UNESCO & incluD-ed collaborate for a more inclusive society launching an e-discussion on Inclusive Technical Vocational Education and Training (TVET)
Tue, 15/12/2015
The online discussion “Inclusive Technical Vocational Education and Training (TVET) in the Context of Lifelong Learning: Empowering People with Disabilities with Skills for Work and Life”, was organized by the UNESCO Education Department and the European Network for Inclusive Education and Disability (incluD-ed), took place between 29 October and 18 November. The aim of the discussion was to analyze TVET policies, systems, programmes and practices from the perspective of inclusive education and social equity, with a central focus on people with disabilities. The e-discussion moderated by Edgar Pereira (CERCICA, Portugal) was online within the WSIS Knowledge Community “Building Inclusive Societies for Persons with Disabilities”. 30 participants from 21 different countries, covering the 5 continents, posted 102 comments and many more attended.
The idea of launching an initative toghether was born when incluD-ed and its founding partners visited UNESCO headquarters in Paris in June 2015. TVET was seen as key issue to be approached at international level from an inclusive perspective. Building upon previous experience by UNESCO on online discussions, joint work with incluD-ed started.
Scope and objectives of the online discussion
The aim of the online discussion was to analyze TVET policies, systems, programmes and practices from the perspective of inclusive education and social equity, with a central focus on people with disabilities, and to consider what can be done to ensure that TVET fulfils its aims for the 2030 Agenda for Sustainable Development, including Sustainable Development Goal 4 on ‘Education’ and Sustainable Development Goal 8 on ‘Promoting sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all’, including for young people and persons with disabilities, and equal pay for work of equal value’.
The discussion was also inspired on the principles of the UN Convention on the Rights of Persons with Disabilities, particularly its article 24 on Education and article 27 on Work and Employment.
A background document was made available in English, Spanish and French to launch the debate and organize the discussion in three main topics:.
- Topic 1: Advancing inclusive and equitable access to TVET
- Topic 2: Improving quality and relevance in TVET to support transitions
- Topic 3: Transforming TVET for inclusive and sustainable societies
Representatives of civil society, private sector, governments, researchers and academics took part in the lively discussion.
Contributions came from all regions of the world:
Europe and North America (Spain, Portugal, Ireland, United Kingdom of Great Britain and Northern Ireland, France, Austria, and Canada), Asia and the Pacific (India, Australia, and Pakistan), Africa (Madagascar, Mali, Liberia, Gambia, Haiti, Uganda, Central African Republic, Niger, Nigeria, and Namibia) as well as Latin America and the Caribbean (Dominican Republic, Haiti).
As a result of the discussion a document containing recommendations based on the contributions to the three key questions already available here.
A brief summary of this concluding document can be found here
You can read the whole discussion by clicking on this link.
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Lead contributors to the initial reflection and conclusions or the online discussion
- Edgar Pereira, CERCICA
- Florence Migeon, UNESCO Education Sector
- Keith Holmes, UNESCO Education Sector
- Carla Bonino, Fundación ONCE as incluD-ed leading organization
- Martine Aitken, incluD-ed Technical Secretariat operated by P.A.U. Education
- Annett Räbel, incluD-ed Technical Secretariat operated by P.A.U. Education
