. 

We are all aware of the disturbing fall in overseas development aid in recent years. Investment in 

education in the developing countries has not escaped this general squeeze in resources. While 

governments in the industrialised countries provide their schools with Internet links, children in 

developing countries lack even pencils and paper. We all know the cost of depriving these 

children of an education. But let me tell you that the tragedy is much greater than the statistics 

indicate. This situation is an indictment of the frequent lack of political will in both developed 

and developing countries. 

∼ 78 ∼

Because of the brutality of ethnic extremism, many people are today expelled from their 

homeland. Because of the brutality of inhuman living conditions, hunger and misery, thousands 

of people are – less visibly! – being expelled every day from their homeland. It is the result of a 

lack of solidarity, of not honouring the wise resolutions of the United Nations, starting with the 

General Assembly Resolution of 1974 on the support of the developed countries to the 

developing ones with 0.7% of their GNP, and, more recently, with the commitments of the 

Social Development Summit in Copenhagen. Instead, a loans-based system has been applied, 

with the result of widening the gap between the rich and the poor. With flows of capital from 

abroad, equipment from abroad, engineers from abroad, very meagre transformations have taken 

place at home! 

The net result, at the end of the day, at the end of the century, is an immense debt that 

makes impossible, even for countries with good natural resources, the take-off of their 

economies. How can they take off with 40% of their budget devoted to debt service? The result 

is instability, unrest, emigration. If really we want to prevent massive social disruptions and 

uncontrolled flows of immigrants, we must act now, with radical measures to increase the 

percentage of our GNP for international cooperation. Now, with intensive skill learning – in the 

rural areas too - with technical and vocational education for all. Now, with the swap of a 

percentage of foreign debt for education, technical and vocational education, health. 

I make a solemn appeal for renewed political and financial commitment to education, and 

particularly technical and vocational education by the governments of Member States, bilateral 

and multilateral agencies. I strongly urge the governments of our Member States, intergovernmental 

organizations, non-governmental organizations and the development banks to join 

UNESCO’s efforts to renew commitment to education. Global action is needed as a matter of 

extreme urgency. Renewed political commitment on the part of all governments must lead to 

increased assistance for education in developing countries. Debt relief must be provided in 

exchange for local education initiatives. Intergovernmental organizations and development 

banks must promote a sustainable development paradigm in which education has a central role. 

We have to learn to care, share and dare if we are to make technical and vocational education an 

effective tool for reaching the goal of peace and development. 

Ladies and gentlemen, 

In conclusion, I would like to recall the role of King Sejong, who ruled Korea nearly six 

centuries ago and who showed he understood the value of literacy and education when he 

devised the Korean alphabet. His precious gift enabled the Korean nation to achieve great 

cultural and scientific development. To commemorate this gift UNESCO awards every year the 

UNESCO King Sejong Literacy Prize for outstanding achievements in the area of literacy. 

Today we must follow the example of King Sejong and provide all our children with the 

opportunity of receiving an education which includes technological knowledge and life skills. 

We must let a global perspective guide our grass-roots actions. Let us make this Seoul Congress 

a real milestone in helping people to build a more peaceful and more prosperous future through 

lifelong learning and training. 

∼ 79 ∼

∼ 80 ∼

Congratulatory address by Mrs Mitsuko Horiuchi, 

Assistant Director-General, ILO 

Distinguished Ministers, 

Ambassadors, 

Mr Director-General, 


It gives me special pleasure to address this Congress on behalf of the International Labour 

Organization. Mr Juan Somavia, our new Director-General, whom many of you knew as the 

architect of the Social Summit, held in Copenhagen in 1995, wants me to convey his personal 

greetings to you. He is very sorry that pressing duties in Geneva prevent him from being here to 

speak to you himself. 

UNESCO-ILO cooperation goes back a long way. It has been especially visible in respect 

of the protection of teachers’ rights. But it was our two organizations’ expanding activities and 

fruitful collaboration in the areas we have come here to consider this week that inspired the 

signing 45 years ago (!) of our “Memorandum of understanding on technical and vocational 

education”. More recently, UNESCO’s initiative in establishing the UNEVOC Centre in Bonn 

is also receiving the support of ILO. Moreover, ILO technical specialists will be participating in 

several sessions of the Congress. 

We meet at a critical juncture in the history of this region, in a country whose economy has 

been hard hit by the Asian financial crisis. The Republic of Korea has reacted by devoting 

substantial resources to training. In the manufacturing sector the slow-down has left many 

workers in need of new skills. The Government is seeking ways to equip them for jobs in 

knowledge-based sectors, such as information technology. It has begun a thorough-going 

review, with ILO assistance, of training policies and programmes for the unemployed. 

The transformation of training systems, as undertaken by the Republic of Korea, is part of 

a wider ILO approach to training for employment. ILO’s efforts to develop a more adaptable 

labour force target smoother transitions from school to work; public/private sector partnerships 

for the delivery of training; and the promotion of lifelong learning. 

Demand for skilled labour has risen significantly as a result of globalization and changes 

in technology and the organization of work. The three are closely linked. In many developing 

countries, the decade of soaring growth notwithstanding, workforces are hampered by low levels 

of formal education and training. 

The world leaders who came together at the Copenhagen Summit realized that 

globalization had put new demands on workers to adapt their skills to the needs of a dynamic 

labour market. Jobless workers, they understood, could only take advantage of open economies 

if they could modernize the skills they had and, in most cases, acquire new ones. The Asian 

financial crisis has brought that message home even more forcefully. Paltry wages and scant 

social protection offer no hope of national prosperity. Prosperity lies in greater labour 

productivity, and that comes from flexible and responsive systems of training. 

∼ 81 ∼

The financial crisis has reminded us of economic and social fundamentals. Last year, 

Members of our Organization – governments, employers and workers, adopted a solemn 

Declaration on fundamental principles and rights at work. The Declaration obliges all ILO 

Member States to embrace and promote the fundamental rights in our “core” Conventions. 

Three areas these cover – freedom of association, child labour and discrimination at work 

– have direct relevance to the ILO’s vision of human resources development. 

Participants, this year, at our Asian Consultation on Follow-up to the Social Summit, 

agreed that effective human resources development can only be achieved through full 

involvement of Governments, employers and workers. And that takes freedom of association. 

Secondly, when parents’ skills are upgraded to allow them to re-enter the job market, their 

children no longer have to go to work. 

Finally, training cannot be confined to particular social groups. Effective training must be 

freely available to women and to society’s most vulnerable members on a non-discriminatory 

basis. These reflect our core values embodied in the new ILO Declaration, which I referred to. 

The ILO’s Human Resources Development Convention, No. 142, obliges Governments to 

take steps to answer the training needs of young persons and adults in all sectors of the economy 

and at every level of skill and responsibility. The Republic of Korea is one of four countries in 

Asia and the Pacific to ratify this convention. 

But Governments alone cannot meet all the training needs of a global economy. The role 

of the private sector has become increasingly important. 

And workers too must play an active role in determining and fulfilling their own training 

needs. Lifelong employability means lifelong learning. 

Concluding my remarks, again I wish to stress the crucial importance of partnership 

among major stakeholders in training and education. This is much more needed in an ever 

rapidly changing world and increasingly globalized economy accompanied by fast-paced 

technological progress. 

I wish you every success in your endeavour. 

∼ 82 ∼

Opening remarks by Mr LEE Hai-chan, 

Minister of Education, 

Republic of Korea, and President of the Congress 

Honorable Mr Mayor, Director-General of UNESCO, 

Mrs Horiuchi, Assistant Director-General of ILO, 

Distinguished guests, 


This is my greatest joy to welcome all of you to the Republic of Korea to attend the 

Second International Congress on Technical and Vocational Education. 

It has a great significance that this Congress is being held at the end of the century, 

preparing for a new one. As you are well aware of, industrial society is being replaced by the 

knowledge-based society. This means a change in the paradigm of technical and vocational 

education. This Congress has another important significance for the Republic of Korea - this is 

the hundredth year that a formal technical and vocational education was launched here. 

We are about to step into a new era of unprecedented changes as national boundaries 

disappear and globalization proceeds. A new paradigm of economy is formulated as intellectual 

capital such as knowledge, technology and information replaces tangible and physical assets. 

In the light of rapid changes, we are all confronted with new challenges and we must 

prepare ourselves to survive through the new era. The future jobs will require more diverse 

vocational abilities and knowledge, calling for educational reform and a guaranteed system of 

lifelong education for all. This is a common issue and a central task for all of us here today and 

I am confident that the outcomes of this International Congress will benefit us with a new 

direction as we strengthen international ties among the Member States. 

Distinguished Delegates, 

No time could be more appropriate then the turn of the Century and the dawn of a new 

millenium, the timing for such a historically important event as this Congress which will provide 

a new direction for UNESCO's technical and vocational education and training programmes. 

During the Congress, all of us will play a pivotal role in formulating policy 

recommendations. This, surely, is no easy task though we fully acknowledge the importance of 

vocational education in meeting the challenges of the new Information Age. Our actions and 

recommendations here today will affect not only us but also generations to come. 

The major theme to be discussed during the Congress is "the changing demands of the 

twenty-first century." Under this theme, many related topics are debated such as ìmproving 

system providing education and training throughout life', ìnnovating education and training 

process', `TVE for all', `changing roles of government and other stakeholders in TVE', and 

ènhancing international co-operation in TVE'. 

∼ 83 ∼

As all of you here are experts in the field of education, or other related areas, I am 

confident that your creative ideas will greatly contribute not only to the socio-economic 

development of each Member State, but also to the prosperity of mankind as a whole. 

Finally, I wish all of us will benefit from the outcomes of this Congress. May you all have 

a pleasant stay with us here in the Republic of Korea. 

∼ 84 ∼

CLOSING REMARKS 

∼ 85 ∼

∼ 86 ∼

Closing Address by Mr Colin N Power, 

Deputy Director-General for Education, UNESCO 

Mr President, 

Honourable Ministers, 


I should like to begin by expressing, on behalf of the Director-General of UNESCO and on 

behalf of all the participants, our heart-felt thanks and gratitude to His Excellency the President 

of the Republic of Korea, to His Excellency the Prime Minister, to Your Excellency the Minister 

of Education, our President, and your staff, particularly in your Ministry and the National 

Commission for UNESCO, the President and staff of the Korea Research Institute for 

Vocational Education and Training (KRIVET), and to the people of the Republic of Korea as a 

whole for the wonderful way in which they supported the organisation of this Congress with 

their hospitality. 

The Republic of Korea has generously made available to this Congress the fruit of their 

endeavour to build a modern society, one which has all the necessary pillars for meeting the 

challenges of the 21 st Century. 

The most important pillar among these is education, including technical and vocational 

education. What we have just seen in the Republic of Korea, and particularly, in the splendid 

Congress Exhibition and on our Study Visits, makes us believe that we can, given the 

appropriate and enabling environment, still perform miracles. 


The theme of our Congress has been Lifelong Learning and Training: a Bridge to the 

Future. Seoul itself is a city of bridges: more that 14 span the Han River, all of them built since 

the mid 20 th century as this ancient city expanded rapidly on both sides of the river. 

Vestiges of the past remain. Thankfully, the Republic of Korea has preserved its rich 

cultural heritage. Part of the heritage is the Confucian tradition of respect for the scholar. 

From the west we also have given high status to the world of the academic: in both 

societies, students and their parents focus on getting into a prestigious university. 

Yet, as this Congress has shown, the ancient tradition is not enough. As the Report of the 

International Commission on Education for the 21 st century, the Delors Report, has stressed, the 

bridge to the future must be supported by four pillars, learning to know, learning to do, learning 

to live together and learning to be. 

The information society of the 21 st century will put greater value on learning to do on the 

skills and competencies needed to put knowledge into action. 

Thus, as a result of this Congress, the balance amongst the pillars will begin to be restored 

and our bridge to the future strengthened so that education and training in all their dimensions 

can play its proper role in national and individual development. 

∼ 87 ∼

As the Director-General implied in his opening speech, Seoul is the most appropriate 

venue for this Congress because the Republic of Korea has proved beyond any doubt that 

education, including technical and vocational education and training, is a decisive factor in 

development. 


This Congress is another milestone in UNESCO’s effort to deal with all aspects of 

education that are of major concern to its Member States. We started the decade with the World 

Conference on Education for All in Jomtien, in 1990, to address the issues of access and quality 

in basic education. 

We organised in 1994 the Salamanca Conference on Special Education to deal with an 

area of education that affects millions who are in dire need of education and training. In 1997 

we organised in Hamburg the Fifth Adult Education Conference which addressed the problem of 

illiteracy and adult lifelong learning. Last year, we organised in Paris the Higher Education 

Conference which underlined the urgent need for the universities to face the challenges that are 

posed by the revolution in technology. It developed strategic guidelines for higher education. 

You can see in all these major conferences one common thread: the determination of 

UNESCO and its Member States and other partners to create a lifelong learning inclusive society 

where every individual, young or old, man or woman, can have access to knowledge and skill 

training that will help one improve the quality of one’s life and that of one’s family. 

This Congress was planned to complete the series of major conferences in the decade. It 

has done so very successfully as we have just heard from the Rapporteur-General. 

It can truly be considered a landmark event. Today, more than ever before, technical and 

vocational education and training has become a necessity not only for young people who will 

have to prepare themselves for the challenges of the next century, but also for the entire 

population of each country so that every individual can play an active role in the world of the 

21 st century that seeks to narrow economic and gender disparities while preserving the integrity 

of the environment. 

The Congress has provided all of us with the opportunity to exchange views and 

experiences. In addition to the scheduled activities, many informal consultations have taken 

place. 

For example, the Director-General and I have met with all the Ministers of Education, 

Heads of Delegation, NGOs and IGOs on the need for the continuity of reforms of education 

including technical and vocational education and training, and financial and technical support 

needed for reformulating their strategies, for improving the quality of education and training, 

and for negotiating assistance and loan packages with donors. 

On behalf of the Director-General I wish to reiterate UNESCO’s commitment to working 

with all Member States, sister agencies and the civil society for a better future. 

In this regard I would like to appeal to all partners of UNESCO to intensify their support 

to all developing countries, particularly in the domain of technical and vocational education and 

training where the need is the greatest. 

∼ 88 ∼


We have certainly had a very successful Congress. We should all be proud of what we 

have been able to achieve in five days. However, the most formidable challenge we have to face 

when we go home is the follow-up to this Congress. UNESCO, on its part, will do everything 

within its fields of competence to assist its Member States. We shall continue to work very 

closely with all our partners. 

For the Member States of UNESCO, there is an urgent need to renew TVET. This should 

be the top priority for every country. 

As the Prime Minister of the Republic of Korea said in his opening speech, “the task of 

developing creative human resources on the basis of newly-defined vocational and technical 

education has become the most urgent endeavour not only for individual countries but also for 

the entire human society”. 

This is a task that cannot be accomplished by the Government alone. The private sector, 

the non-governmental organisations and other stakeholders have a crucial role to play. 

This is a task that can only be accomplished if a country can succeed in articulating TVET 

with its system of education within a framework of an overall sustainable development strategy. 

This is a task that can only be achieved through partnerships and alliances - national, 

regional and international. 

UNESCO is aware of the complexity of the issues involved in this task. They include the 

lack of adequate resources in the majority of developing countries, the problems of debt, 

poverty, illiteracy, out-of-school children, the marginalized and the excluded, the handicapped, 

the problem of imbalance between education and defence budgetary allocations, the problems of 

armed conflicts and civil strife in many countries around the world. These are real problems. 

As the excellent synthesis given by our Rapporteur-General, Professor Kenneth Wiltshire 

stressed: 

What is needed is a strong political will to overcome these problems in order to be able to 

move forward. We have to have the determination to fight disadvantage and exclusion to help 

people achieve their potential. 

We need to embrace the challenges and the opportunities of information technology. 

We need to open up learning and training opportunities at work, in the community, and in 

people’s homes. 

We need to invest in the appropriate strategies that will ensure that technology does not 

become another medium for division and exclusion neither within the same country nor between 

countries. 

We have to be creative, imaginative and innovative in a manner that surpasses present 

resource levels, institutional structures, curricula and conventional delivery systems while 

building on the best in current practices. 

∼ 89 ∼

We were also very pleased to have been closely associated with the International NGO 

Forum which KRIVET most competently organised with the help of the UNESCO Secretariat, 

and which was held on Tuesday, 27 April here. It was well attended and the presentations and 

discussions were of considerable interest, as were the recommendations adopted there which, as 

you know, have now been incorporated into the main Congress documentation. 

Let me also thank our extended family of UNESCO National Commissions, sister agencies 

and NGOs for their help, especially those like the Government of the Republic of Korea, 

Norway, ISESCO, Australia, ACCT and ALCATEL who supported the participation of many 

delegates from developing countries. 

On behalf of the Director-General and on my own, I wish to express our heartfelt thanks to 

the Administration of the International Conference Centre and to their staff for the efficient way 

they have organised this Congress. 

I also sincerely thank the President and Vice-Presidents of the Congress, and most 

especially the Rapporteur-General, Professor Kenneth Wiltshire, the Chairs of the 4 

Commissions and their Rapporteurs, for all their valuable contributions to the Congress. 

Sincere thanks and gratitude are due to all my own UNESCO staff who have worked so 

closely and well with the KRIVET team for several months to make the convening of this 

Congress possible. Special thanks go to our splendid team of translators and interpreters, and all 

those who worked behind the scenes to enable this Congress to run so smoothly. 

Tomorrow, when we return home, we must send a clear message, with the help of our 

friends in the media, to our governments and citizens that, and I quote from your 

recommendations: 

“Technical and vocational education is among the most powerful instruments for enabling 

all members of the community to face new challenges and to find their roles as productive 

members of society”. 

Mr President, 

You may be sure that I will immediately discuss your recommendations with the Director- 

General and send them to all Member States and our partners in development, particularly ILO, 

as we move towards a joint policy. Your recommendations, which I fully endorse, will be taken 

into account as we reformulate UNESCO’s Global Strategy for Technical and Vocational 

Education and Training, TVET, to guide our programme for the 21 st century. We will submit 

these to the General Conference. 

In conclusion, I would like to call on all participants to work with us to build a bridge to 

the future, by assuming our responsibility for making sure that there is a coherent and adequately 

funded technical and vocational education and training strategy in our own organisation or 

country, that our vision becomes a reality. 

Kamsa ham nida, Merci and Thank you. 

∼ 90 ∼

Closing remarks by Mr LEE Hai-chan, 

Minister of Education, 

Republic of Korea, and President of the Congress 

Honorable Deputy Director-General for Education of UNESCO, 

Assistant Director-General of ILO, 

Participants of UNESCO Member States, 

I am very pleased to note that the Second International Congress on Technical and 

Vocational Education co-organized by the Government of Republic of Korea and UNESCO has 

progressed most satisfactorily in line with concerns. 

I would like to express my appreciation of your discussion and exchange of ideas about the 

future of the Technical and Vocational Education and about the direction of new policies for the 

twenty-first century. 

With the closing of the five days of the Congress, it is time to review the results of the past 

and the tasks ahead. 

The Seoul Congress has been meaningful in that we have been able to share experiences 

and wisdom from each country for the future of the technical and vocational education. 

As you know, the theme of this Congress is "Lifelong learning and training: a bridge to the 

future". Education that is continued beyond school, learning in all areas during one’s whole life, 

will be appropriate for the coming new era. 

In keeping with this meaningful theme, we have made some recommendations for 

UNESCO Member States and for UNESCO itself. 

First of all, we have recommended that each Member State establish an open and flexible 

trainee-oriented system to cope with the globalization, restructuring and liberalization of 

economy. 

Also, we have recommended that Member States effectively organize educational 

resources such as curriculum, facilities, and contents so the technical and vocational education 

can be for all, including the disabled and the weak in the society. To achieve these goals, each 

government should make efforts to establish new training institutes and operating mechanism. 

Next, I would like to summarize the task assigned to UNESCO. UNESCO should establish 

the mutual connection system and support its development in co-operation with ILO. 

Furthermore, UNESCO should support the evolution of technical and vocational education and 

the development of government policies and reinforced the international co-operation in 

technical and vocational education through the UNEVOC network among the Member States. 

Guidelines for the integration of vocational education and general education are needed so 

that technical and vocational training becomes a basic component for the education and training 

∼ 91 ∼

system in each country. 

With operating model project for women and neglected groups, UNESCO should support 

the drafting of legislation for technical and vocational education in each Member State. 

It is suggested that UNESCO make use of programme for achieving efficiency of learning 

by utilizing information technology. 

This Congress has taken place some ten years after the First International Congress on 

Technical and Vocational Education met in Berlin (1987) and drew conclusions for policymaking. 

The Seoul Congress has been bigger than its predecessor, bringing together more 

participants and increasing international co-operation in the area of technical and vocational 

education. 

Now, that the Congress is drawing to an end, I expect that you, the participants, will go 

home and put into practice the various excellent technical and vocational education policies 

recommended here in your own countries. 

Finally, I would like to express my appreciation to all of you, who participated in this 

Congress, as well as to the president of KRIVET and UNESCO staff who have done so much to 

make this Congress a success. 

I wish you all the best of luck, and I hope you have had a memorable time during your stay 

in the Republic of Korea. 

∼ 92 ∼

Monday 26 April 1999 

Programme of the Congress 

09:00-09:50 Opening ceremony 

Welcome address Mr Kim Jong-pil, Prime Minister of Republic of Korea 

Opening address Mr Federico Mayor, Director-General of UNESCO 

Congratulatory address Mrs Mitsuko Horiuchi, Assistant Director-General, ILO 

09:50 - 12:30 Plenary 1 

Theme 1: The changing demands of the twenty-first century: challenges to 

technical and vocational education 

Chairperson: Mr Lee Hai-chan (Republic of Korea) 

Introductory remarks Mr Colin N Power, Deputy Director-General for Education, 

UNESCO 

Opening remarks Mr Lee Hai-chan, President of the Congress 

Keynote speech Mr Munther Al-Masri, President, National Centre for Human 

Resources Development, Jordan 

Chairperson: Mr Robert Gregory (Jamaica) 

Presentations on the outcomes of the 5 regional preparatory conferences 

conducted prior to the Congress 

Mr Wanjala Kerre 

Professor, Moi University, Kenya 

Mr Sulaiman Al-Jassim 

Director, Community Relation & Manpower Development 

Higher Colleges of Technology, United Arab Emirates 

Mrs Madeleine Woolley 

Director, Adelaide Institute of TAFE, Australia 

Mr John Papaconstantinou 

Vice-President, Organisation for Vocational Education and Training (OEEK), Greece 

Mr Martin Miranda 

Co-ordinator of Technical & Vocational Education, 

Ministry of Education, Chile 

∼ 93 ∼

14:30 - 17:30 Plenary 2 

Theme 1 continued 

Chairperson: Mr Andras Benedek (Hungary) 

Keynote speech Mr Hermann Schmidt 

Former President, Federal Institute for Vocational Training 

(BIBB), Germany 

Development of relevant TVE policies for the 21st century: Presentations on 

the perspectives from governments, industry and other stakeholders of TVE 

Mr Seddou Cisse 

ISESCO 

Mr Ali Alghafis 

Vice-Governor, General Organisation for Technical Education & Vocational Training, 

Saudi Arabia 

Mr Sang-Ha Kim 

President, Korea Chamber of Commerce & Industry 


Mr Tian-bao Zhang 

Vice-Minister of Education, China 

Mr Jean-Paul de Gaudemar 

Recteur de l’Academie de Toulouse, France 

Mr Ruy Berger Filho 

Ministry of Education, Brazil 

Mr Patrick Bourrier 

Vice President, International Affairs, ALCATEL, France 

Mr Timo Lankinen (representing Nordic countries) 

Director for Vocational Education and Training 

Ministry of Education, Finland 

Mr Pedro Daniel Weinberg 

Director, CINTERFOR/ILO 

Panel debate on future orientation of TVE 

Facilitator: Mr Muhammad Ashraf Qureshi 

UNESCO Consultant 

Panellists: Mr Claudio de Moura Castro 

Chief, Social Programme Division 

Inter-American Development Bank 

∼ 94 ∼

Tuesday 27 April 1999 

Mr Arun K Mishra 

Director, Pandit Sunderlal Sharma Central Institute of 

Vocational Education, India 

Mr David Fretwell 

Senior Employment/Training Specialist 

World Bank 

Commission I 

Theme 2: Improving systems providing education and training throughout 

life 

Co-Chairpersons: Mr Munther Al-Masri (Jordan) 

Mrs Marianne Nganunu (Botswana) 

Rapporteur: Mr Wanjala Kerre (Kenya) 

Commission II 

Theme 3: Innovating the education and training process 

Co-Chairpersons: Mr Hermann Schmidt (Germany) 

Mr Ali Alghafis (Saudi Arabia) 

Rapporteur: Mrs Madeleine Woolley (Australia) 

Wednesday 28 April 1999 

Theme 4: TVE for all 

Commission III 

Co-Chairpersons: Mr C K Basu (India) 

Mr Andras Benedek (Hungary) 

Rapporteur: Ms Di Booker (Australia) 

Commission IV 

Theme 5: Changing roles of government and other stakeholders in TVE 

Co-chairpersons: Mr Ihron Rensburg (South Africa) 

Mr Ullah Khan (Pakistan) 

Rapporteur: Mr Ahmed Ferej (Kenya) 

∼ 95 ∼

Thursday 29 April 1999 

09:30 – 12:30 Plenary 3 

Reports of Commissions’ Work 

Chairperson: Mr Hussein Kamel Bahaa Eldin (Egpyt) 

Report of Commission I Mr Munther Al-Masri (Jordan) 

Report of Commission II Mr Hermann Schmidt (Germany) 

Report of Commission III Mr C K Basu (India) 

Report of Commission IV Mr Ihron Rensburg (South Africa) 

Theme 6: Enhancing international co-operation in TVE 

Chairperson: Mr Gerassimos Sapountzoglou (Greece) 

Keynote speech Mr Colin N Power 

Deputy Director-General for Education, UNESCO 

Perspectives from UNESCO’s partners and Member States 

Mr Ulrich Hillenkamp 

Deputy Director 

European Training Foundation 

Mr Nicolai Petrov 

Chief, Technical Co-operation Team in 

Employment and Training, ILO 

Mr John Middleton 

Senior Education Adviser 

World Bank 

Mr Hamidou Arouna Sidikou 

Directeur de l’education et la formation technique et 

professionnelle, Agence de la Francophonie 

Mr Michel Carton 

Working Group for International Co-operation in 

Technical and Vocational Skills Development 

Ms Emily Vargas-Baron 

Deputy Assistant Administrator 

US Agency for International Development, USA 

∼ 96 ∼

Mr Hermann Muller-Solger 

Division Director, Federal Ministry of Education, Science, 

Research and Technology, Germany 

Mr Mohamed Al-Aswad 

Ambassador, Permanent Delegate to UNESCO 

Libyan Arab Jamahiriya 

Ms Anne Therese Ndong-Jatta 

Minister of Education, Gambia 

Mr Hussein Kamel Bahaa Eldin 

Minister of Education, Egypt 

Friday 30 April 1999 

09:30 – 12:30 Plenary 4 

Special Theme: Technical and vocational education in the Republic of Korea 

Chairperson: Mr Andras Benedek (Hungary) 

Presentations Mr Lee Mu-keun President, Korea Research Institute For 

Vocational Education and Training 

Star Corp. 

University 

Reports and Recommendations 

∼ 97 ∼ 

Mr Kim Yong-sun, Advisor, Lucky-Gold 

Mr Kim Tae-gi, Professor, Danguk 

Chairperson: Mr Lee Hai-chan (Republic of Korea) 

Rapporteur-General’s 

oral report Mr Kenneth Wiltshire (Australia) 

Adoption of the Recommendations 

12:30 – 13:20 Closing ceremony 

Video wrap-up show 

Closing speech Mr Colin N. Power, Deputy Director-General for Education, 

UNESCO 

Closing remarks Mr Lee Hai-chan, President of the Congress

I. Working documents (E/F) 

List of Documents 

ED-99/COTVE/1 Agenda 

ED-99/COTVE/2 Rules of Procedure 

ED-99/COTVE/3 Main Working Document: The changing demands of the 

twenty-first century:Challenges to technical and 

vocational education 

II. Information documents (E/F) 

ED-99/COTVE/INF.1 General Information 

ED-99/COTVE/INF.2 Suggestions concerning the Organisation of the 

Work of the Congress 

ED-99/COTVE/INF.3 List of Documents 

ED-99/COTVE/INF.4 Provisional List of Participants 

III. Reference documents (E/F) 

ED-99/COTVE/REF Reference Documents 

• Providing life-long skill training through an integrated education and training 

system: the Australian experience 

• Promoting equal access of girls/women to technical and vocational education 

• The changing role of government and other stakeholders in vocational education 

and training 

• The role of vocational education and training in transition countries: The case of 

Central and Eastern Europe and the New Independent States 

• Strategies for vocational guidance in the twenty-first century 

• Reform and innovation of technical and vocational education in the Republic of 

Korea 

∼ 98 ∼

List of Round-tables 

Tuesday 27 April 1999 (18:00 – 20:00) 

PROMOTING LINKAGE BETWEEN TVET AND ENTERPRISES 

Department of Employment, Training and Industrial Relations (DETIR) 

Queensland Government, Australia 

YOUTH TRANSITION FROM SCHOOL TO THE WORLD OF WORK 

UNESCO International Institute for Educational Planning (IIEP) 

The future of work and adult learning 

UNESCO Institute for Education (UIE) 

Technical education between conventional structures and modern 

means 

Islamic Educational, Scientific and Cultural Organisation (ISESCO) 

Wednesday 28 April 1999 (18:00 – 20:00) 

Training for employment in countries emerging from crises: local initiatives and international 

support 

International Labour Organisation (ILO) 

ILO International Training Centre 

Working Group for International Co-operation in Technical and Vocational Skills 

Development 

Flexible delivery of technical and vocational education and training 

The Commonwealth of Learning (COL) 

The British Council 

Challenges for vocational education and training in countries in transition 

European Training Foundation (ETF) 

∼ 99 ∼

International NGO Forum on 


27 April 1999, 9:00-17:30 

within the context of the Section International 

Congress on Technical and Vocational Education 

(26-30 April 1999, Seoul, Republic of Korea) 

The International NGO Forum on Technical and Vocational Education was held on 27 

April in the Congress Centre, organized jointly by KRIVET and UNESCO with the sponsorship 

of the Ministry of Education, Republic of Korea and UNDP. 

The main theme of the Forum was “Strengthening NGO’s role in developing technical and 

vocational education and international co-operation between NGOs”. In his opening speech, Mr 

Power, Deputy Director-General for Education, UNESCO, said that “the outcome of the main 

Congress, of which this International NGO Forum is an important part, will certainly involve 

concrete follow-up and implementation plans in which partnerships with NGOs and the private 

sector will be of the essence, as the role of TVE itself is redefined and reshaped for the 21 st 

century”. 

The Forum discussed ways of strengthening their activities and examined the possibility of 

establishing an international co-operative network for the further development of technical and 

vocational education in each society. Five speakers and 4 designated discussants were invited to 

the Forum and included both representatives of NGOs and UNESCO (Headquarter and Field 

Office). 

The Forum was well attended, with approximately 120 participants, comprised of some 63 

Korean national organizations, 45 representatives of around 20 international and regional NGOs, 

plus 6 UNESCO and other UN staff, and four representatives of UNESCO National 

Commissions and Member State delegations. 

At the close of the Forum, a set of recommendations was adopted which have been handed 

over to the Rapporteur-General of the Congress. The document containing these 

recommendations was included in those adopted at the close of the Congress. 

These recommendations reflect the concern of the above 120 Forum participants to ensure 

“new partnerships among NGOs, governments, professional association, trade unions and 

employer in order to improve technical and vocational education and training.” The 

recommendations also urges UNESCO to “implement its new approach to co-operation with 

NGOs in order to strengthen and facilitate the functioning of NGOs working in accordance with 

the Organization’s aims and field of competence”. 

To obtain a copy of the Recommendations adopted by the Forum, please contact: 

Section for International NGOs and Foundations 

Bureau for External Relations 

UNESCO 

7, place de Fontenoy 

75352 Paris 07 SP, France 

∼ 100 ∼

LIST OF PARTICIPANTS/LISTE DES PARTICIPANTS 

Albania/Albanie 

Chief Participant: M. Ethem RUKA 

Ministre de l'Education et de la Science, 

Ministère de l'Education et de la Science 

M. Maksim KONINI 

Responsable du Département de l'Enseignement 

Professionnel, Ministère de l'Education et de la 

Science 

Algeria/Algérie 

Chief Participant: Mr. Brahim HAMROUCHE 

Director of Studies, Higher Council of Education 

M. Diamel FERROUKHI 

Enseignant, Université d'Alger 

Mr. Mohamed MEHAYA 

In Charge of Studies and Synthesis, Higher Council 

of Education 

Mr. Mohamed DJAHDOU 

Chief of Department, General Direction of Budget, 

Ministry of Finance 

Mr. Mourad SADOU 

Director General, Center of Studies and Research 

on Professions and Qualifications 

Mme Fatima GOURMALA 

Directrice, Centre de Formation Professionnelle 

Mr. Achour SEGHOUANI 

Director of Assessment, Orientation and 

Communication, Ministry of National Education 

Mr. Mohamed ABDELAALI 

Director of Technical Secondary Education, 

Ministry of National Education 

M. Mohamed HADJ-DJILANI 

Directeur, Centre National d’Enseignement 

Generalisé 

Mr. Smain BALAMANE 

Director of Planning and Development, Ministry of 

Higher Education and Scientific Research 

Mr. Ahmed BOUTACHE 

Ambassador, Embassy of Algeria in Seoul 

Member Member Member States/Etats States/Etats membres 

membres 

∼ 101 ∼ 

Andorra/Andorre 

Chief Participant: Mme Carme PONS FAUS 

Co-ordonnatrice du Centre de formation et 

d'apprentissage, Ministère de l'Education, Jeunesse 

et des Sports 

Argentina/Argentine 

Chief Participant: Mr. Daniel HERNANDEZ 

Secretary of Technological Education, Ministry of 

Culture and Education 

Mr. Fernando HIGA 

Counsellor, Political Affairs, Embassy of Argentina 

in Seoul 

Armenia/Arménie 

Chief Participant: Mr. Levon MKRTCHIAN 

Minister of Education and Science, Ministry of 

Education and Science 

Mr. Vostanik MARUKHYAN 

Vice-Minister of Education and Science, Ministry 

of Education and Science 

Mr. Nerses GEVORGYAN 

Chief of Department of International Relations, 

Ministry of Education and Science 

Mr. Aram MKRTCHIAN 

Chairperson, Standing Committee on Science, 

Education, Culture and Youth of the National 

Assembly 

Australia/Australie 

Chief Participant: Mr. Roderick MANNS 

Assistant Secretary, Vocational Education and 

Training Reform Branch, Department of Education, 

Training and Youth Affairs 

Mr. Philip CLARKE 

Director, National Policy, Australian National 

Training Authority 

Ms. Pamela CHRISTIE 

Director of Industry Programs, New South Wales 

Department of Education and Training 

Mr. Kenneth WILTSHIRE 

Chairperson, Australian National Commission for 

UNESCO

Mr. Christopher ROBINSON 

Managing Director, National Centre for Vocational 

Education Research 

Mr. John SWETE KELLY 

Managing Director, Moreton Institute of TAFE 

Mr. Noel BENJAMIN 

Counsellor of Education and Training, Australian 

Embassy in Seoul 

UNEVOC Centres in Australia/ 

Centres UNEVOC en Australie 

Ms. Di BOOKER 

Executive Manager International 

Adelaide Institute of TAFE 

Dr. Adrian HAAS 

Associate Director, International Programs 

UNEVOC Centre, RMIT University 

Austria/Autriche 

Chief Participant: Ms. Eleonora SCHMID 

Head of Department, General Directorate of 

Technical and Vocational Education, Ministry of 

Education 

Dr. Wolfgang LENTSCH 

Director General, Ministry for Economic Affairs 

Mr. Werner LENZ 

University Professor, Institute for Pedagogical 

Sciences and Adult Education 

Mr. Georg PISKATY 

Director, Austrian Employers Association 

Ms. Inge KAIZAR MAG 

Chamber of Labour, Department of Education 

Bahrain/Bahreïn 

Chief Participant: Mr. Abdul Aziz AL FADHEL 

Minister of Education, Ministry of Education 

Dr. Salman AL-ZAYANI 

Secretary General, Bahrain Centre for Studies and 

Research 

Mr. Ebrahim AL ABDULLA 

Assistant Undersecretary for General and Technical 

Education, Ministry of Education 

Mr. Mohammed AL SAYED 

Dean,College of Engineering, University of Bahrain 

~ 102 ~ 

Mr. Rashid SULAYBIKH 

Secretary-General, Bahrain National Commission 

for UNESCO, Ministry of Education 

Mr. Hassan Saleh MUBARAK 

Chief of Technical Education, Ministry of 

Education 

Mr. Ahmed Noor ALBADRI 

Senior Curricula Developer for Industrial and 

Technical Subjects, Directorate of Curricula, 

Ministry of Education 

Mr. Ali Abdulla ALSABA 

Headmaster, Al-Jabiriya Secondary Technical 

School, Ministry of Education 

Mr. Ebrahim MOHAMMED 

Head, Training Promotion Office, Ministry of 

Labour and Social Affairs 

Mr. Abdali ALKHAYAT 

Chief of Planning and Evaluation, Ministry of 

Labour and Social Affairs 

Bangladesh 

Chief Participant: Mr. Abu Sharaf SADIQUE 


Mr. Ziaur M. RAHMAN 

Director-General, Directorate of Technical 


Mr. Nawsher MOHAMMAD ALI 

Deputy Director, Bangladesh Technical Education 

Board 

Belarus/Bélarus 

Chief Participant: Dr. Vasily STRAJEV 

Minister, Ministry of Education 

Dr. Azkadi SHKLIAR 

Rector, Republic Institute Professional Education 

Dr. Vladimir TIKHONOV 

Director of Department of Foreign Relations, 


Belgium/Belgique 

Chief Participant: M. Georges MONARD 

Secrétaire-général du Département de l'Education, 

Ministère de la Communauté Flamande

M. Noel SCHERER, Responsable de la Formation 

Professionnelle, Région Wallonie 

Belize 

Chief Participant: Mr. Stansmore BOWMAN 

Manager, VocTech Education Institution, Center for 

Employment Training 

Benin/Bénin 

Chief Participant: M. Kokou Sonanyon YOVO 

Directeur, Collège Polytechnique Universitaire 

Bhutan/Bhoutan 

Chief Participant: Mr. Nima WANGDI 

Director of Education Division, Ministry of Health 

and Education 

Mr. Tshering TOBGAY 

Officer in Charge, Technical and Vocational 

Education Section, Education Division, Ministry of 

Health and Education 

Mr. Pema GYELTSHEN 

Programme Officer, Technical and Vocational 

Education Section, Education Division, Ministry of 


Ms. Chimmy PEM 

Planning Officer, Education Division, Ministry of 


Botswana 

Chief Participant: Ms. Hermetina MOGAMI 

Deputy Permanent Secretary, Ministry of Education 

Mr. Mogotsa Moses KEWAGAMANG 

Head of Programme Development and Delivery 

Division, Department of Vocational Education and 

Training, Ministry of Education 

Mr. Bussie Jacob MOEPI 

Head of Policy and Development Division, 

Department of Vocational Education and Training, 


Mr. Keletso MOATE 

Deputy Secretary-General, Botswana National 

Commission for UNESCO 

Mr. Mooketsi Thomas MPHELE 

Head of Department, Madirelo Training and Testing 

Centre, Member of National Training Policy 

Secretariat, Ministry of Labour and Home Affairs 

~ 103 ~ 

Brazil/Brésil 

Chief Participant: Mr. Ruy Leite BERGER FILHO 

Secretary of Secondary and Technical Education, 


M. Ebenezer VILELA 

Directeur du Développement institutionnel, 

Ministério da Educaçao, Secretaria do Ensino 

Médio e Tecnologico 

Mme Cleunice MATOS REHEM 

Coordinatrice-générale de l'Education 

professionnelle, Ministério da Educaçao, Secretaria 

do Ensino Médio e Tecnologico 

Mr. Otto Euphrasio SANTANA 

Director Tecnico, Confederacion Nacional da 

Industria 

Ms. Juciara Fernandes Leal DE SANTANA 

Educadora, Confederacion Nacional da Industria 

Bulgaria/Bulgarie 

Chief Participant: Mr. Rumen PRANCHOV 

Head of Department, Ministry of Education and 

Science 

Mr. Tzako PANTALEEV 

Director, Bulgarian National Observatory 

Cambodia/Cambodge 

Chief Participant: Mr. Rath BUNLA 

Deputy Director, Department of Technical and 

Vocational Education and Training of MOEYS 

Cameroon/Cameroun 

Chief Participant: Mme Marie Berthe ETEME 

Directeur, Enseignement Secondaire, Technique et 

Professionnel 

M. Martin BANOLOK 

Inspecteur Général de Pédagogie Chargé de 

l'Enseignement Technique et Professionnel 

Ministère de l'Education Nationale 

M. Barthélémy MVONDO NYINA 

Secrétaire Général, Commission nationale 

pour l'UNESCO 

M. AYINA OHANDJA 

Professeur, Université de Yaoundé

M. Frédéric NTSAMA 

Proviseur, Lycée Technique de Nkolbisson, 

Yaoundé 

Canada 

Chief Participant: Mme Diane LABERGE 

Chargée de programme, Education, Commission 

Canadienne pour l'UNESCO 

Mr. Keith DUNBAR 

President, Canadian Vocational Association 

M. Richard GAGNON 

Directeur Adjoint, UNEVOC-CANADA 

Ms. Robyn GORDON 

Director, Communications and Youth Initiatives 

M. Vincent GUAY 

Président, Cégep International 

Mr. Daniel RICHER 

Acting Director, Office of Learning Technologies 

Ms. Carol HUMPHRIES 

President and Chief Executive Officer, Canadian 

Link to Lifelong Learning 

Ms. Johanna OEHLING 

Executive Director, National Seafood Sector 

Council 

M. Jean-Pierre FOURNIER 

Professeur, Université Laval 

Cape Verde/Cap-Vert 

Chief Participant: Mme Orlanda Santos FERREIRA 

Ministre de l'Emploi, de la Formation et de 

l'Intégration Sociale, Ministère de l'Emploi, de la 

Formation et de l'Intégration Sociale 

M. José Luis MASCARENHAS MONTEIRO 

Directeur Général de l'Institut de l'Emploi et la 

Formation Professionnelle, Ministère de l'Emploi, 

de la Formation et de l'Intégration Sociale 

Mme Maria de Fatima DOS SANTOS GOMES TIMAS 

Directrice du Centre d'Emploi de Mindelo, 

Ministère de l'Emploi, de la Formation et de 

l'Intégration Sociale 

~ 104 ~ 

Mme Maria Madalena SILVA 

Directrice Générale, Ministère de l'Education, de la 

Science, de la Jeunesse et des Sports 

M. Adriano DE BRITO MONTEIRO 

Conseiller du Ministre de l'Education, de la Science, 

de la Jeunesse et des Sports, Ministère de 

l'Education, de la Science, de la Jeunesse et des 

Sports 

M. Raul FERNANDES 

Assistant, Ministre de l'Emploi et Formation 

Central African Republic/ 

République Centrafricaine 

Chief Participant: M. Me-Zodé AGBA-OTIKPO 

Ministre de l'Education Nationale et de la 

Recherche Scientifique 

M. Abel KOULANINGA 

Secrétaire Général de la Commission nationale 

centrafricaine pour l'UNESCO 

M. David YANGOUE 

Proviseur, Lycée Technique 

Chad/Tchad 

Chief Participant: M. Bireme Hamid ABDERAHIM 

Ministre, Ministère des Enseignements de Base, 

Secondaires et de l'Alphabétisation 

M. Mahamat HAMAT 

Directeur de l'Enseignement Secondaire, Technique 

et Professionnel, Ministère des Enseignements de 

Base, Secondaires et de l'Alphabétisation 

M. Koko ABDERAMANE 

Secrétaire Exécutif, Comité National pour 

l'Education et la Formation en liaison avec l'Emploi 

China/Chine 

Chief Participant: Mr. Tianbao ZHANG 

Vice-Minister of Education 

Mr. Fuzeng YU 

Secretary General, National Commission of the 

People's Republic of China for UNESCO 

Mr. Yao HUANG 

Director-General, Department of Vocational 

Education and Adult Education, Ministry of 

Education

Ms. Xiuqing ZHANG 

Deputy-Director, Department of Foreign Affairs 


Ms. Jinghui LIU 

Deputy Director, Central Institute of Vocational and 

Technical Education, Ministry of Education 

Mr. Mansheng ZHOU 

Director of Division, National Centre for Education 

Development Research, Ministry of Education 

Mr. Yue DU 

Director of Division, National Commission of the 

People's Republic of China for UNESCO 

Ms. Xiaoping WANG 

Deputy Director of Division, National Commission 

of the People's Republic of China for UNESCO 

Mr. Zhongwen YU 

President, Shenzhen Polytechnic 

Mr. Kesheng TANG 

Foreign Affairs Secretary, Shenzhen Polytechnic 

Mr. Zongyao LI 

President, Tianjin Professional College 

Mr. Baoshan QIU 

President, Beijing Dongcheng Vocational Education 

Centre School 

Ms. Yanbin CAO 

Director, Beijing Chaoyang Vocational Education 

Centre 

Mr. Dezheng LIU 

Chinese National Commission for UNESCO 

Mr. Yuan MA 

President, Huaxia Pharmacy Making Centre 

Mr. Tian Bang YIN 

President, National Agri-Academy Education 

Costa Rica 

Chief Participant: 

Mr. Jorge Arturo ALVARADO CERDAS 

Miembro de la Junta Directiva, Instituto Nacional 

de Aprendizaje 

~ 105 ~ 

Côte d'Ivoire 

Chief Participant: M. Dossongui KONE 

Ministre de l'Enseignement Technique et de la 

Formation Professionnelle, Ministère de 

l'Enseignement Technique et de la Formation 

Professionnelle 

M. Assemien Bile Raymond KOUASSI N'DA 

Conseiller Technique, Cabinet du Ministère de 

l'Enseignement Technique et de la Formation 


M. N' Guessan SERI BI 

Directeur Général, Agence Nationale de la 


l’Enseignement Technique et de la Formation 


Mme Marie Lagoma GBATO 

Chargé du Développement International, Fonds de 

Développement de la Formation Professionnelle 

M. Egny Henri LAUBOUET 

Directeur, Fonds de Développement de la 

Formation Professionnelle 

Mme Anna MANOUAN 

Secrétaire Générale, Commission Nationale 

Ivorienne pour l'UNESCO 

M. Souleymane BAH 

Directeur Général, Institut pédagogique national de 

l'Enseignement Technique et Professionnel 

Mr. Sgondo Diomande SIABA 

Consul, Embassy of Côte d'Ivoire in Seoul 

Cuba 

Chief Participant: Mr. Aker ARAGON CASTRO 

Director de Educacion Tecnica y Profesional, 

Ministerio de Educacion 

Denmark/Danemark 

Chief Participant: Mr. Henrik FRIEDIGER 

Head of Section, Vocational Education, National 

Education Authority, Ministry of Education 

Mr. Mogens JENSEN 

Adviser, Ministry of Foreign Affairs 

Mr. Peer Gert ANDERSEN 

Chief Adiviser, Niels Brock Copenhagen Business 

College

Ecuador/Equateur 

Mr. Marcelo SAMANIEGO 

Consul, Embassy of Ecuador in Seoul 

Ms. Youn-joo JI 

Assistant, Embassy of Ecuador in Seoul 

Egypt/Egypte 


Dr. Hussein Kamel BAHAA EL DIN 


Mr. Adel ABDEL TAWAB 

Chairman, Productivity and Vocational Training 

Department, Ministry of Industry and Mineral 

Wealth 

Mr. Mohamed Salah El Din HAMDY AHMED 

Director General for Planning and Follow-up, 

Productivity and Vocational Training Department, 

Ministry of Industry and Mineral Wealth 

Mr. Ali Ahmed SAYED 

Head of Project Policy Implementation Unit 


Mr. Hussein DERAR 

Ambassador, Embassy of Egypt in Seoul 

Mr. Mahmoud EL BAHNASAWY 

Director General Assistant, Industrial Education, 


Mr. Sami SAAD MURAD 

Second Secretary, Embassy of Egypt in Seoul 

Mr. Abdel Salam MAAMOUN 


Dr. Rudolf BODE 

Chief Adviser to Ministry of Education, German 

Association for Technical Co-operation 

Ethiopia/Ethiopie 

Chief Participant: Ms. Atsede YOHANNESS 

Senior Expert, Ministry of Education 

Fiji 

Chief Participant: Mr. Robert BUBENDORFER 

Director, Fiji Institute of Technology 

Mr. Josefa NATAU 

Principal, Education Office for Technical and 

Vocational Education, Ministry of Education 

~ 106 ~ 

Finland/Finlande 

Chief Participant: Mr. Timo LANKINEN 

Government Counsellor, Director for Vocational 

Education and Training, Ministry of Education 

Mr. Timo LÄHDESMÄKI 

Director of Adult Education Division, National 

Board of Education 

Mr. Kari PURHONEN 

Director, Confederation of Finnish Industry and 

Employers 

Mr. Jarmo NURMIO 

Special Adviser, OAJ Organisation 

Mr. Rauno JARNILA 

Special Governmnet Adviser, Ministry of Education 

Mr. Unto TURUNEN 

Ambassador, Embassy of Finland in Seoul 

Mr. Jaakko SIRKJÄRVI 

Vice President, Espoo-Vantaa Institute of 

Technology 

Mr. Markku KARHU 

Director of IT Degree Programme, Espoo-Vantaa 

Institute of Technology 

Former Yugoslav Republic of Macedonia/ 

Ex-République yougoslave de Macédoine 

Chief Participant: Mr. Nenad NOVKOVSKI 


Mr. Vanco GORGIEV 

Undersecretary, Ministry of Education 

France 

Chief Participant: M. Jean-Paul de GAUDEMAR 

Recteur, Académie de Toulouse, Ministère de 

l'Education nationale, de la Recherche et de la 

Technologie 

M. Jean-Pierre LAFON 

Chef du bureau de la formation professionnelle et 

de l'enseignement technique, Ministère des Affaires 

étrangères 

M. Raoul CANTAREL 

Inspecteur Général de l'Education Nationale, 

Ministère de l'Education nationale, de la Recherche 

et de la Technologie

M. Jean Philippe CEPEDE 

Responsable du département juridique, Centre 

INFFO 

M. Jean-Pierre REGNIER 

Secrétaire Général adjoint, Commission nationale 

française pour l'UNESCO 

M. Jean LAGARRIGUE 

Professeur d'Université à Montpellier, Ministère de 


Technologie 

M. Jean-François LIPPERT 

Chargé de mission national sous direction des 

Formations professionnelles, Ministère de 


Technologie 

M. Marc AGI 

Directeur Général de l'Arche de la Fraternité, 

Fondation Internationale des droits de l'homme 

Gabon 

Chief Participant: M. Joseph MAMBOUNGOU 

Ambassadeur, Ambassade de Gabon, Séoul 

Mme Cathérine NKIE 

Directeur de l’Institut Pédagogique National, 


M. Jean-Marie BOUSSOUGOU 

Conseiller technique, Ministère de l'Education 

Nationale 

M. Joseph ONDO EVA 

Directeur de l'Enseignement Technique et 

Professionnel de l'Education Nationale, Ministère 

de l'Education Nationale 

M. Michel GUINDJOUMBI 

Conseiller Technique, Ministère de l'Education 

Nationale 

M. Matha BARROS 

Directeur de l’Education Artistique, Ministère de la 

Culture et des Arts 

M. Marcellin BIYAMBA MOUKETOU 

Directeur Général de la Formation Professionnelle, 

Ministère du Travail, de l'Emploi et de la Formation 


~ 107 ~ 

M. Louis Roger EVINAH 

Directeur du Centre des Métiers de la Femme 

M. Paul Patrick BIFFOT 

Ambassade de Gabon, Séoul 

Gambia/Gambie 


Ms. Ann Therese NDONG-JATTA 

Minister, Department of State for Education 

Mr. Ebrahim Tas DONDEH 

Director of Technical Education, Department of 

State for Education 

Mr. Makaireh Alieh N'JIE 

Director, Gambia Technical Training Institute 

Georgia/Géorgie 

Chief Participant: Mr. Peter METREVELI 

Secretary-General, Georgian National Commission 

for UNESCO 

Mr. Konstantine GLONTI 

Team Leader, National Observatory 

Germany/Allemagne 

Chief Participant: Dr. Helmut PÜTZ 

President, German Federal Institute for Vocational 

Training 

Dr. Hubert LINHART 

Director General, Federal Ministry for Economic 

Co-operation and Development 

Mr. Peter GOTTSTEIN 

Senior Official, Federal Ministry of Research and 

Education 

Mr. Günther GÜSTER 

Project Manager, Federal Ministry of Research and 

Education 

Mr. Michael HÄRTEL 

Federal Institute for Vocational Training 

Mr. Friedrich HAMMERSCHMIDT 

Senior Advisor, Deutsche Gesellschaft für 

Technische Zusammenarbeit 

Dr. Klaus HÜFNER 

President, German National Commission for 

UNESCO

Dr. Horst J. IDLER 

Senior Planner, Deutsche Gesellschaft für 

Technische Zusammenarbeit 

Mr. Claus JOHANNSEN 

General Manager, Vocational and Advanced 

Training, SMS Schloemann-Siemag AG, 

Kuratorium der deutschen Wirtschaft f. 

Berufsbildung 

Ms. Ingrid KÖNN 

Project Manager, Carl-Duisberg-Foundation for 

International Training and Development 

Dr. Peter KRUG 

Head of Division, Ministry of Education 

Dr. Herbert KRUMBEIN 

Head of Division Education, Health and Population 

Policy, Federal Ministry for Economic Co-operation 

and Development 

Mr. Oliver LÜBKE 

Head of Division for Vocational Training with the 

Executive Committee, German Trade Union 

Confederation 

Ms. Christine MERKEL 

Education Director, German National Commission 

for UNESCO 

Mr. Uwe REUTTER 

German Technical Co-Operation, Crystal Project 

Mr. Michael SCHOPF 

Senior Superintendent of Vocational Schools, 

Ministry for Schools, Youth and Vocational 

Education 

Dr. Eunkoo LEE 

Director, Training and Business Development 

Asia, SAP AG 

Ghana 

Chief Participant: Mr. John Budu-Smith 

Deputy Director General and Director for 

Technical and Vocational Education, Ministry 

of Education 

Greece/Grèce 


M. Gerassimos SAPOUNTZOGLOU 

President, Organisme de l'Education et de 


~ 108 ~ 

M. Ioannis PAPACONSTANTINOU 

Vice-President, Organisme de l'Education et de 


M. Konstantinos TSOLAKIDIS 

Advisor to the President, Organisme de l'Education 

et de Formation Professionnelle 

Mme Dionyssia MARATOU 

Chef de Section, Relations Internationales, 

Organisme de l'Education et de Formation 


Mr. Loukas ZAHILAS 

Director of Training, Organisation for Vocational 

Education and Training 

Guinea/Guinée 

M. Soriba YOULA 

Directeur National de l’Enseignement Technique et 

de la Formation Professionnelle 

Haiti/Haïti 

Chief Participant: M. Jacques ABRAHAM 

Directeur de l'Enseignement Secondaire, Ministère 

de l'Education Nationale 

M. Michel SAINT-LOUIS 

Membre du Cabinet du Ministre, Ministère de 

l'Education Nationale, de la Jeunesse et des Sports 

M. Lesley MICHEL 

Directeur Général, Institut National de Formation 


M. Louis Macson CHERY 

Consultant en Formation Professionnelle, Ministère 

de l'Education Nationale, de la Jeunesse et des 

Sports 

M. Jacky LUMARQUE 

Consultant, Ministère de l'Education Nationale, de 

la Jeunesse et des Sports 

M. Jean-Claude JANVIER 

Directeur, Direction de la Formation Technique 

Hungary/Hongrie 

Chief Participant: Dr. András BENEDEK 

Deputy State Secretary, Ministry of Education 

Mr. Istvan SUM 

Head of Department, Adult Training, Ministry of 

Education

Mr. Gabor NAGY 

International Rapporteur, Ministry of Education 

Dr. Gyorgy SZENES 

Chairperson, Hungarian Vocational Association 

Dr. Antal JEKKEL 

General Director, National Institution for 

Vocational Training 

Dr. Sandor BARTAL 

Director, Mechwart Andras Vocational Secondary 

School 

India/Inde 

Chief Participant: Mr. Satinder SINGH 

Director of Technical Education, Ministry of 

Human Resource Development 

Mr. R.C. MEENA 

Director, Ministry of Human Resource 

Development 

Ms. Christine NATHAN 

ICFTU 

Indonesia/Indonésie 

Chief Participant: Mr. HENDARMAN 

Curriculum Developer, The Curriculum 

Development Centre, Ministry of Education and 

Culture 

Mr. Yudo SWANSONO 

Ministry of Manpower 

Mr. Binsar SIAGIAN BINSAR 

Instructor, Department of Education 

Mr. Mustaghfirin AMIN 

Vice-Director, Vocational Development Centre, 

Malang 

Iran 

Chief Participant: Dr. Ali Asghar FANI 

Deputy Minister of Education, Ministry of 

Education 

Mr. Mohsen TALAEI 

Ambassador, Embassy of Iran in Seoul 

Dr. Abbas SADRI 

Director General, Bureau of Higher Technical and 

Vocational Education Schools, Ministry of 

Education 

~ 109 ~ 

Mr. Esfandyar CHAHARBAND 

Director General, Bureau of Skill Education, 


Mr. Abdolreza ROSHANDEL 

Deputy Director, Department of International 

Organizations, Bureau of International, Scientific 

Co-operation, Ministry of Education 

Mr. Bahram BADJOZAMAN 

Senior Member, Ministry of Education 

Mr. Mohsen MOHAMMADZADEH 

General Director of Free Educations, Tarbiat 

Modarres University 

Mr. Mehdi AKHLAGHI 

University Professor, Amir-Kabir University of 

Teheran 

Mr. ETEMI MAHMOUD 

General Directorate, Training Office, Ministry of 

Industry 

Iraq/Irak 

Chief Participant: M. Mazin Mohamed JUMAH 

President de l'Organisme, Instituts Techniques 

Israel/Israël 

Chief Participant: Ms. Yaffa VIGODSKY 

Director, Science and Technology Administration, 

Ministry of Education, Culture and Sport 

Dr. Ami ZE'EVI 

Director General, Amit Network of Vocational 

Schools 

Italy/Italie 


Mr. Giuseppe MARTINEZ Y CABRERA 

Director General, Ministry of Education 

Mr. Vittoria BALDIERI 

Head of Division, Ministry of Education 

Mr. Vinonzo MICOCCI 

Inspector General, Ministry of Education 

Mr. Lucio PUSCI 

Expert, Ministero Della Publica Istruzione 

Ms. Antonietta BRUNO 

Administrator, Ministry of Education

Jamaica 

Chief Participant: Mr. Robert GREGORY 

Executive Director, Human Employment and 

Resource Training, Jamaica National Training 

Authority 

Japan/Japon 

Chief Participant: Mr. Yoneo ISHII 

Chairperson, Japanese National Commission for 

UNESCO 

Mr. Muneharu IWAMOTO 

Chief School Inspector, Ministry of Education, 

Science, Sports and Culture 

Mr. Masatoshi MUTO 

Deputy-Director General, Cultural Affairs 

Department, Ministry of Foreign Affairs 

Mr. Takashi KIYOURA 

Unit Chief, Vocational Education Division, 

Ministry of Education, Science, Sports and Culture 

Mr. Kazuo AKIYAMA 

Japanese National Commission for UNESCO 

Mr. Katsumi TANAKA 

Secretary General, National Association of 

Technical Senior High School Principals 

Mr. Sakuo NAGASAWA 

Chief Researcher, National Association of 

Technical Senior High School Principals 

Mr. Setsuo KOSAKA 

First Secretary, Japanese Embassy in Seoul 

Mr. Hiroshi MATSUZAKA 

Government Official, Ministry of Education 

Jordan/Jordanie 

Chief Participant: Mr. Muhammed ALTARAWNEH 

Division Director of Special Building Code, Greater 

Amman Municipality 

Kazakhstan 

Ms. Shaizada TASBULATOVA 


Kenya 

Chief Participant: Mr. Kipkalya KONES 

Minister of Research and Technology 

Mr. Peter OKAKA 

Director of Technical Training 

~ 110 ~ 

Mr. Sammy P.M. KYUNGU 

Director of Education, Ministry of Education 

Mr. Erastus Muthuuri KIUGU 

Secretary General, National Commission for 

UNESCO 

Mr. John MULU 

Public Relations Officer, Ministry of Research and 

Technology 

Dr. Ahmed FEREJ 

Lecturer, Consultant, Moi University 

Kuwait/Koweit 

Chief Participant: Dr. Abdulaziz G. AL-GHANIM 

Minister of Education and Higher Education, 

Ministry of Education and Higher Education 

Mr. Saud ABDEL AZIZ JAFER 

Deputy Director-General, Public Authority for 

Applied Education and Training 

Dr. Hamed HAMADAH 

Assistant Professor, College of Technical Studies, 

Public Authority for Applied Education and 

Training 

Mr. Abdullatif AL-DUHAISHI 

Director, Institute for Electricity and Water 

Training 

Mr. Salem AL-SABAH 

Ambassador, Embassy of the State of Kuwait in 

Seoul 

Mr. Fahed M. AL-AJMI 

Office Manager, Ministry of Higher Education 

Mr. Abdelaziz A. AL-RAQAM 

Office Manager, Ministry of Education 

Mr. Talal AL-HAZZA 

Diplomatic Attaché, Embassy of the State of 

Kuwait in Seoul 

Mr. Abdullah AL-SHARHAN 

Second Secretary, Embassy of the State of Kuwait 

in Seoul 

Mr. Abdulameer ALBAQSHI 

Science Inspector, Department of Private Education

Kyrgyzstan/Kirghizistan 

Mr. Sultam KUZMANBAEV 

Ministry of Education, Science and Culture 

Lao People's Democratic Republic/ 

République démocratique populaire lao 

Chief Participant: Mr. Khamtanh CHANTHALA 

Vice-Minister, Ministry of Education 

Ms. Phone Phet BOUPHA 

Deputy Director-General, Department of Higher, 


Latvia/Lettonie 

Chief Participant: Mr. Janis GAIGALS 

Minister, Ministry of Education and Science 

Ms. Dita TRAIDAS 

Director, Agency for Vocational Education 

Development 

Dr. Janis ROZENBLATS 

Advisor to Minister, Ministry of Education and 

Science 

Lesotho 

Chief Participant: Mr. Lesao LEHOHLA 


Mr. Bernard Malefetsane PANENG 

Principal Secretary, Ministry of Education 

Mr. Reginald Mallane LITABE 

Director, Technical and Vocational Education and 


Mr. Washington MBIZVO 

Technical Advisor, Technical and Vocational 


Mr. Mosuoe MOTEANE 

Director, Thaba-Tseka Technical Institute 

Ms. Lipalesa Rosina NTS'INYI 

Chief of Administration and Personal Executive, 

Lesotho National Development Corporation 

Mr. Karabo Thomas MARITE 

Deputy Permanent Delegate to UNESCO, Embassy 

of the Kingdom of Lesotho in Bonn 

Ms. Palesa MOKETE 

First Secretary, Embassy of the Kingdom of 

Lesotho in Beijing 

~ 111 ~ 

Libyan Arab Jamahiriya/ 

Jamahiriya Arabe Libyenne 

Chief Participant: M. Mohamed AL ASWAD 

Ambassadeur, Délégué permanent, Délégation 

permanente de la Libye auprès de l'UNESCO 

Mr. Ahmed TABULI 

Ambassador, Embassy of Libya in Seoul 

Dr. Abdulnabi ABUGHANIA 

Director, National Planning Centre for Education 

Ms. Awate EL BESHTI 

Government Official 

Mr. Fathi KREKSHI 

Libyan National Commission for UNESCO 

Lithuania/Lituanie 

Chief Participant: Mr. Kornelijus PLATELIS 

Minister, Ministry of Education and Science 

Mr. Romualdas PUSVASKIS 

Director, Department of Specialist Training 

Ministry of Education and Science 

Luxemburg/Luxembourg 

Chief Participant: M. Aly SCHROEDER 

Directeur à la formation professionnelle, Ministère 

de l'Education nationale et de la Formation 

professionnelle 

M. Siggy KOENIG 

Professeur Attaché Coordination du Département de 

l'enseignement secondaire et technique, Ministère 

de l'Education nationale et de la Formation 

professionnelle 

M. Gilbert GRAF 

Secrétaire central, Syndicat Education et Sciences - 

OGBL 

Madagascar 

Chief Participant: M. Jorlin RALANTONIRINA 

Secrétaire Général, Ministère de l'Enseignement 

Technique et de la Formation Professionnelle 

Malawi 

Mr. Guy KAWANGA 

Principal, Salima Rural Vocational Training 

College

Malaysia/Malaisie 

Chief Participant: Dr. Abdul Shukor ABDULLAH 

Director General of Education, Ministry of 

Education 

Mr. Ahmad Zainuddin OTHMAN 

Director, Planning Research Divison 


Mr. Imran IDRIS 

Polytechnic Principal, Sultan Abdul Halim 

Mu'adzam Shah Polytechnic 

Mali 

Chief Participant: M.Younouss Hameye DICKO 

Ministre des Enseignements Secondaire, Supérieur 

et de la Recherche Scientifique 

M. Moussa COUMARE 

Conseiller Technique, Enseignement Technique et 

Formation Professionnelle, Ministère des 

Enseignements Secondaire, Supérieur et de la 

Recherche Scientifique 

M. Aboubacary COULÏBALY 

Chargé de Mission à l'Agro-Sylvo-Pastoral, 

Ministère des Enseignements Secondaire, Supérieur 

et de la Recherche Scientifique 

Mme Aminata SALL 

Secrétaire Générale, Commisson nationale malienne 

pour l'UNESCO 

M. Modibo TOLO 

Chargé de la Formation et du Développement des 

petites et moyennes entreprises, Fédération 

Nationale des Employeurs du Mali 

Mme Agathe DAKOUO 

Professeur d'Enseignement Technique et 

Professionnel, Centre de Formation Professionnelle 

M. Dramane HAIDARA 

Directeur, Observatoire de l'Emploi et de la 

Formation 

Malta/Malte 

Chief Participant: Mr. Jesmond MUGLIETT 

Parliamentary Secretary, Ministry of Education 

Mr. Sean MIFSUD 

Personal Assistant to Parliamentary Secretary 


~ 112 ~ 

Mauritius/Maurice 


Mr. Sivalingum SUBRAMANIEN 

Permanent Secretary, Ministry of Education and 

Scientific Research 

Mr. Ajit Kumar GUJADHUR 

Chairman, Industrial and Vocational Training 

Council 

Mr. Paul Roland DUBOIS 

Director, Industrial and Vocational Training Board 

Mexico/Mexique 


Dr. Manuel Valerio ORTEGA ORTEGA 

Subsecretario de Educacion e Investigacion 

Tecnologicas, Secretaria de Educacion Publica 

Mr. Serafin AGUADO GUTIERREZ 

Assistant of Undersecretary of Research and 

Technological Education, Secretaria de Educacion 

Publica 

Mr. Jorge HERRERA ESPINOSA 

Director de Planeacion y Organizacion, Instituto 

Politécnico Nacional 

Mr. José GARCIA 

Director de Educacion Media Superior, Instituto 

Politécnico Nacional 

Dr. Elias MICHA 

Director of International Affairs, National College 

of Professional Technical Education 

Mr. Cecilio GARZA 

Ambassador, Embassy of Mexico in Seoul 

Mr. Armando LOPEZ 

Cultural Attaché, Embassy of Mexico in Seoul 

Mr. Enrique PIECK 

Academic Researcher, Mexico-Universidad 

Iberoamericana 

Mongolia/Mongolie 

Chief Participant: Mr. Altangerel SUMBUU 

Director of Department, Ministry of Education 

Mr. Yura GIGJ 

President, Union of Technical and Vocational 

Education Institutions

Ms. Selenge AGVAANDORJ 

Professor, Mandakh Institute for Accounting 

Morocco/Maroc 

Chief Participant: M. Omar FASSI-FEHRI 

Secrétaire d'Etat chargé de la recherche scientifique, 

Gouvernement Marocain 

M. Driss FREJ 

Chef de Cabinet du Ministre de l'enseignement 

secondaire et technique, Ministère de 

l'enseignement secondaire et technique 

M. Aberrahmane RAMI 

Directeur des Curricula, Ministère de l'éducation 

nationale 

M. Mokhtar ANNAKI 

Directeur, Enseignement Supérieur 

M. Abdelfadel ELGHOUALI 

Directeur, Ministère de l'enseignement secondaire et 

technique 

M. Mostafa ALAMI CHANTOUFI 

Directeur, Lycee Technique 

M. Mohammadin SMAILI 

Chef de Division de l’Enseignement Technique, 

Ministère de l'éducation nationale 

M. Mohamed STITOU 

Inspecteur Coordonnateur Central de 

l'Enseignement Technique Industriel, Ministère de 

l'enseignement secondaire et technique 

M. Nasreddine RAMDANI 

Conseiller, Ambassade du Maroc, Séoul 

M. Abdelhadi MOUDDEN 

Professeur d'Electronique 

Mozambique 

Chief Participant: Mr. Arnaldo NHAVOTO 


Ms. Quiteria MABOTE 

Head of Curriculum Department 


Mr. Zefanias MUHATE 

Adviser to the Minister, Ministry of Education 

~ 113 ~ 

Mr. Samuel Ernesto MANGEIA 

Principal of Teacher Training Institute, Ministry of 

Education 

Myanmar 

Chief Participant: Mr. U. Aung WIN 

Deputy Director, Department of Technical and 

Vocational Education, Ministry of Science and 

Technology 

Namibia/Namibie 

Chief Participant: Mr. Nahas ANGULA 

Minister of Higher Education, Vocational Training, 

Science and Technology 

Mr. Muvatera NDJOZE-SIRIRIKA 

Director of Vocational Education and Training, 

Ministry of Higher Education, Vocational Training, 

Science and Technology 

Mr. Lawrence D. PRINGLE 

Principal, Rundu Vocational Training Centre 

Mr. Raimo Ndapewa NAANDA 

Principal, Windhoek Vocational Training Centre 

Mr. Marius KUDUMO 

Chief Programme Officer, Namibia National 


Nauru 

Chief Participant: Mr. Baron Divavesi WAQA 

Acting Secretary, Department of Education, 

Mr. Ande DABUAE 

Principal, Nauru Vocational Training Centre 

Nepal/Népal 

Chief Participant: Mr. Saroj DEVKOTA 

Vice Chairman, Council for Technical Education 

and Vocational Training 

Mr. Rameshor SHRESTHA 

Undersecretary, Ministry of Education 

Netherlands/Pays-Bas 

Ms. Marjon NOOTER 

Manager, International Affairs, Centre for the 

Innovation of Education and Training 

Ms. Elleke VERWAIJEN 

Manager, Gender Programme, Centre for the 

Innovation of Education and Training

Mr. Christof WIELMAKER 

International Staff Member, Colo 

New Zealand/Nouvelle-Zelande 

Chief Participant: Dr. John HINCHCLIFF 

President, Auckland Institute of Technology 

Niger 

Chief Participant:M. Tidjani HAROUNA DEMBO 

Directeur de l’Enseignement Technique et de la 


l’Education Nationale 

M. Harouna MOUSSA 

Directeur Général, Ecole des mines, de l'industrie et 

de la geologie 

Nigeria/Nigéria 

Chief Participant: Mr. Mahmud Yayale AHMED 

Permanent Secretary, Federal Ministry of Education 

Mr. Siman Kadiri MANZO 

Director, Department of Science and Technology 

Education, Federal Ministry of Education 

Dr. Peter Shehu ABDU 

Director, Educational Support Services Department, 

Federal Ministry of Education 

Ms. Mobolaji Adewale Olubamke OLORUNFUNMI 

Deputy Director of International Education 

Co-operation, Federal Ministry of Education 

Mr. Tijjani AHMED ABDULLAHI 

Executive Secretary of National Board for 

Technical Education 

Mr. C.M. JADA 

Personal Assistant to the Permanent Secretary 

Mr. Young NWAFOR 

Secretary-General, Nigerian National Commission 

for UNESCO 

Mr. Salau Itopa BELLO 

President, National Association of Principales of 

Technical Colleges in Nigeria 

Norway/Norvège 

Chief Participant: Mr. Ole BRISEID 

Director General, Ministry of Education, Research 

and Church Affairs 

~ 114 ~ 

Mr. Petter SKARHEIM 

Director General, Ministry of Education, Research 

and Church Affairs 

Mr. Per Gunnar OLSEN 

Confederal Secretary, Norwegian Confederation of 

Trade Unions 

Mr. Bjørnar MJØEN 

Second Vice-President, Teacher's Trade Union in 

Norway 

Ms. Birgitta NAESS 

Chairperson, Norwegian National Commission for 

UNESCO 

Ms. Gerd-Hanne FOSEN 

Senior Executive Officer, Norwegian National 


Oman 


Mr. Sheikh Amer Bin Shuwain AL-HOSNI 

Minister of Social Affairs, Labour and Vocational 

Training, Ministry of Social Affairs, Labour and 


Dr. Ali Hassan AL-ABDUWANI 

Head of Manpower Planning Office, Ministry of 

Social Affairs, Labour and Vocational Training 

Mr. Mohammed AL MUKHAINI 

Managing Director, Al Rakaib Training LLC 

Mr. Saeed Juma AL-RIYAMI 

Head of the Minister's Office, Ministry of Social 

Affairs, Labour and Vocational Training 

Mr. Ibrahim Ali AL-ASFOOR 

Member of the Board, Chamber of Commerce and 

Industry in Oman 

Pakistan 

Chief Participant: Mr. Najmuddin MANGRIO 

Deputy Educational Adviser, Ministry of Education 

Papua New Guinea/Papouasie-Nouvelle Guinée 

Chief Participant: Mr. Jerry KUHENA 

First Assistant Secretary, Department of Education 

Mr. Korepa Lasa BARATI 

Vocational Curriculum Officer, Department of 

Education, Ministry of Education

Peru/Pérou 

Mr. Luis Felipe GALVEZ 

Ambassador, Embassy of Peru in Seoul 

Philippines 

Chief Participant: Mr. Edicio DELA TORRE 

Director General, Technical Education and Skills 

Development Authority 

Mr. Clifford A. PARAGUA 

Executive Director, Office of Formal Technical and 

Vocational Education and Training, Technical 

Education and Skills Development Authority 

Mr. Renato ALBA 

President, Wester Visayas College of Science & 

Technology 

Poland/Pologne 

Chief Participant: Dr. Maciej TANAS 

University Professor, Ministry of Education 

Portugal 

Ms. Margarida ABECASIS 

Deputy Director of Employment and Vocational 

Training, Ministry of Labour and Solidarity 

M. Luis PARDAL 

Directeur Adjoint, Département de l'Enseignement 

Secondaire, Ministère de l'Education 

Qatar 


Dr. Mohamed Abdul-Rahim KAFOOD 

Minister of Education and Higher Education 

Dr. Mohd ALHAMADI 

Dean, Faculty of Technology, University of Qatar 

Dr. Abdul-Aziz Mohammed AL-HORR 

Director, Technical Bureau for Development 

Mr. Salem AL-AZBA 

Director, Minister's Office, Ministry of Education 

Mr. Adel Abdul-Rahman AL-HASHIMI 

Educational Researcher, Ministry of Education 

Republic of Congo/République du Congo 

Chief Participant: M. André OKOMBI-SALISSA 

Ministre de l'Enseignement Technique et 

Professionnel, Ministère de l'Enseignement 

Technique et Professionnel 

~ 115 ~ 

M. Jean Smart MANTETO 

Directeur Général de l'Enseignement Technique, 

Ministère de l'Enseignement Technique et 

Professionnel, Chargé du Redeploiement de la 

Jeunesse, de l'Instruction Civique et des Sports 

M. Jean-Marie ADOUA 

Secrétaire Général, Commission nationale 

congolaise pour l'UNESCO 

M. Prisca-Landry KIDZIE 

Collaborateur, Ministère de l'Enseignement 


Republic of Korea/République de Corée 

Chief Participant: Mr. Hai-Chan LEE 


Dr. Sun-jae CHO 

Vice-Minister, Ministry of Education 

Mr. Kee-un CHUNG 

Director-General of International Co-operation 

Office, Ministry of Education 

Mr. Mu-keun LEE 

President, Korea Research Institute for Vocational 


Mr. Jung-woo YI 

Director, Korea Manpower Agency 

Mr. Namsoo SEO 

Director General, Ministry of Education 

Mr. Seung-hwan LEE 

Director, Education Unit, Korea National 


Ms. Young-Hyun LEE 

Director, Korea Research Institute for Vocational 


Mr. Myong-Hoon SHIN 

Director General, Korea Research Institute for 


Mr. Pan-wook KIM 

Professor, Department of Technology Education, 

College of Engineering, Chungnam National 

University 

Mr. Jaihak LEE 

Assistant Professor, Korea Polytechnic University

Mr. Dae-bong KWON 

Professor, College of Education, Korea University 

Mr. Man-Gon PARK 

Professor, Department of Computer Science Faculty 

of Computer & Multimedia Engineering, Pukyong 

National University 

Ms. Kyung-Hee SHIN 

Researcher, Seoul Development Institute 

Mr. Ki-Hong KIM 

Senior Researcher, Korea Research Institute for 


Mr. Taeck-deuk KIM 

Chairman, KOSNET Information and Technology 

Co., Ltd 

Mr. Yong-sung KOO 

President, New-Wave Consulting 

Ms. Ae-kyung CHOI 

Professor, College of Business, Ewha Women's 

University 

Mr. Young Hee CHON 

Managing Director, Chung Dong Education 

Foundation 

Mr. Steven PURVIS 

Program Specialist, Korean Educational 

Development Institute 

Mr. Cheong San LIM 

President, Kongju National Culture College 

Ms. Ok Sern JUN 

Superviser, Educational Office of Kimchun 

Mr. Sangwon KO 

Research Fellow, Science and Technology Policy 

Institute 

Mr. Wi Yang KANG 

Taegu University 

Mr. Dong-eung LEE 

Director, Labour Relations Department, Korea 

Employers Federation 

Mr. Chul Soo HAN 

Head of Training, Seoul Ilim Vocational Training 

Institute 

~ 116 ~ 

Mr. Bradley SAGEN 

Visiting Fulbright Professor, College of Science in 

Education, Yonsei University 

Mr. Byong-Sun KWAK 

Korean Educational Development Institute 

Mr. Seung-il NA 

Assistant Professor, Chair, Taegu National 

University of Education 

Mr. Kyong Koo LEE 

Korea International Cooperation Agency 

Ms. Ryung-Ja KIM 

Ilsan Vocational Training Institute 

Mr. Kwang Woong PAE 

Principal, Vocational Training Institute 

Ms. Ee-Gyeong KIM 


Ms. In-Kyung YOON 

Professor, Home Economics Department, Korea 

National University of Education 

Mr. In-Hong GIM 

Kaeng-ju University 

Mr. Zunsang HAN 

Yonsei University 

Mr. Kye woo LEE 

Graduate School of International Studies, Ewha 

University 

Mr. Dok Pyo HONG 

Export Manager, KSILC 

Mr. Shinil KIM 

Seoul National University 

Mr. Jin Hong KIM 

Human Resources Development Department, KMA 

Mr. Jong Sung LEE 

Researcher, Vocational Education and Training, 

KRIVET 

Mr. Jung Wook LEE 

Korea International Cooperation Agency

Ms. Hae-Ae SEO 


Mr. Chyul-Young JYUNG 

Associate Professor, Seoul National University 

Ms. Kyung He SUNG 


Mr. Sungho CHOI 

Official Development Assistance, Korea 

International Cooperation Agency 

Ms. Hye-sun YU 

Assistant Representative, Hanns-Seidel-Stiftung e.v. 

Romania/Roumanie 

Chief Participant: Mme Madlen SERBAN 

Directrice, Centre National de Développment du 

l'Enseignement Professionnel 

Mr. Nicolae ROPOTEAN 

Ambassador, Embassy of Romania in Seoul 

Russian Federation/Fédération de Russie 

Chief Participant: Mr. Evgueni BOUTKO 

Chief, Department of Vocational Education, 

Ministry of General and Vocational Education 

Mr. Sergey ALEKSAKHIN 

Head of Chair, Russian Labour and Employment 

Academy 

Mr. Anatoli N. KRAINOV 

Counsellor Science & Technology, Embassy of the 

Russian Federation in Seoul 

Mr. Andrei NIKOLAEV 

Professor, Moscow State Automobile University 

Ms. Olga OLEYNIKOVA 


Rwanda 

Chief Participant: M. Emmanuel MUDIDI 

Ministre de l'Education, Ministère de l'Education 

Mr. Stanislaus LWAKABAMBA 

Rector, Kigali Institute of Science, Technology and 

Management 

Samoa 

Mr. Perive Tanuvasa LENE 

Chief Executive Officer, Samoa Polytechnic 

~ 117 ~ 

Saudi Arabia/Arabie Saoudite 

Chief Participant: Dr. Ali ALGHAFIS 

Vice Governor Research and Development, General 

Organization for Technical Education and 


Dr. Saeed MALLAH 

General Supervisor for Colleges of Technology, 

General Organization for Technical Education and 


Dr. Khalid ALSHALLASH 

Director General of Curricula, General Organization 

for Technical Education and Vocational Training 

Dr. Ali AL-MEHAIMEED 

Director General for Development, General 



Dr. Ahmed AL-EISA 

Dean of Riyadh College of Technology, General 



Mr. Khaled ALSHEMAS 

Advisor, Office of the Deputy Minister, Ministry of 

Education 

Senegal/Sénégal 

Chief Participant: M. Mame Bounama SALL 

Ministre de l'Education de Base et des Langues 

Nationales 

M. El Hadj Tamsir MBAYE 

Conseiller Technique du Premier Ministre 

M. Mamadou SAGNANE 

Directeur de la Formation Professionnelle, 


M. Abdoulaye MBOUP 

Directeur de l'Enseignement secondaire technique, 


M. Abdoul Aziz DIA 

Directeur de l’Office National de la Formation 


M. Boubacar SALL 

Directeur de l’Institut Privé de Gestion

Mr. Aladji Amadou THIAM 

Ambassador of Senegal to Japan and the Republic 

of Korea, Embassy of Senegal in Japan 

Seychelles 

Mr. John LESPERENCE 

Principal, Industrial Training Centre 


Sierra Leone 

Chief Participant: Mr. Jonas REDWOOD-SAWYER 

Lecturer, Consultant, University of Sierra Leone 

Slovenia/Slovenie 

Chief Participant: Dr. Darko STRAJN 

Researcher, Institute of Education 

Mr. Vladimir TKALEC 

Director, Centre for Vocational Education 

Solomon Islands/Iles Salomon 

Chief Participant: Mr. Ronidy MANI 

Minister of Education, Department of Education 

and Human Resource Development 

Mr. Lucien KII 

Secretary to Ministry, Ministry of Education and 

Human Resource Development 

South Africa/Afrique du Sud 

Chief Participant: Dr. Ihron RENSBURG 

Deputy Director-General, Department of Education 

Ms. Gugulethu Thenjiwe NXUMALO 

Director: Adult Education and Training, 

Department of Education 

Dr. Thami SHEZI 

Committee of Technical College Principals 

Mr. Desmond FILLIS 

Deputy Director, International Relations, 

Department of Education 

Ms. Vuyelwa PENXA 

Education Specialist, Further Education and 

Training, Department of Education 

Mr. William TEMPLE 

Education Specialist, Gauteng Department of 

Education 

Mr. Anshumali PADAYACHEE 

Vice-Principal, ML Sultan Technikon 

~ 118 ~ 

Sri Lanka 


Mr. Padmasiri Wickrama SENEVIRATNE 

Additional Secretary, Ministry of Vocational 

Training & Rural Industries 

Mr. A. Earle Z. FERNANDO 

Advisor on Technical Education and Vocational 

Training, Ministry of Vocational Training & Rural 

Industries 

Mr. Anura KUMARASINGHE 

Chairman, Tertiary and Vocational Education 

Commission 

Ms. Shanthi SUDUSINGHE 

Chargé d'Affaires, Sri Lanka Embassy in Seoul 

Mr. Poddiwela Marage LEELARATNE 

Director-General, Tertiary and Vocational 

Education Commission 

Sudan/Soudan 


Mr. Hamid Mohamed Ali TOREIN 

Federal Minister of Education, Federal Ministry of 

Education 

Mr. Mohamed Abdalla KHEIRALLA 

Director General of Education, Ministry of 

Education 

Mr. Abdel Hamied GIBRIEL 

Ambassador, Sudan Embassy in Seoul 

Mr. El Rain HAIDOOB 

Diplomat, Sudan Embassy in Seoul 

Swaziland 

Chief Participant: Rev. Abednigo NTSHANGASE 


Ms. Adelaide P. MKHONTA 

Principal Secretary, Ministry of Education 

Mr. Hebron SUKATI 

Acting Principal, Swaziland College of Technology 

Ms. Dorothy LITTLER 

Secretary-General, Swaziland National Commission 

for UNESCO

Sweden/Suède 

Chief Participant: Mr. Torgny DANIELSSON 

Member of the Swedish Parliament, Swedish 

National Commission for UNESCO 

Mr. Sverker HÄRD 

Director of Education, National Agency for 

Education 

Ms. Elisabeth SUNDÉN INGESTRÖM 

Secretary of Commission, Commission on Qualified 

Vocational Education 

Mr. Björn CARNSTAM 

Director, Municipal Adult Education 

Switzerland/Suisse 

Chief Participant: M. Christian SCHÄRER 

Directeur Suppléant, Office fédéral de la formation 

professionnelle et de la technologie 

Dr. Rudolf JÖRG-FROMM 

Professeur, Ecole professionnelle de Zürich 

Mr. Jean-Marc CLAVEL 

Programme Co-ordinator, Swiss Agency for 

Development and Co-operation 

Syrian Arab Republic/ 

République Arabe Syrienne 

Chief Participant: Mr. Mahmoud ZAATARIEH 

President of Teacher's Syndicate, Ministry of 

Education 

Mr. Hatem AL-HOMSI 

Vice Minister for Technical and Vocational 


Mr. Youssef HAYDAR 

Director of Technical Institute, Ministry of 

Education 

Mr. Merie AL RIFAIE 

Technical Engineer, Ministry of Education 

Tajikistan/Tadjikistan 

Mr. Khoudoberoli KHOLIKNAZAROV 

Delagate, Ministry of Labour 

Thailand/Thaïlande 

Chief Participant: Dr. Tongyoo KAEWSAIHA, 

Director-General, Department of Non-Formal 

Education 

~ 119 ~ 

Mr. Sa-Nguan BOONPIYATHUD 

Deputy Director-General, Department of Vocational 

Education 

Dr. Werawat WANNASIRI 

President, The Federation of Private Vocational 

Schools of Thailand 

Dr. Nimit JIVASANTIKARN 

Administrative Committee, The Federation of 

Private Vocational Schools of Thailand 

Mr. Chinnapat BHUMIRAT 

Director, Bureau of Educational Policy 

Development and Strategic Planning, Office of the 

National Education Commission 

Mr. Somsak SUMOTAYAKUL 

Inspector General, Department of Skill 

Development, Ministry of Labour and Social 

Affairs 

Tonga 

Chief Participant: Mr. Paul Sunia BLOOMFIELD 

Director of Education,Youth, Sports and Culture 

Tunisia/Tunisie 

Chief Participant: Mr. Mondher JEMAIL 

Ambassador, Embassy of Tunisia in Seoul 

Mr. Sadok BOU ALI 

Counsellor, Embassy of Tunisia in Seoul 

Turkey/Turquie 

Chief Participant: Mr. Metin BOSTANCIOGLU 

Minister of National Education, Ministry of 

National Education 

Mr. Mehmet TEMEL 

Deputy Under-Secretary, Ministry of National 

Education 

Mr. Tolga YAGIZATLI 

General Director of Foriegn Affairs, Ministry of 


Dr. Necmettin YESILMEN 

Director of Vocational and Technical Education, 

Research and Development Centre, Ministry of 


Mr. Erdogan ÖZNAL 

Member of Governing Board, Higher Education 

Council of Turkey

Dr. Sabahattin BALCI 

Principal, Ankara University 

Dr. Selcuk MISTIKOGLU 

Assistant Professor, Director, Mustafa Kemal 

University, Iskenderum Technical Vocational 

School of Higher Studies 

Uganda/Ouganda 

Chief Participant: Dr. Abel RWENDEIRE 

Minister of State for Higher Education, Ministry of 

Education and Sports 

Mr. Louis LATIGO-OLAL 

Senior Education Officer, Ministry of Education 

and Sports 

Mr. Nantumbwe Hannah KAKEMBO 

Project Manager, Uganda City Council of Kampala 

Ukraine 

Chief Participant: Mr. Andriy HURZHIY 

Deputy-Head, Department of Education, Science 

and Humanitarian Development, Cabinet of 

Ministers of Ukraine 

Ms. Olga SHCHERBAK 

Director, Industrial Pedagogical College 

Ms. Nelya NICHKALO 

Vice-Director, Institute of Pedagogics & 

Psychology of Vocational Education 

Mr. Anatoliy TOLKACHOV 

Counsellor, Embassy of Ukraine in Seoul 

United Arab Emirates/Emirats Arabes Unis 

Chief Participant: Dr. Salim AL-SHAMSI 

Director, Technical Education Department of the 

Ministry of Education and Youth 

Mr. Sulaiman AL-JASSIM 

Director, Community Relations and Manpower 

Development, Higher Colleges of Technology 

United Kingdom of Great Britain and Northern 

Ireland/Le Royaume-Uni de Grande-Bretagne et 

d'Irlande du Nord 

Chief Participant: Mr. John ALLBUTT 

Department of Education and Employment 

Ms. Janice ROSS 

International Relations Division, 

Department for Education and Employment 

~ 120 ~ 

Dr. Gren JONES 

(Former) Senior Technical and Vocational Adviser, 

Department for International Development 

Mr. Peter DUNCAN 

Principal and Chief Executive, Central College of 

Commerce, Glasgow and Director, British Training 

International 

Mr. Thomas CROMPTON 

Assistant Chief Executive, Tyneside Training and 

Enterprise Council 

Ms. Susan RAWLINSON 

Adviser, Further Education and Training, 

The British Council 

Mr. Chris EVANS 

Chief Executive, Leicestershire Careers and 

Guidance Services Ltd. 

Mr. Brian W. TURTLE 

Principal and Chief Executive, Limavady College of 

Further and Higher Education 

United Republic of Tanzania/ 

République-Unie de Tanzanie 

Chief Participant: Mr. Abubakar R.M.S RAJABU 

Permanent Secretary, Ministry of Education and 

Culture 

Mr. Suleiman MMWIRY 

Director, Technical and Vocational Education 

Department, Ministry of Science, Technology and 

Higher Education 

Mr. Adelhelm MERU 

Director General, Vocational Education and 

Training Authority 

Mr. Khamis KHAMIS 

Tutor, Karume Technical College 

Mr. Lars HALD 

Chief Technical Advisor, Vocational Education and 

Training Authority, DANIDA 

Uzbekistan/Ouzbékistan 

Chief Participant: Mr. Khayriddin MASUDOV 

Deputy Chief, Center for Specialized Secondary and 

Vocational Education, Ministry of Higher and 

Secondary Specialised Education

Mr. Farkhod KHAMIDOV 

Attaché, Embassy of the Republic of Uzbekistan 

in Seoul 

Mr. Alisher MIRSALIHOV 

Vanuatu 

M. Daniel Henri LAMOUREUX 

Proviseur, Institut National de Technologie 

de Vanuatu 

Venezuela 

Mr. Murillo M. ALBERTO 

Chargé D'Affaires, Embassy of Venezuela in Seoul 

Vietnam 

Chief Participant: Ms. Thi Hoang Cuc LÊ 

Secretary, Vietnam National Commission for 

UNESCO 

Yemen/Yémen 

Chief Participant: Mr. Gamal AL-KHAWLANI 

Deputy Minister, Yemeni Ministry of Labour and 


Brunei Darussalem 

Mr. Dato Haji Mustafa ABU BAKAR 

Director of Technical Education, Ministry of 

Education 

Mr. Nazamsah HAJI IBRAHIM 

Acting Secretary, Brunei Darussalem Technical and 

Vocational Education Council 

Holy See/Saint-Siège 

Mr. Giovanni Battista MORANDINI 

Ambassador, Holy See Embassy in Seoul 

Mr. Jong-su KIM 

Secretary General, Catholic Bishops' Conference of 

Korea 

Mr. Hisham KUHAIL 

Deputy Minister 

Ministry of Higher Education 

Non-Member States/Etats non membres 

~ 121 ~ 

Zambia/Zambie 

Chief Participant: Dr. Danny PULE 

Deputy Minister, Ministry of Science, Technology 

and Vocational Training 

Mr. Mwamaka Lweya MULAGA 

Director, Planning and Development, Ministry of 

Science, Technology and Vocational Training 

Mr. Sandford Abraham MUPANGA 

Director, Department of Technical Education and 


Zimbabwe 

Chief Participant: Mr. Celestino Grey CHIVANDA 

Principal, Harare Polytechnic 

Mr. Stephen J.L. MOYO 

Counsellor, National Manpower Advisory Council 

Mr. Duk-ho KIM 

Director of Planning Department, Korea Foundation 

of Polytechnic College 

United States of America/Etats-Unis D'Amérique 

Professor Robert Allen HALL 

Department of Corrections, New Hampshire 

Mr. Chet RZONCA 

Associate Professor, University of Iowa 

Palestinian Authority/Autorité palestinienne 

Mr. Ziad JWEILES 

Director-General for Colleges and Technical 

Education, Ministry of Higher Education

Dr. Ali N. ALGHAFIS 

Vice Governor, General Organisation for 

Technical Education and Vocational Training 

Kingdom of Saudi Arabia 

Dr. Munther AL-MASRI 

President, National Center for 

Human Resources Development 

Jordan 

Mme Colette ARNOLD 

Inspecteur de l'Enseignement Technique, Ministère 

de l'Education Nationale, de la Recherche et de la 

Technologie 

France 

Mr. Frantisek BARTAK 

Deputy Director, Research Institute of Technical 

and Vocational Education 

Czech Republic 

Dr. Chiranjib Kumar BASU 

Director-Emeritus, Colombo Plan Staff College for 

Technician Education 

Dr. András BENEDEK 

Deputy State Secretary, Ministry of Education 

Hungary 

Ms. Adrienne BIRD 

Chief Director, Human Resources Development and 

Employment Services, Department of Labour 

South Africa 

Mr. Jean-Luc BRUN 

Board Member, International Association for 

Educational and Vocational Guidance 

France 

Dr. Suk-Min CHANG 

Director General, Korea Research Institute for 

Vocational Education and Training (KRIVET) 


Dr. Chris CHINIEN 

Director of UNEVOC Canada 

Faculty of Education, University of Manitoba 

Canada 

Mr. Claudio DE MOURO CASTRO 

Chief Education Advisor, Social Programmes 

Division, Interamerican Development Bank 

Invited Specialists/Experts invités 

122 

Ms. Camilla EKLÖF 

Counsellor of Education, 

National Board of Education 

Finland 

Dr. William HALL 

International Consultant, National Centre for 

Vocational Education Research Ltd. 

Australia 

Dr. Rowland Barry HOBART 

Principal Consultant, Barry Hobart and Associates, 

International Consultants, Education and Training 

for the World of Work 

Australia 

Ms. Maria DE IBARROLA 

Investigador Cinvestav 3 "C", Centro de 

Investigacion y de Estudios Avanzados del IPN 

Mexico 

Dr. Wanjala B. KERRE 

Associate Professor, Moi University 

Kenya 

Mr. Ahsan Ullah KHAN 

Chairman, Skill Development Council, Karachi 

Pakistan 

Mr. Kenneth KING 

Professor, Director, Centre of African Studies, 

University of Edinburgh 

Scotland, United Kingdom 

Mr. Stanislaus Bernard LWAKABAMBA 

Professor, Director of Kigali Institute of Science, 

Technology and Management (KIST) 

Rwanda 

Mr. Guang-ping MENG 

Executive Vice-Chairman, Chinese Society 

of Vocational and Technical Education 

China 

Mr. Martin MIRANDA 

Coordinador de Educacion Media Técnico- 

Profesional, Ministerio de Educacion 

Chile 

Dr. Arun K. MISHRA 

Director, Pandit Sunderlal Sharma Central 

Institute of Vocational Education

Dr. Hermann MÜLLER-SOLGER 

Head, Federal Ministry of Education, Science, 

Research and Technology 

Germany 

Ms. Marianne NGANUNU 

Director, Department of Vocational Education and 


Botswana 

Ms. Telmina PEREIRA 

Director, National Directorate for Technical and 

Vocational Education, Ministry of Education 

Mozambique 

Mr. Jaime RAMIREZ-GUERRERO 

Consultant, Red Latinoamericana de Educacion y 

Trabajo Nodo Colombiano 

Colombia 

∼ 123 ∼ 

Dr. Hermann W. SCHMIDT 

Professor, Former President, Federal Institute for 

Vocational Training (BIBB) 

Germany 

M. Oumar SOCK 

Directeur, Ecole Supérieure Polytechnique 

Sénégal 

Mr. Brian STANFORD 

Consultant, Stanford and Associates 

Australia 

Mr. Kenneth WILTSHIRE 

Chairperson, Australian National Commission 

for UNESCO 

Australia 

Ms. Madeleine WOOLLEY 

Director, Adelaide Institute of TAFE 

Australia 

Representatives of Organisations of the United Nations System/ 

Représentants d'Organisations du système des Nations Unies 

International Labour Organization (ILO) 

Ms. Mitsuko HORIUCHI 

Assistant Director General 

responsible for Asia and the Pacific 

Thailand 

Mr. Frans LENGLET 

Director of Training, International Training Centre 

Italy 

Ms. Ayse Gun MITCHELL 

Senior Policy Adviser, Training Policies Branch, 

Training and Employment Department, 

International Labour Office 

Switzerland 

Mr. Nikolai PETROV 

Chief, Technical Co-operation Team, 

International Labour Office 

Switzerland 

Mr. Trevor RIORDAN 

Senior Specialist in Vocational Training, Regional 

Office for Asia and the Pacific 


Mr. Pedro WEINBERG 

Director, Inter-American Vocational Training 

Research and Documentation Centre 

Uruguay 

United Nations Development Programme 

(UNDP) 

Mr. John LAWRENCE 

Former Principal Officer, 

United States of America 

Mr. Somsey NORINDR 

Resident Coordinator, 

Republic of Korea

OBSERVERS/OBSERVATEURS 

Organisations of the United Nations System/Organisations du système des Nations Unies 

World Bank 

Mr. Christopher Joseph THOMAS 

Educator, East Asia Human Development 

Department 


Mr. David FRETWELL 

Senior Employment and Training Specialist 


∼ 124 ∼ 

Mr. Adriaan VERSPOOR 

Education Sector Leader Africa 


Mr. John MIDDLETON 

Senior Education Adviser 


Intergovernmental Organisations/Organisations intergouvernementales 

Agence intergouvernementale de la 

Francophonie 

M. Hamidou Arouna SIDIKOU 

Directeur de l'éducation et de la formation 

technique et professionnel 

France 

M. Bougouma N'GOM 

Secrétaire Général de la CONFEMEN 

Sénégal 

M. Hervé TEISSEIRE 

Responsable de projets 

France 

M. Taliby KABA 

Secrétaire général du Ministère de l'Enseignement 


Guinée 

M. Ahmed MEDIMAGH 

Directeur général de la Formation Professionnelle 

Tunisie 

M. D. Malick TRAORE 

Directeur général de l'Enseignement Secondaire, 


Burkina Faso 

M. Marcellino PIPITE 

Directeur de l'Enseignement Technique et 

Professionnel 

Vanuatu 

Arab Bureau of Education for the Gulf States 

Dr. Saeed M. AL-MULLAIS 

Director General 

Saudi Arabia 

Colombo Plan Staff College for Technician 

Education 

Dr. Bernardo ADIVISO 

Director 

The Philippines 

Commonwealth of Learning 

Mr. John BARTRAM 

Education Specialist 

Canada 

European Training Foundation 

Mr. Ulrich HILLENKAMP 

Deputy Director 

Italy 

Ms. Evelyn VIERTEL 

Regional Coordinator 

Italy 

Ms. Gisela SCHÜRINGS 

Head of Information and Publications Department 

Italy 

Islamic Educational, Scientific and Cultural 

Organization (ISESCO) 

Mr. Seydou CISSE 

Programme Specialist 

Morocco

Organization for Economic Cooperation and 

Development (OECD) 

Mme Marianne DURAND-DROUHIN 

Principal Administrator, Education Division 

France 

∼ 125 ∼ 

South-East Asian Ministers of Education 

Organisation, Regional Centre for Vocational 

and Technical Education 

Mr. Haji Abdul Ghani HAJI OMAR 


Negara Brunei Darussalem 

Mr. Benito BENOZA 

Assistant to the Director 

Philippines 

Non-Governmental Organisations/Organisations non gouvernementales 

Asian-South Pacific Bureau of Adult Education 

Mr. Richard BAGNALL 

Associate Professor of Adult and Vocational 

Education 

Australia 

Mr. Robert Francis GARCIA 

Programme Officer 

Philippines 

Mr. Rewat SUTHAM 

Department of Non-formal Education 


Association for Educational Assessment 

Mr. Olu AINA 

Member of Executive Committee 

Nigeria 

Australian Education Union 

Mr. Ian Fraser MACKIE 

Federal Deputy President 

Australia 

Mr. Rex HEWETT 

Federal TAFE Secretary 

Australia 

City & Guilds of London Institute 

Ms. Catherine BUSH 

Development Manager 

United Kingdom 

Education International 

Mr. Elie JOUEN 

Deputy General Secretary 

Belgium 

Mr. Ulf FREDRIKSSON 

Co-ordinator 

Belgium 

European Centre for the Development 

of Vocational Training 

Mr. Carlos DA CRUZ 

Informatics Assistant 

Greece 

Mr. Colin McCULLOUGH 

Assistant to Directorate 

Greece 

Federation of Korean Free Trade Unions 

Mr. Jin-Kui NOH 

Senior Director, Policy Office 


Gewerkschaft Erziehung und Wissenschaft 

Ms. Annelie STRACK 

Member of the GEW Working Group 

"Vocational and Further Education" 

Germany 

International Vocational Education and 

Training Association 

Ms. Johanna LASONEN 

Senior Researcher, Institute for Educational 

Research 

Finland 

Korea Student Christian Federation 

Mr. Chong-Yul PARK 

General Secretary 


National Association of Schoolmasters 

Union of Women Teachers (NASUWT) 

Mr. Martin JOHNSON 

Senior Vice-President 

United Kingdom

National Occupational Informational 

Coordinating Committee 

Ms. Juliette LESTER 



National Union of Teachers 

Mr. Steve SINNOTT 

Deputy General Secretary 


National Union of the Teaching Profession 

Mr. Matthew NG YEAN SIANG 

General Treasurer 

Malaysia 

Scottish Qualifications Authority 

Mr. Chris BROWN 

Head of Qualifications 


Syndicat National des Enseignements de 

Second Degré 

M. Yves BAUNAY 

Secrétaire National 

France 

∼126 ∼ 

Syndicat National des Professeurs de Lycée 

professionnel et des Personnels d'Education 

M. Bernard PABOT 

Secrétaire Général 

France 

Teachers Trade Union 

Mr. Jose Maria LEONFANTI 

Secretario de Prensa 

Argentina 

World Association for Educational Research 

Mr. Wolfgang HELLWIG 

Junior Researcher 

Germany 

Ms. Ute LANZENDORF 

Junior Researcher 

Germany 

World Confederation of Teachers 

Mr. Helmut SKALA 

Vice President 

Austria 

Mr. August VAN DONGEN 

Secretary General 

Belgium 

World Council of Comparative Education 

Societies 

Dr. David N. WILSON 

President 

Canada 

Foundations and Institutions/Fondations et institutions 

Arbeitsgemeinschaft Berufliche Bildunge 

V. – Hochschule, Betrieb und Schule 

Mr. Peter COLLINGRO 

(also representing the GTZ), Germany 

Deutsche Gesellschaft für Technische 

Zusammenarbeit (GTZ) 

Mr. Horst SEEL 

Germany 

Institut Universitaire d'Etudes de 

Développement 

M. Michel CARTON 

Professeur 

Suisse 

International Foundation for Human 

Development 

Mr. Rao V.B.J. CHELIKANI 

President 

India 

US Agency for International Development 

Ms. Emily VARGAS-BARON 

Deputy Assistant Administrator 


Mr. Robert S. McCLUSKY 

Education Specialist, Workforce 

United States of America

ALCATEL 

M. Patrick BOURRIER 

Vice Président, Affaires Internationales 

France 

Mr. Naceur BOUCHOUCHI 

Director, Co-operation Division 

“Priority Africa” Department, UNESCO Paris 

Mr. Mohammed Shamsul ALAM 

UNESCO Representative in Iran 

Mr. Jorge WERTHEIN 

UNESCO Representative in Brazil 

Industry/Industrie 

∼127 ∼ 

ONYX Interactive 

Mr. Ori KAREV 

Director, International Marketing 

Israel 

UNESCO Representatives and Consultants / 

Représentants et consultants de l’UNESCO 

Mr. Chander J. DASWANI 

Consultant 

Mr. Ettore GELPI 

Consultant 

Mr. Gerald PILLAY 

Consultant

∼ 128 ∼

1. Plenary Meetings 

Director-General 

F. Mayor 

Secretarial assistance 

CONGRESS SECRETARIAT 

Ms F. Gazdar, ED/SVE/TVE 

I. I. UNESCO UNESCO UNESCO Secretariat 

Secretariat 

Deputy Director-General for Education and Representative of the Director-General 

C.N. Power, DDG/ED 

Assistant to DDG/ED 

A. Parsuramen, Director ED/SVE 

Secretary-General of the Congress 

Q. Tang, Director, ED/SVE/TVE 

Assisted by 

P. Herold, Director, ED/BPC/ECM 

[planning/co-ordination of the work of the Secretariat] 

Y. Yoon, ED/SVE/TVE 

[liaison with host country] 

Assistants to the Rapporteur/Head of Drafting Group 

(i) Recommendations 

M. Perera, ED/SVE/TVE 

M. Qureshi, ED/SVE/TVE 

(ii) Oral Report and Closing speech of DDG/ED 

A. Yousif, Director, ED/BAS/LIT 

Secretarial assistance 

Ms M. Hassine, ED/BPC/ECM 

Ms M. Triouleyre, ED/ERD 

2. Meetings of Commissions [I to IV] 

Secretary of Commission I 

H. Krönner, Chief, IUG/Berlin 

∼129 ∼

Secretary of Commission II 

L.E. Munjanganja, UNESCO Bangkok 

A. Dyankov, ED/SVE/TVE 

Secretarial assistance Commissions I and III 

Ms K. Guebre-Xabier, ED/SVE/TVE 

Secretary of Commission III 

Ms S. Osugi, ED/SVE/TVE 

Ms E.M. Leite, UNESCO Santiago de Chile 

Secretary of Commission IV 

S. Sulieman, UNESCO Beirut 

Secretarial assistance to Commissions II and IV 

Ms J. Boulmer, ED/ECP 

Co-ordination of Round Tables 

A. Mariro, UNESCO Dakar 

3. List of Participants 

Ms P. Bohling, ED/SVE/TVE 

4. Services to work closely with National Steering Committee 

4.1 Administrative services 

J.-F. Dujoux, CLD/C 

4.2 Interpretation 

M. Boulares, Chief, CLD/I 

Ms A. Bourdelet 

Ms C. Bret 

R. Wolfenstein 

C. Speed 

Ms O. Montpetit 

Ms A. Mukerjee 

K. Ottavi 

4.3 Translation 

M. Sandman, CLD/T, French Reviser 

Ms M. Bouarour, CLD/T 

∼130 ∼

4.4 Management of meeting rooms 

P. Amour, CLD/C 

4.5 Documents control 

F. Ghebre, Chief, CLD/P 

4.6 Exhibition 

Ms K. Nguyen Thi, ED/OAI 

Ms P. Toigo, ED/OAI 

Ms S. Ayeh, IUG/Berlin 

4.7 Media coverage 

A. Da Costa, Director, OPI/REG 

Ms J. Caro-Gardiner, OPI 

R. Amelan, OPI 

5. Round Tables 

P. Belanger, Director, UIE/Hamburg 

Ms Madhu Singh, UIE/Hamburg 

D. Atchoarena, IEP 

Ms F. Caillauds-Foy, IEP 

6. NGO Forum 

M. Millward, Chief, BRX/NGO 

Ms Y. Manabe, BRX/NGO 

II II HOST HOST COUNTRY COUNTRY ADMINISTRATIVE ADMINISTRATIVE SECRETARIAT 

SECRETARIAT 

1. President of KRIVET 

Mu-keun LEE 

2. Director-General 

Seong-woo HAN 

3. Congress Team (Director: Seong-yong PARK) 

Official Event: 

Hye Won KO 

Kwi Bae KIM 

Ha-Ok KIM 

Jong-Jin SONG 

∼131 ∼

Venue Management: 

Registration: 

Ji-Sun CHUNG 

Sun Kyung LEE 

Su Kyung LEE 

Hyun Jung LEE 

Hae Young KIM 

Ji-hee CHOI 

International NGO Forum: 

Sang-Jin KIM 

Mi-A SHIN 

Functional Room: 

Hong-Chan JEON 

Jeong-Ho KO 

4. Public Relations Team (Director: Whan-Sik KIM) 

Tour & Transportation: 

Juwon YOON 

Study Visit Programme: 

Ji-Won NOH 

Press & Publicity: 

Eun-Sang CHO 

Eun-A KIM 

5. Administration Team (Director: Jong-Baak YOON) 

Airport Reception: 

Seung-Ho LIM 

Hyung-Chul JEONG 

Hae-Joo JEONG 

Mee-Souk KIM 

Chan-Woo JEONG 

Administration: 

Dong-Jin CHOI 

∼132 ∼

6. Protocol Team (Director: Mi-Sug JIN) 

Domestic Affair: 

Tae-Joune PARK 

Hyun-Soo KIM 

International Affair: 

Ji-Yeon LEE 

Youn-Hee PARK 

7. Exhibition Team (Director: Kisung LEE) 

Management: 

Sun-Yee HONG 

Byung-Jun YI 

8. INTERCOM Convention Inc. (President: Tae-Yong CHON) 

Young-Don KWON 

Yoon-Hee HAN 

Hyung-Taek KIM 

Juyeon PARK 

Hey-Sook KIM 

9. Kyungyon Exhibition Corp. (President: Young-Soo KIM) 

Jun-Seok OH 

Tae-Ryong KIM 

Kyung-Ho SHIN 

Gil-Soo KIM 

Kyung-Hyun PARK 

Jung-Woo PARK 

Mee-Jung KIM 

MINISTRY OF EDUCATION, REPUBLIC OF KOREA 

Lifelong Education Bureau 

Director-General Yong-Hyun KIM 

(Vocational and professional Education Policy Division) 

Director Jong-Myun PAIK 

Deputy Director Joo-Ho PARK 

∼133 ∼

International Education Cooperation Bureau 

Director-General Kee-Un CHUNG 

(International Education Cooperation Office) 

Director Nam-Chang JU 

Deputy Director Se-Hee OH 

Deputy Director Bo-Bae PARK 

Deputy Director Gyeong-Hee HAHN 

(Overseas Resident Education Office) 

Deputy Director Tae-Kyung KIM 

∼134 ∼

Lifelong learning and training: a bridge to the future - Unesco-Unevoc

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