ethanporcaro/eric-fulltext-meta huggingface dataset:
Advancing TVET for Youth Employability and Sustainable Development. Promising Practices in TVET and Entrepreneurship Education in the Arab States (Beirut, Lebanon, November 19-21, 2013). Meeting Report
Author: Sulieman, Sulieman, Comp.
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Vocational Education,Technical Education,Employment Potential,Sustainable Development,Youth,Entrepreneurship,Computer Uses in Education,Meetings,Secondary Education,Higher Education

UNESCO-UNEVOC and UNESCO Regional Bureau, Beirut, in cooperation with the Ministry of Education and Higher Education, Lebanon (General Directorate for Vocational and Technical Education, GDVTE, and Center for Educational Research and Development, CERD), organized a three-day Regional Expert Meeting (Beirut, 19-21 November 2013) as a platform for networking and dialogue involving regional UNEVOC centres, TVET institutions, and other relevant stakeholders. It was the last of five regional follow-ups to the Shanghai Consensus on developing and sharing policy and Promising Practices on youth and skills and greening TVET. Attended by 35 TVET experts representing UNEVOC Centres, international, regional and national organizations, the three-day meeting provided participants the opportunity to share their experiences by highlighting success stories on the introduction of entrepreneurship education (EPE) and ICT in TVET in particular. Annexes include: (1) Agenda; (2) List of Participants; and (3) TVET and EPE Initiatives and Projects proposed by Working Groups.
UNESCO-UNEVOC Regional Forum Asia and Pacific: Advancing TVET for Youth Employability and Sustainable Development (Seoul, Republic of Korea, September 4-6, 2013). Meeting Report
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Technical Education,Employment Potential,Youth,Sustainable Development,Meetings,Educational Change,Educational Innovation,Skill Development,Partnerships in Education,Regional Cooperation,Secondary Education,Higher Education

To strengthen global and regional harmonization for the advancement of TVET transformation through the capacities of UNEVOC's unique global Network of specialized TVET institutions and affiliated partners, the UNESCO-UNEVOC International Centre organized a series of meetings to be held in all regions of the world. The meetings are organized following the recommendations outlined in the Shanghai Consensus, in which the role of the UNEVOC Network is highlighted as playing a key role in developing the capacities of decision-makers and practitioners, and facilitate the involvement of all stakeholders in TVET transformation and development across the globe. In collaboration with the Korea Research Institute for Vocational Education and Training (KRIVET) and the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ GmbH), the Asia and Pacific Regional Forum on Advancing TVET for Youth Employability and Sustainable Development was held from 4 to 6 September 2013. Hosted in Seoul, Republic of Korea, the 3-day event aimed at strengthening regional harmonization for the advancement of TVET transformation through networking, partnerships and mobilization of expertise and resources, and provided a platform to showcase innovative and evidence-based regional promising practices in the fields of Youth and Skills and Greening TVET. Annexes include: (1) List of Participants; (2) Resources; and (3) Session chairs, moderators, and facilitators.
Revisiting Global Trends in TVET: Reflections on Theory and Practice
Author: Ananiadou, Katerina, Ed.
Date: 2013-00-00
Type: Collected Works - General
Subjects: Technical Education,Vocational Education,Social Justice,Secondary Education,Higher Education,Student Interests,Experiential Learning,Skill Development,Job Skills,Workplace Learning,Educational Methods,Career Guidance,Career Development,Entrepreneurship,Rural Development

The essays presented in this publication are complementary to the UNESCO forthcoming volume on global TVET trends and issues in UNESCO's new Education on the Move series. They cover a wide, although certainly not exhaustive, range of current practices, ideas and debates in the field of technical and vocational education and training (TVET). They come at a time when the importance and value of TVET is being increasingly recognized in the context of lifelong learning in a globalized world, by UNESCO and other national, regional and global stakeholders in education and international development. The following essays are included in this publication: (1) Reconceptualizing TVET and development: a human capability and social justice approach (Leon Tikly); (2) Vocationalization of secondary and higher education: pathways to the world of work (Rupert Maclean and Margarita Pavlova); (3) The attractiveness of TVET (Christopher Winch); (4) Learning through practice: beyond informal and towards a framework for learning through practice (Stephen Billett); (5) Work-based learning: Why? How? (Richard Sweet); (6) Why improved formal teaching and learning are important in technical and vocational education and training (TVET) (Jeanne Gamble); (7) Career guidance and orientation (A. G. Watts); (8) TVET and entrepreneurship skills (Aboubakr Abdeen Badawi); and (9) Technical and vocational education and training, and skills development for rural transformation (Darol Cavanagh, Greg Shaw and Li Wang). (An index is included. Individual papers contain references.)
Attractiveness of Vocational Education and Training: Permeability Successful School-to-Work Transitions and International Mobility. Selected Bibliography
Author: Linten, Markus, Comp.
Date: 2014-09-00
Type: Reference Materials - Bibliographies
Subjects: Vocational Education,Education Work Relationship,Transfer of Training,Occupational Mobility,Foreign Countries,Literature Reviews,Bibliographies

This bibliography covers the topics of international mobility, transfer and transitions in TVET, and their role in increasing its attractiveness. It features the range of currently available literature such as articles, books, government reports, UN agency documents, donor community documents, research theses, and other sources published in the last five years. All information included in these reviews was obtained through an extensive search of online journals, conferences, databases and archives. Published in the context of two events, namely the 2014 BIBB Congress on &quot;Structuring Vocational Education and Training in a More Attractive Way--Facilitating Greater Permeability&quot; held in Berlin (18-19 September 2014) and the UNESCO-UNEVOC Global Forum on &quot;Skills for Work and Life Post-2015&quot; in Bonn (14-16 October 2014), this annotated bibliography aims to showcase worldwide developments in TVET. The resources in the bibliography are organized by the following topics: (1) Attractiveness; (2) Permeability; (3) International Mobility; and (4) School-to-Work Transitions. Search-Sources are appended.
UNESCO-UNEVOC in Action: Biennial Report 2012-2013
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Technical Education,International Organizations,Access to Education,Sustainable Development,Meetings,Skill Development,Capacity Building,Networks,Knowledge Management,Partnerships in Education,International Cooperation,Publications,Foreign Countries,Secondary Education,Postsecondary Education

This biennial report provides a comprehensive overview of UNESCO-UNEVOC's activities in technical and vocational education and training in 2012-2013. It illustrates UNESCO-UNEVOC's contributions to the UNESCO 36 C/5 sectoral priorities and programmatic objectives. Specifically, UNESCO-UNEVOC contributed to the biennial sectoral priority in Education which focused on &quot;scaling up equity, inclusion and quality in education and lifelong learning for sustainable development and a culture of peace and non-violence&quot;. UNESCO-UNEVOC contributed to the acceleration of progress towards Education for All (EFA) and education for sustainable development (ESD). The report indicates how the UNESCO-UNEVOC has helped to improve TVET in UNESCO Member States and serves as an information document for those interested in the work of the Centre. We hope that the readers will find the report useful for their work. This biennium was a crucial one for TVET in UNESCO. Highlights included the Third International TVET Congress in Shanghai, China, organized by UNESCO, and a follow-up meeting at UNESCO-UNEVOC in Bonn on the occasion of its 10-year anniversary. The Third TVET Congress was attended by more than 500 practitioners, experts and policy makers and resulted in a set of important recommendations--the Shanghai Consensus--that has guided the work of UNESCO-UNEVOC and its global network in the second half of the biennium. A list of visitors to the UNESCO-UNEVOC International Centre is appended.
Entrepreneurship Education in the Arab States. Component II: Regional Synthesis Report
Author: El-Kiswani, Abeer
Date: 2013-02-00
Type: Reports - Research
Subjects: Foreign Countries,Entrepreneurship,Arabs,Educational Policy,Policy Formation,Regional Cooperation,Geographic Regions,International Cooperation,Program Evaluation,Holistic Approach,Labor Force Development,Skill Development,Individual Development,Business Skills,Interpersonal Competence,Curriculum Development,Teacher Education,Educational Objectives,Best Practices,Educational Innovation,Strategic Planning

The UNEVOC-UNESCO International Centre in cooperation with the Regional Bureau for Education-Beirut published the regional synthesis report on Component II of the regional project on entrepreneurship education in the Arab States (2009-2012). With support from the StratREAL Foundation, the project aimed at supporting Arab countries in the development of educational policies and programmes to include the concept of entrepreneurship in their formal education systems. The regional synthesis report on Component II of the initiative highlights the results and outcomes of the project in the four participating countries, namely Jordan, Lebanon, Morocco and Oman. The regional experiences reflect a growing importance to target youth competencies in a wider range, covering life skills, personal development, business development, and social entrepreneurial skills development. The report concludes that the four-year project contributed to an increased awareness on the importance of entrepreneurship education in the region as a means for knowledge and skills development related to business, industry, and self-employment through the education system and facilitated regional and national cooperation. Alongside the development of the regional synthesis report, a final evaluation was carried out to assess the outcome and impact of the activities implemented and captured the experiences and lessons learned throughout the project. The evaluation identifies effective methods to realize the integration of entrepreneurship education, with particular reference to concrete recommendations for follow-up action. The project has demonstrated the importance of a holistic approach to the development of a strong and innovative workforce in the Arab States. Two annexes include: (1) Project Coordinators/Focal Points; and (2) Summary of the Experiences and Activities of Entrepreneurship Education in the Educational Systems of Arab States. [For &quot;Entrepreneurship Education in the Arab States. Final Evaluation Report,&quot; see ED560500.]
UNESCO-UNEVOC in Brief
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: International Organizations,Vocational Education,Technical Education,Networks,Advocacy,Capacity Building,Publications,International Cooperation,Partnerships in Education,Internship Programs

Technical and vocational education and training (TVET) refers to a range of learning experiences that are relevant to the world of work and take place in a variety of learning contexts, including in the formal, non-formal and informal sector. A fundamental purpose of TVET is to equip people with capabilities that can broaden their opportunities in life. TVET can play an important role in preparing young people for the world of work and provide them with the skills necessary to find decent (self-) employment. The UNESCO-UNEVOC International Centre for TVET has the unique mandate of promoting and supporting countries to implement TVET that is relevant, lifelong and accessible to all. The UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training assists UNESCO's Member States to strengthen and upgrade their TVET systems. This document provides a quick overview of the work of the UNESCO-UNEVOC International Centre. It is divided into the following nine topic areas: (1) The importance of Technical and Vocational Education and Training (TVET); (2) About the UNESCO-UNEVOC International Centre; (3) The global UNEVOC Network; (4) Advocacy and capacity development in TVET; (5) Knowledge management and resource development; (6) Online services; (7) International collaboration and partnerships; (8) Visiting UNESCO-UNEVOC; and (9) Working at UNESCO-UNEVOC. A list of sources for further information is included.
Entrepreneurship Education in the Arab States. Final Evaluation Report
Author: Lamloumi, Jilani
Date: 2013-02-00
Type: Tests/Questionnaires
Subjects: Entrepreneurship,Teaching Methods,Foreign Countries,Program Evaluation,Nongovernmental Organizations,Educational Policy,Questionnaires,Program Descriptions,Informal Education,Community Programs,Private Sector,Cooperation,Networks,International Organizations

The report involves the findings of the final evaluation of the regional entrepreneurship education project in Arab States component II (2011-2012) (see ED560497), which is a joint activity between UNESCO and StratREAL Foundation. It aims to help the development of educational policies enabling the integration of entrepreneurship education within educational systems in Arab States. This project is also complementing many regional programs implemented at the non-formal level by NGOs, local communities and associations and the private sector. The report starts with an overall introduction of the project including a brief description of the stakeholders, the fixed goals and the components. It also focuses the project results and accomplishments. The report also deals with the acquired lessons and ends by giving recommendations for developing entrepreneurship education initiatives at the regional level. Two annexes include: (1) Project Coordinators/Focal Points; and (2) Entrepreneurship Education in the Arab States Project (2009-2012)--Final Evaluation Questionnaire.
Greening TVET: Qualifications Needs and Implementation Strategies. Report of the UNESCO-UNEVOC Virtual Conference, 12 to 26 November 2013
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Technical Education,Vocational Education,Social Change,Social Differences,Conflict,Climate,Environment,Conservation (Environment),Foreign Countries,Computer Simulation,Conferences (Gatherings),Employment Qualifications,International Organizations,Curriculum Development,Curriculum Implementation,Organizational Change,Environmental Education,Sustainable Development

Technical and vocational education and training (TVET) faces a number of challenges, including technological and societal changes, exemplified by changes in demography, rapidly changing labour markets, persistent social inequalities and conflict. These changes require people to possess skills that are adaptable to the changing nature of work and to new emerging jobs. At the same time, serious concerns about climate change, environmental degradation and scarcity of resources place great pressure on TVET to develop skills and competencies that pave the way towards a green economy and society. There are different views and needs associated with &quot;Greening Technical and Vocational Education and Training&quot; (GTVEt). From 12 to 26 November 2013, 185 participants from 65 countries intensely discussed this topic during the two-week virtual conference &quot;GTVET--Qualifications needs and implementation strategies&quot;, held on UNESCO-UNEVOC's e-Forum. The objective was to gather knowledge, experience and ideas to identify the need for further action and support in both practice and theory. The focus was placed on occupational qualification needs for GTVET, including curriculum development and implementation strategies. The online discussion followed four threads, tackling the following issues: (1) Qualifications needs; (2) Curriculum development; (3) Implementation strategies; and (4) Communication and support. Each thread is summarized in section 3 of this report. In addition to the discussions on the e-Forum, a live WebEx session was held, where ten e-Forum members discussed the challenges of implementing and developing GTVET. The most important results of this live session are also included in the summary of the four main discussion threads. All main findings and promising practices that emerged during the virtual conference are summarized in the report, including replies to the welcome message and closing message. In addition, a summary of the presentation on GTVET in Tanzania, which was prepared for the WebEx video conference, is attached as an annex to this report. Conclusions concerning the need for further action have been drawn and a number of outstanding issues are also illustrated. [This conference was moderated by Julia Kastrup and co-moderated by Dagmar Winzier.]
2nd Global Report on Adult Learning and Education: Rethinking Literacy
Author: Medel-Añonuevo, Carolyn, Ed.
Date: 2013-00-00
Type: Collected Works - General
Subjects: Adult Learning,Adult Education,Adult Literacy,Educational Policy,Lifelong Learning,Governance,Educational Finance,Financial Support,Access to Education,Educational Quality,Foreign Countries

This &quot;Global Report on Adult Learning and Education&quot; (&quot;GRALE&quot;) serves as UNESCO's international monitoring report, synthesizing the national progress reports from 141 countries. Unlike the first &quot;GRALE,&quot; which was prepared as a reference document for CONFINTEA VI, this report contains additional features. It offers the opportunity for all stakeholders to assess whether they are progressing in relation to the Belém commitments. This report and succeeding reports will not only cover the five key areas of adult learning and education (policy, governance, participation, financing, and quality as per the &quot;Belém Framework of Action&quot;), but also highlight one theme in each issue. As the &quot;Belém Framework for Action&quot; affirms the fundamental role of literacy within adult education, and since the United Nations Literacy Decade (UNLD) ended in 2012, adult literacy was selected as the special theme of this report. In addition to the data from national progress reports, a literature review of the six areas was also undertaken to identify trends in these areas since 2009. The response rate in this round of reporting was more than satisfactory. The 129 completed national progress reports that UIL received from 127 Member States (the United Kingdom submitted separate reports for England, Scotland, and Wales) provided a large amount of new information, which was used as a basis for the qualitative and quantitative analysis, and constitutes the foundation of the Global Report. In addition, ten countries submitted narrative reports. Because these did not follow the format of the reporting template, they could not be considered in the quantitative data analysis, but were referred to, where possible, in the Report. Following a foreword by Irina Bokova, the report contains the following chapters: (1) Literacy as a Foundation for Adult Learning and Education (Ulrike Hanemann); (2) Promoting Adult Education Policy within a Lifelong Learning Perspective (Bettina Bochynek and Christine Glanz); (3) Putting Governance Structures and Processes in Place (Werner Mauch, Peter Roslander, and Angela Owusu-Boampong); (4) Financing Adult Learning and Education (Jin Yang and Raúl Valdés-Cotera); (5) Expanding Participation and Provision in Adult Education (Rika Yorozu, Anna Bernhardt, and Lisa Krolak); and (6) Ensuring Quality in Adult Education (Madhu Singh). Contains an appendix with a list of the countries that submitted reports. Individual chapters contain bibliographies. [Final editorial work was undertaken with the assistance of Anna Bernhardt.] [For the first &quot;Global Report on Adult Learning and Education,&quot; see ED540497.]
Proceedings of the International Conference on Educational Data Mining (EDM) (8th, Madrid, Spain, June 26-29, 2015)
Author: Santos, Olga Cristina, Ed.
Date: 2015-00-00
Type: Collected Works - Proceedings
Subjects: Data Analysis,Educational Research,Computer Uses in Education,Integrated Learning Systems,Intelligent Tutoring Systems,Educational Games,Educational Technology,Higher Education,Elementary Secondary Education,Learning Processes

The 8th International Conference on Educational Data Mining (EDM 2015) is held under auspices of the International Educational Data Mining Society at UNED, the National University for Distance Education in Spain. The conference held in Madrid, Spain, July 26-29, 2015, follows the seven previous editions (London 2014, Memphis 2013, Chania 2012, Eindhoven 2011, Pittsburgh 2010, Cordoba 2009 and Montreal 2008). The EDM conference is a leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning processes. These data sets may come from the traces that students leave when they interact with learning management systems, interactive learning environments, intelligent tutoring systems, educational games or when they participate in a data-rich learning context. The types of data therefore range from raw log files to eye-tracking devices and other sensor data. This year's conference features three invited talks by Luis von Ahn and Matt Streeter (Duolingo), George Siemens, Ryan Baker and Dragan Gasevic (Athabasca University, Columbia University and University of Edinburgh respectively) and Pekka Räsänen (Niilo Mäki Institute). To facilitate further discussion of the increasingly important research issues, three interactive panels have been organized; on grand challenges in EDM, ethics and privacy considerations in EDM, and practical applications of EDM at scale. This year, together with the &quot;Journal of Educational Data Mining&quot; (&quot;JEDM&quot;), the JEDM Track was started to accommodate researchers who want to contribute a more substantial contribution than space allows in the conference proceedings, and yet to present their work to a live conference audience. The papers submitted to the track followed the regular JEDM peer review process; 4 papers have been accepted to the track and were presented at the conference. The abstracts of the invited talks, panels and accepted JEDM Track papers can be found in these proceedings. (Individual papers contain references.) [For the 2014 proceedings, see ED558339.]