Two new UNESCO Recommendations on education

04 April 2016

A signing ceremony was held of two key international Recommendations on education that reflect new global trends and support the Education 2030 Framework for Action.

The President of UNESCO’s General Conference, Mr Stanley Mutumba Simataa, and UNESCO’s Director-General, Ms Irina Bokova, signed the Recommendation on Adult Learning and Education and the Recommendation concerning Technical and Vocational Education and Training at UNESCO Headquarters, Paris on 4 April.

The revision of these key international instruments responds to the request of Member States to adapt them to reflect new educational, social, economic, cultural and political trends. The Recommendations were enthusiastically adopted by Member States at the 38th session of the General Conference held in Paris, in November 2015. They are the most up-to-date and comprehensive tools for decision-makers, practitioners, social partners, civil society and other stakeholders in these two complementary areas. They will be used around the world to guide the transformation and expansion of equitable learning opportunities for youth and adults.

In particular, the adoption of the Recommendation on Adult Learning and Education (ALE) gives momentum to strengthening ALE as it lays out guiding principles and a comprehensive, inter-sectoral approach to its promotion and development worldwide. The Recommendation concerning Technical and Vocational Education and Training (TVET) reflects new trends in TVET as it provides an integrated and holistic approach to education and training that ensures the promotion of a broad spectrum of knowledge, skills and competencies for work and life.

The simultaneous adoption of both instruments is a reflection of the high priority placed by the international community on the development of lifelong learning. The instruments stress the importance of opportunities for lifelong learning, adult learning and education, and skills development for inclusive economic growth, employment and decent work, the alleviation of poverty, social well-being, gender equality and sustainable learning societies.

The adoption of the instruments is timely as they are valuable resources to support Member States’ policy reforms as implementation of the Education 2030 Framework for Action and the wider 2030 Agenda for Sustainable Development get underway.

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