Technical and vocational education and training...

Technical and vocational education

and training Recommendations

by Unesco and the International Labour Organisation

Unesco/I L O

Published in 1964 by the United Nations Educational. Scientific and Cultural Organization, Paris

and the International Labour Organisation, Geneva Printed by Georges Thone, Liège (Belgium)

© Unesco, ILO, 1962 Printed in Belgium

E D . 6 4 / D . 2 4 / A

C O N T E N T S

Introduction 5

Recommendation concerning technical and vocational education (Unesco) 7

Recommendation concerning vocational training (International Labour Organisation) 21

Introduction

T h e International Labour Organisation and Unesco, by virtue of their respective constitutions, have responsibilities with regard to vocational training, in the case of the I L O , and technical and vocational education, in the case of Unesco. Being desirous of discharging their obligations in this respect and of providing their M e m b e r States, for reference, with standards appropriate to the general development of the situation in the world over the past few years, the two organizations decided to define, in their respective spheres, the principles which should govern the organization of vocational training and of technical and vocational education.

With this in mind, draft international instruments concerning vocational training and technical and vocational education were drawn up. Consultations took place between I L O and Unesco during the preparation of these drafts, and they were subsequently submitted to the deliberative assemblies of the two organizations.

In June 1962, the General Conference of the International Labour Organisation adopted the Recommendation concerning Vocational Training, the draft of which had been submitted to it for preliminary discussion in 1961. * In December 1962, the General Conference of the United Nations Educational, Scientific and Cultural Organization likewise adopted the Recommendation concerning Technical and Vocational Education, the draft of which had been prepared by a meeting of consultants in 1961, discussed and amended by a second meeting of governmental experts in 1962, and put into its final form by a special working party.

T h e Recommendation concerning Vocational Training applies not only to training for industrial work but also to commercial training. A s the I L O had previously adopted the Vocational Training (Seafarers) Recommendation (1946), the Vocational Training (Agriculture) Recommendation (1956) and the R e c o m mendation concerning the Vocational Rehabilitation of the Disabled (1955) (Paragraphs 5-9), all of which were unanimously adopted by the delegates of governments, employers and workers at the Conference, and are still in force, this organization has thus established a system of standards with respect to vocational training covering all the sectors of economic activity and almost all categories of employment. It is true that managerial staff and supervisory staff above the level of foreman are not covered by the provisions of the new Vocational Training Recommendation, but their problems, including those of vocational training—like the problems of engineers and technicians—are being studied separately by the I L O .

Unesco's recommendation concerns the organization of technical and vocational education at all levels, in industry, agriculture, commerce and the related services.

1. This recommendation supersedes the Vocational Training Recommendation (1939). the Apprenticeship Recommendation (1939) and the Vocational Training (Adults) Recommendation (1950).

5

Introduction

W h a t reasons have led Unesco and the I L O to set out, in one booklet, these two instruments, which, in accordance with the rules in force, have already been published separately by each organization?

In the first place, it is obvious that the various systems of vocational training are closely related, whether the training is given in a school or at the place of work. T h e object of Unesco and the I L O in publishing the texts of their recommendations concerning technical and vocational education, on the one hand, and vocational training, on the other, in the same single-language booklet, dealing with one subject, from different but complementary standpoints, was not only to reaffirm the principle that the two systems should be complementary but also to show that the collaboration which has long existed between them is being strengthened. T h e two organizations had previously held frequent consultations and exchanged information and documentation on m a n y occasions, in order to avoid overlapping in their activities and to ensure that the best possible use was m a d e of existing resources; but the preparation of these instruments marks the first substantial effort at co-ordination between two agencies in the establishment of international standards.

Moreover, by issuing this joint publication, the two organizations have tried to m a k e available to the governments of their M e m b e r States a system of co-ordinated standards which they can take as a basis in organizing and gradually developing a full vocational training and technical education programme or m a k ing the necessary improvements to existing systems. T h e I L O and Unesco also hope that this booklet will reach all those responsible for training and education, whether they be officials in charge of the planning and administration of vocational and technical training in the various Ministries or provincial offices; persons w h o , in employers' or workers' organizations, chambers of commerce or industry or other professional associations, are responsible for working out the policy to be followed in this field and for putting it into practice; or educators and instructors providing training 'on the job'.

Lastly, this body of principles will be an invaluable guide to the two organizations in carrying out their task. It will be of use to the experts whose duty it is to advise and assist governments, as it will m a k e possible closer co-ordination at the various meetings convened by Unesco or the I L O to discuss the problems of vocational and technical training which arise either in this particular context or as factors in m o r e general problems, such as those of economic planning.

T h e fact that the Unesco and I L O recommendations reproduced hereafter constitute a system of co-ordinated standards, worked out for the use of all M e m b e r States and helpful to the organizations themselves in the carrying out of their tasks, does not imply, however, that these instruments deal with all the details of the application of the principles they set forth. While an attempt has been m a d e to cover all aspects of vocational and technical training, the texts have been drawn up in very general terms, so that each country m a y be able to apply them in practice in the w a y best suited to its o w n level of development. They were, moreover, adopted unanimously by the representatives of the various countries at the I L O and Unesco Conferences, despite the economic, political and social differences between these States.

Finally, by preparing and publishing the two recommendations reproduced in this booklet, Unesco and the ILO hope to contribute to the general effort being m a d e in connexion with the United Nations Development Decade, one object of which is to prompt the M e m b e r States of the Specialized Agencies to apply policies and adopt measures calculated to speed up economic and social development.

6

Recommendation concerning technical and vocational

education (Unesco)

The General Conference of the United Nations Educational, Scientific and Cultural Organization, meeting in Paris from 9 November to 12 December 1962, at its twelfth session, Recalling the constitutional responsibilities of the Organization for the promotion

of education, Considering that improved education is an important factor in economic, social

and cultural advancement, Recognizing that technical and vocational education is a prerequisite for sustain

ing the complex structure of modern civilization and continued economic progress,

Recognizing further the particular and urgent needs of the developing countries for guidance in the planning and improvement of their educational systems,

Having before it proposals concerning the general principles to be observed when planning technical and vocational education constituting item 17.1.1 of the Agenda of the session,

Having decided at its eleventh session that this question should be m a d e the subject of an international instrument by w a y of a Recommendation to M e m b e r States,

Noting that the General Conference of the International Labour Organisation has adopted, during its forty-sixth session, a Recommendation concerning vocational training,

Adopts this Recommendation on the eleventh day of December 1962.

The General Conference recommends that when developing and improving their systems of technical and vocational education, M e m b e r States should apply the following provisions by taking whatever legislative or other steps m a y be required to give effect, within their respective territories, to the principles set forth in this Recommendation.

The General Conference recommends that M e m b e r States should bring this Recommendation to the knowledge of the authorities and bodies concerned with technical and vocational education.

T h e General Conference recommends that M e m b e r States should report to it, on dates and in a manner to be determined by it, on the action they have taken to give effect to this Recommendation.

7

Recommendation of Unesco

I. SCOPE A N D DEFINITIONS

1. This Recommendat ion applies to all forms of education provided in schools or other educational institutions in order to prepare persons for the exercise of occupations in such fields as industry, agriculture, c o m m e r c e and the related services

2. For the purpose of this Recommendation: (a) a distinction is m a d e between

(i) education at the level of the skilled worker; (ii) education at the level of the technician; (iii) education at the level of the engineer or technologist;

(b)' the term 'skilled worker' applies to persons w h o have received a broad education and training in the exercise of a trade or craft in a particular field;

(c) the term 'technician' applies to persons working in occupations requiring a knowledge of technology and related sciences between that of a skilled worker and that of an engineer or technologist; occupations at the technician's level m a y call for inspection and maintenance, detailed development plans, supervision of production work, detail construction. Collaboration with the engineer is an essential part of the w o r k of the technician;

(d) the term 'engineer' or 'technologist' applies to persons working in occupations for which the need of education in appropriate sciences in universities or equivalent institutions of higher education is officially or traditionally recognized; this level of occupations would cover such activities as research, development, organization, planning and production.

3. Technical and vocational education, being part of the total educative process, is included in the term 'education' as defined in the Convention and R e c o m mendation against Discrimination in Education adopted by the General C o n ference of the United Nations Educational, Scientific and Cultural Organization at its eleventh session and the provisions of that Convention and Recommendation are therefore applicable to it.

II. EDUCATION IN THE PERSPECTIVE OF SCIENTIFIC A N D TECHNOLOGICAL PROGRESS

4. In view of the immense technical development taking place or envisaged in all countries of the world, education should be such as to enable m a n to live in a period of great scientific and technological progress.

5. Since scientific methods, technology and increasing complexity of organization form the basis of economic and social development, the need for a high standard of general education for as m a n y people as possible should be recognized. A s a greater proportion of children continue beyond the primary level, the education provided, particularly in the later years, should assist in meeting the needs of society.

6. Technical and vocational education should therefore be capable of extension, if future needs are to be adequately satisfied.

7. Technical and vocational education should be an integral part of an overall system of education and, as such, due consideration should be given to its cultural content. It should do m o r e than train an individual for a given occupation by providing the persons concerned with the necessary skills and theoretical k n o w ledge, it should also, in conjunction with general education, provide for the development of personality and character and foster the capacity for under-

8


Standing, judgement, self-expression and adaptation to varying environments. T o this end, the cultural content of technical and vocational education should be set at such a level that the inevitable specialization in technical and vocational education does not stifle broader interests.

8. O n the other hand, general education should not be limited to providing knowledge, but should also prepare every student for active participation in life by providing him with an understanding of the production and utilization of goods created with the help of technology and with a better comprehension of the world in which he Uves.

9. In view of the evolution of technology the need for an adequately broad background of general education before specialization at any level and continuous with it should be recognized.

10. Since developments in society require from w o m e n , besides family and domestic activities for which training can be given, a m u c h wider participation in all types of occupations, the facilities for w o m e n in technical and vocational education should be the same in importance and range as those offered to m e n . M e n and w o m e n should have equality of opportunity for access to all types and levels of technical and vocational education. A special effort should be m a d e in order to give to w o m e n the possibility of personal fulfilment in the vocational field through technical and vocational education.

III. GENERAL PRINCIPLES A N D AIMS OF TECHNICAL A N D VOCATIONAL EDUCATION

11. Technical and vocational education programmes should take into account the rapidly changing nature of technology so that the education provided is continually adapted to the needs of the times. It should therefore not only aim at improving the basic skills but also at providing more basic scientific knowledge and a certain versatility which will allow skilled workers, technicians and engineers or technologists to adapt themselves rapidly to n e w methods of work and to enable them to achieve future promotion.

12. Premature specialization should be avoided and in all programmes of study the proper balance between general, scientific and specialized subjects should be maintained without increasing the amount of subject matter taught.

13. Technical and vocational education should at all levels inculcate recognition of the dignity of manual work and of its importance in modern production processes.

14. Technical and vocational education should be so organized that every person can continue his education until his potentialities have been developed to the full. Transfer from one field of technical and vocational education to others should be possible, and access to all levels of both technical and vocational education and general education should be open to any capable person. Appropriate measures for making such access possible should be taken.

15. Certain forms of technical and vocational education should be made accessible to physically or mentally handicapped persons in order to integrate them into society and its occupations.

9


IV. PLANNING A N D ADMINISTRATION OF TECHNICAL A N D VOCATIONAL EDUCATION

PLANNING

16. Planning for technical and vocational education should be carried out in close liaison with interested parties in industry, agriculture and commerce, taking into account the economic situation and prospects.

17. If a national economic development plan exists, technical and vocational education should be one of its essential chapters. A national economic development plan or any other appropriate research programme should include a forecast of the future demand for trained personnel. Although methods of prediction should take account of local circumstances, the planning and statistical authorities should, in making their forecasts, follow certain broad principles, adapted where necessary to different national needs. T h e forecasts should be kept u p to date.

18. Estimates of supply and demand in the field of technical and vocational education will only give general indications of future needs for qualified personnel and m a n y other factors, including demographic data, should be taken into account by the competent authorities, in coming to a decision. In making estimates of requirements for the replacement and extension of occupational groups, use m a y be m a d e of census tables of occupations by age, of retirement rates, and of statistics which indicate general trends in the economy and changes likely to take place in the demand for different classes of goods and services and for different types of skill and knowledge.

ADMINISTRATION

19. T h e responsibilities of the public authorities concerned with technical and vocational education should be clearly defined and the pattern should be sufficiently stable to ensure continuity of action.

20. In m a n y countries, the responsibility for the organization, development and planning of technical and vocational education falls within the authority of a Minister of Education. W h e r e this is not so, there should be close co-operation between such other authority or authorities and the Ministry or Ministries of Education.

21. W h e n , in federal States, the responsibility for education rests with each of the states, provinces or cantons, there should be a council or other consultative body concerned with planning at the national level.

MATERIAL FACILITIES

22. T h e competent authorities, national or local, should pay particular attention to the planning of buildings for technical and vocational education having due regard both to their purpose and to local factors.

23. Technical and vocational schools and institutions should have special facilities such as workshops, laboratories, farms and commercial offices for the teaching of practical subjects. Premises and equipment should be such that the transition from school to employment is effected with a m i n i m u m of difficulty.

24. The distribution of classrooms and the detailed requirements of space for them, for drawing rooms, laboratories, workshops, stores, administrative offices and student residence and welfare facilities should be established as a function

10


of the n u m b e r of students to be a c c o m m o d a t e d and of the specialities to be taught before actual building plans are commissioned.

V. ORGANIZATION OF TECHNICAL A N D VOCATIONAL EDUCATION

RELATIONSHIP BETWEEN GENERAL EDUCATION AND TECHNICAL AND VOCATIONAL EDUCATION

25. A n y system of primary education which is mainly general and non-vocational should include some means of giving children a liking and respect for manual work, accustoming them to observation and creative effort and encouraging in them an intelligent approach to the practical problems arising at h o m e and in the community. However, work not likely to contribute towards general education should be avoided.

26. Learning through observation and action should supplement the acquisition of knowledge through books so that pupils will relate what they learn in the primary school to the realities of everyday life.

27. The trend to include certain technical subjects in general secondary education should be encouraged. In the later stages, all pupils should be offered a choice between various special subjects in order that they m a y be better prepared to select a suitable career.

REQUIREMENTS OF TECHNICAL AND VOCATIONAL EDUCATION

28. A high degree of flexibility should be maintained in any system of technical and vocational education in order to yield effective results and to provide: (a) diversity in specialization; (b) adaptability; (c) consideration of each problem of technical and vocational education as a

special case in order to find an appropriate solution; (d) facilities allowing the student to pursue his studies in conformity with his

aptitudes and preferences in correspondence with the foreseeable needs of the country and the ability of the e c o n o m y to absorb the output of the system.

29. T h e responsible authorities should, in consequence, promote the organization of technical and vocational education o n the basic assumption that, with the development of technology, the need for m o r e and better technical and vocational education is far greater than is usually recognized. Moreover, if increasing n u m bers of young people are to be encouraged to acquire technical and vocational education everything should be done to m a k e it attractive, efficient and truly educational in the broadest sense.

DIFFERENT PATTERNS OF TECHNICAL AND VOCATIONAL EDUCATION

30. W h e n establishing institutions for technical and vocational education, the responsible authorities should consider the following main systems: (a) full-time technical and vocational education, including practical training,

provided in the school itself; (b) theoretical education provided by the school while part of the practical

training is obtained by periods of work in the chosen occupation; (c) the day-release system providing for workers to attend school for one day

a week;

11


(d) the 'sandwich' or 'co-operative' system under which periods of school alternate with periods in a factory, farm or other undertaking;

(e) the block release system whereby employees are released by their employer to attend technical and vocational education courses for one or two short periods a year;

(f) evening courses for persons in full-time employment; (g) correspondence courses; (h) refresher courses for persons w h o have already received vocational and

technical education, or for those having practical experience in the occupation.

31. T h e system of full-time schooling should be available to all suitably qualified students w h o desire this type of education. T h e necessary facilities and equipment should be provided to m a k e this possible.

32. Adequate facilities should be provided in each country to cover each level of technical and vocational education, thus permitting each student to carry out his training to the highest level compatible with the needs of the country.

33. Developing countries should examine the desirability of establishing joint facilities for technical and vocational education, especially at the highest level.

ECONOMIC REQUIREMENTS

34. In the organization and development of technical and vocational education, account should be taken, in each country, both of h u m a n resources and of foreseeable requirements in the matter of specially trained personnel.

35. Moreover it is essential that efforts be m a d e to obtain employment for all students w h o have completed their studies. T h e competent authorities should be concerned to see that the graduates of the schools obtain employment in the occupations for which they have received an education, taking into account their personal wishes.

36. Economic and technological development requires specialists as well as persons whose education and training is of a m o r e general and versatile character. Specialized education should, however, be based u p o n a broad scientific and technological education which would enable the specialist to keep abreast of the general trend of scientific and technological change.

37. Furthermore, considering the cost of construction, equipment and operation of technical and vocational schools, such establishments should be set u p only where there is a steady and foreseeable d e m a n d for their graduates.

38. It should be universally accepted that technical and vocational education at all levels should not be denied on financial grounds to any person capable of benefiting from it. Appropriate means should therefore be taken by government or other authorities to provide technical and vocational education free of charge or to accord m e a n s of financial or other support to students needing such assistance without implied obligation.

ADVISORY COMMISSIONS AND COMMITTEES

39. All those concerned with technical and vocational education, and particularly public authorities, educational bodies, and employers' and workers' organizations, as well as private educational organizations, should take every opportunity of mutual assistance and consultation in planning, developing and operating technical and vocational education schemes.

12


40. T o assist the authorities responsible for the organization of technical and vocational education, advisory commissions should be set up at the national level to assist in the preparation of plans and to co-ordinate the work done in connexion with any form of technical and vocational education.

41. Advisory committees at the local level should be set u p to assist particular institutions. These committees should keep in direct touch with these institutions and take part in their organization. T h e y should help in planning studies on local m a n p o w e r requirements and advise o n adapting the institutions with which they co-operate to the actual and foreseeable needs of users.

42. Advisory commissions and committees should include representatives of: (a) the authorities responsible for the planning of technical and vocational

education; (b) the various branches of economic activity; (c) trade unions and other workers' organizations; (d) employers' organizations; (e) teachers', and, where appropriate, students' and alumni associations; (f) public e m p l o y m e n t agencies; (g) other competent organizations, such as technicians' and engineers' asso

ciations.

PROGRAMME OF STUDY

43. W h e n planning the organization of technical and vocational courses responsible authorities, in consultation with other interested bodies, m a y wish to take into account the specimen schemes contained in the A n n e x to this R e c o m mendation.

44. W h e n grouping specialities, attention should be paid to local economic factors, and the importance of these specialities in the region. W h e r e the number of students desirous of studying a particular speciality is considerable, a separate department should be formed, thus ensuring that proper attention is paid to the establishment of laboratories and workshops and to relevant administrative matters.

45- T h e education and training of skilled workers, while providing a broad basis for later specialization or advancement, should be directed to the practical and theoretical skills and knowledge which are or m a y be required for future employment.

46. T h e education and training of technicians should lay stress u p o n the technological aspects of a particular occupation without neglecting the practical skills and knowledge involved.

47. T h e education and training of engineers or technologists should be broadly based, and should provide a sound working knowledge of the sciences appropriate to their field. For those w h o m a y wish to specialize in research and development, there should be opportunity for advanced study of these sciences, while for those whose interest is likely to he in the fields of production and maintenance more specialized technological studies should be similarly available.

48. In addition to a specialist knowledge technicians, engineers and technologists should study the social and economic aspects of their respective fields in order that the most harmonious and effective use can be m a d e of the h u m a n and material resources available to them.

13


49. Teaching p r o g r a m m e s at the technician, engineer and technologist levels should include the study of one foreign language of world-wide use to enable the student to be and remain conversant with the continuing development of techniques in his speciality and in the field of science in general.

50. These study courses could, for example, be divided into the following sections: (a) general subjects, such as languages, social sciences, etc.; (b) basic sciences, such as mathematics, physics, chemistry, biology, etc.; (c) general technical subjects, such as applied mechanics, strength of materials,

thermo-dynamics, fluid mechanics, a g r o n o m y , accountancy, etc.; (d) specialized subjects, such as thermal engines, compressors, machine tools,

stability of structures, electronics, accounting machines, agricultural machines, etc.

51. T h e responsible authorities should ensure that the students receive a c o m prehensive general education. T h e y should lay stress on developing the personality and reasoning p o w e r of the students, as well as their sense of moral , social, professional values and responsibilities.

VI. GUIDANCE

52. Every student proceeding from general education to some form of technical and vocational education should feel free to m a k e his o w n choice in the light of his aspirations and with an understanding of his abilities and interests, bearing in mind the future demands for qualified staff and knowing that arrangements m a d e by the responsible authorities will enable him later to change his field of training if he so wishes and to continue his studies to the limit of his capacities, without encountering obstacles other than a longer period of training.

53. Without prejudice to the free choice mentioned above, appropriate entrance requirement standards should be established in order to avoid excessive wastage.

54. Guidance should enable students, through a more accurate knowledge of their individual potentialities on the one hand and of the requirements of the various groups of professions and the future needs of the economy on the other, to set themselves more precisely determined objectives, and to attain them more certainly by taking advantage of the most appropriate means of training.

55. Guidance services should be available to all students whether provided by the school system or by other authorities.

56. W h e n e v e r possible, arrangements should be m a d e for organizing an adequate diagnostic or exploratory period in each establishment before a particular field of training is selected by the student.

57. A guidance and placement service should be established by the competent governmental or other authorities for the purpose of: (a) maintaining full and systematic accumulative records of the students; (b) providing students and parents with details of vocational opportunities, types

of available courses and other relevant matters; (c) helping students in interpreting the results of evaluations and in making

decisions affecting them; (d) assisting young persons in finding employment in accordance with the type

and the level of education and training they have received or are receiving; (e) maintaining contact with former students, whether graduates or not, and

ensuring the efficiency of the guidance system employed.

14


VII. STAFF

TEACHING STAFF FOR THE EDUCATION OF ENGINEERS AND TECHNOLOGISTS

58. In recruiting n e w teaching staS for establishments of higher technical and vocational education, and in training such staff, responsible authorities should take into account the requirements of the dual functions to be performed by such staff, namely the carrying out of pedagogical duties and the conduct of research in the field of the scientific or technical subject taught.

59. T h e right balance should be maintained between the teaching duties and the research work of the teaching staff in order to produce effective results and improve the status of the educational institution. Working conditions and teaching schedules should be such as to permit the senior teaching staff and suitably gifted young teachers to carry out their research work.

60. T h e teaching staff in scientific subjects should generally have the same qualifications as those holding comparable posts in science faculties of universities. However , the teachers in basic sciences should also have a knowledge of applied sciences since, for student engineers, these subjects will at a later stage be of the utmost importance.

61. A s a rule, the teaching staff in technological institutes, polytechnics, engineering colleges and other institutions in the fields of higher technical and vocational education should consist of graduates from universities or institutions of an equivalent level. T h e senior teaching staff should as a rule possess higher scientific or technical qualifications since they not only have to carry out teaching duties but are also called upon to guide research.

62. T h e teachers of specialized subjects should possess practical experience in their field of specialization.

63. In order to create a closer link with industry, agriculture and commerce , engineers and technologists working in these fields should be invited to join the teaching staff of institutions of higher technical education so that they can c o m bine with their principal work the teaching of specialized subjects.

64. A good balance between the n u m b e r of full-time and part-time teachers should be maintained. T h e majority of teachers of specialized technical subjects should be recruited as full-time teachers for, in addition to teaching, they should be responsible for the training of young teachers, planning laboratories and study rooms, preparing teaching materials and other similar work.

65. Postgraduate study should be encouraged as a means of attracting the most capable candidates for teaching and scientific research. Announcements of vacancies and of competitive examinations should be m a d e public and financial aid should be given to postgraduate students in the form of fellowships, grants, etc.

66. Research work in the technical field for postgraduates and members of the teaching staff should be mainly of an experimental character and should be carried out in close relation to the objectives of industry, agriculture, and c o m merce. Such work should especially be carried out in those new techniques where rapid solution of problems is of special value.

TEACHING STAFF FOR THE EDUCATION OF TECHNICIANS

67. T h e teaching staff for the education of technicians should possess either a degree or a higher technician's qualification in an appropriate field and should have had industrial or comparable experience in their particular discipline.

15


68. T h e senior staff of institutions for the education of technicians w h o are called upon not only to carry out teaching duties but to guide applied research work, should have appropriate higher qualifications.

TEACHING STAFF FOR THE EDUCATION OF SKILLED WORKERS

69. Teachers of general education and theoretical subjects should have sufficient knowledge of the branch of activity which their students are intending to enter or have already entered.

70. Teachers of basic sciences should adapt their teaching, as far as possible, to the particular branches of study of their students.

71. Teachers of general technical or specialized subjects should have received specialized training at a level higher than that in which they are teaching, or should have achieved an equivalent level of competence as the result of extended practical experience.

72. Whenever possible, teachers of technical or specialized subjects should have at least three years' practical experience of the trade or speciality which they are to teach.

WORKSHOP INSTRUCTORS

73. W o r k s h o p instructors should possess extensive trade or craft experience in appropriate industrial or equivalent undertakings.

TEACHER TRAINING

74. Teaching staff employed either full-time or part-time in institutions for technical and vocational education should receive, or have received special training, including teaching practice, for the purpose of developing their teaching ability and improving their technical qualifications and general education. Such training would be imparted in one or m o r e of the following forms: (a) full-time studies in appropriate institutions; (b) part-time courses; (c) in-service training as assistant teachers or instructors; (d) advice on teaching methods from a specialist.

75. Training facilities for teachers in technical and vocational education should be adapted to suit local needs.

76. T h e training of teachers in technical and vocational education should be considered as a process continuing throughout their teaching career. Arrangements should b e m a d e for the periodic release of teachers in order that they m a y keep abreast of m o d e r n processes and methods of production and m a n a g e m e n t through periods of w o r k in their specialty.

THE PRINCIPAL AND OTHER PERSONNEL

77. T h e post of principal of a technical institution should be entrusted to a person w h o is fully proficient in the actual pursuit of one of the specialities taught at the institution and has had both practical and teaching experience. T h e administrative capacity of the candidates for the post should however also be taken into account as sound administration is essential to the success of any school.

16


78. T h e principal should receive sufficient administrative assistance to enable h i m to devote his w o r k in the m a i n to the important educational and scientific aspects of his institution.

79. T h e staff of institutions for technical and vocational education should include personnel to provide for: (a) advice a n d guidance to pupils and students; (b) preparation, supervision a n d co-ordination of practical w o r k and experi

ments ; (c) maintenance of instruments, apparatus a n d tools in workshops and labo

ratories.

80. Workshop instructors and laboratory staff should receive special training on the subject of safety, with emphasis on safe working conditions and the safe use of tools and appliances for the occupations in which they instruct.

81. Every technical institution should provide for the maintenance of contact with industry, trade unions, parents' a n d alumni organizations, etc., and for ensuring that the establishment keeps in constant touch with the latest developments in the subjects that it teaches. Co-ordination might also be achieved by the use of part-time teachers f rom industry, agriculture, c o m m e r c e , or in any other suitable m a n n e r .

82. O n e of the purposes of co-ordination should be to ensure that the work given to trainees in industry, agriculture and commerce has value for their training.

CONDITIONS OF SERVICE

83. In order to attract and retain highly qualified personnel into the technical and vocational education system, the emoluments and conditions of service which are offered should c o m p a r e favourably with those enjoyed by persons with similar qualifications and experience in industry, agriculture a n d c o m m e r c e . In particular, salaries and pension scales for the staff of institutions for technical and vocational education should take into account the practical experience acquired before entry u p o n a teaching career.

VIII. TEACHING METHODS

84. T h e teaching of all subjects in technical and vocational schools should m a k e full use of experiment and of active and participative methods. It should be related to present or future occupations of the students, it should have reference to local conditions, and should reflect the latest scientific and technical developments. It should prepare students to adapt themselves to varying economic requirements.

85. F a r m , office and w o r k s h o p practice should aim at teaching students to o v e r c o m e systematically the problems encountered in the occupations for which they are training. It should be based on an analysis of the appropriate occupation a n d should include graded exercises of increasing difficulty, performed under supervision.

86. In the teaching of mathematics and science, practical applications should be emphasized and full use m a d e of experiment.

87. Considering the important contributions of general subjects to the cultural background of the students, and the limited amount of time apportioned to them,

17


a careful selection of these subjects should be m a d e and appropriate methods for their teaching developed. Such methods should take fully into account the special needs of schools of technical and vocational education and of their students.

88. Carefully selected textbooks, audio-visual and other n e w teaching aids should be used in the teaching process.

EVALUATION IN TECHNICAL AND VOCATIONAL EDUCATION

89. In order to obtain complete assessment of the students, the responsible authorities should ensure that full use is m a d e of m o d e r n evaluation methods in accordance with the following general principles: (a) an efficient, comprehensive system of evaluation should not only give an

idea of the level of knowledge and performance, but also of the educational, cultural and social standards of the student, the class and the school;

(b) it should be adapted to the requirements and general features of the school and of the economic system in which it is used;

(c) in the choice and application of evaluation techniques and in the recording of results, consideration should be given not only to the immediate but also to the long-term use of the data supplied;

(d) evaluation should be comprehensive, necessitating the co-operation of the students in assessing their o w n merits. Self-appraisal should enable them to be aware of their o w n progress;

(e) the underlying assumptions, intentions and immediate aims of the evaluation methods used should be explained to teachers, parents and students.

90. The following evaluation methods might be used: the traditional type of examination, school marks, the marking of samples of work, general ability and other tests, observations, questionnaires, interviews and medical checks.

91. T h e results obtained from an entrance examination if given should be used by the school authorities for the initial assessment of students. Action should be taken to ensure continuing evaluation.

IX. RESEARCH A N D TECHNICAL A N D VOCATIONAL EDUCATION

92. T h e spirit of research should be fostered at all levels of technical and vocational education. T h e responsible authorities should encourage: (a) scientific and technological research at higher technical institutions; (b) research applied to the appraisal and orientation of sound curricula in tech

nical and vocational education for a country or region; (c) pedagogic research applied to technical and vocational education, its

methods, m e a n s of action and use of equipment.

93. In order to ensure that the problems in technical and vocational education are studied at the highest level, and with a view also to fostering an international approach to this field, M e m b e r States should establish a chair of technical and vocational education in an appropriate institution of higher education, either within their o w n territory or by co-operating a m o n g a group of States.

X . I N T E R N A T I O N A L CO-OPERATION

94. Member States should co-operate in the field of technical and vocational education with, where desirable, the help of international organizations. Their

18


co-operation, multilateral or bilateral, should be well co-ordinated and should extend to such measures as: (a) the exchange of information and technical documents; (b) the organization of seminars and working parties on specific subjects; (c) the award of scholarships and travel grants, the provision of technical

personnel or equipment, and the exchange of teachers and students; (d) the provision of opportunities for vacational or other employment experi

ence abroad; (e) the progressive standardization within a group of States of curricula for a

given occupation.

95. M e m b e r States should take continuous action in the preparation of programmes of international co-operation in the field of technical and vocational education. For this purpose, they should create within their o w n territory a climate of opinion favourable to international co-operation. Every principal and teacher should be kept informed of what the authorities are doing to develop international co-operation in technical education and be asked to give effective aid to this undertaking.

96. Within each country, the first step towards international exchange of information should be to promote the systematic application of international norms relating to one or other field of technical education, such as systems of units and scientific and technical symbols.

19


A N N E X . SAMPLE SCHEMES IN FULL-TIME TECHNICAL AND VOCATIONAL EDUCATION (The sample schemes given relate only to full-time courses conducted entirely within educational institutions.)

Engineer or technologist

1 A Technicians] R

Skilled workers

1. T o include relate

Iî í! Il

11-13

11-12 9-10

8-10

ä la b o r a t O I y

tion

of

e (y

ears

2¡

4-6

2-3 3-5

2-4

or similar

tí •o a

0

10

10 10

work.

Percentage allocation per

scie

nce

ct

s i

If

20-30

15 15

20

subject ;

1 •s:

"3 3

»f OS

20-30

20 20

of time group

20

1

i it

20-30

20 20

I

ical

wot

rksh

op

4.5

10-20

35 35

60

i

requ

irer

r w

ritt

en

inati

on

fica

tion

an

al to

al

exam

Qu

oi

addit

or

or

Thesis or project

Project Project

Practical test

The foregoing is the authentic text of the Recommendation duly adopted by the General Conference of the United Nations Educational, Scientific and Cultural Organization during its twelfth session, which was held in Paris and declared closed the twelfth day of December 1962.

I N F A I T H W H E R E O F W E have appended our signatures this eighteenth day of December 1962.

The President of the General Conference

PAULO E. DE BERREDO CARNEIRO

The Director-General

RENÉ M A H E U

20

Recommendation concerning vocational training

(International Labour Organisation)

T h e General Conference of the International Labour Organisation, Having been convened at Geneva by the Governing B o d y of the International

Labour Office, and having met in its Forty-sixth Session on 6 June 1962, and Having decided u p o n the adoption of certain proposals with regard to vocational

training, which is the fourth item on the agenda of the session, with a view to superseding the Vocational Training Recommendat ion , 1939, the A p p r e n ticeship Recommendat ion , 1939, and the Vocational Training (Adults) Recommendat ion , 1950, and

Having determined that these proposals shall take the form of a R e c o m m e n d a tion, and

Noting that the United Nations Educational, Scientific and Cultural Organization has in preparation a recommendation on technical education,

adopts this twenty-seventh day of June of the year one thousand nine hundred and sixty-two the following Recommendat ion , which m a y be cited as the Vocational Training Recommendat ion , 1962:

I. GENERAL PRINCIPLES

1. This R e c o m m e n d a t i o n applies to all training designed to prepare or retrain any person for initial or later employment or promotion in any branch of economic activity, including such general, vocational and technical education as m a y be necessary to that end, except: (a) training for m a n a g e m e n t or for supervisory posts above the level of foreman

in industry or the equivalent in other branches of economic activity; (b) training for seafarers, which continues to be governed by the Vocational

Training (Seafarers) Recommendat ion , 1946; (c) training in agriculture, which continues to be governed by the Vocational

Training (Agriculture) Recommendat ion , 1956.

2. (1) Training is not an end in itself, but a means of developing a person's occupational capacities, due account being taken of the employment opportunities, and of enabling h im to use his abilities to the greatest advantage of himself and the communi ty ; it should be designed to develop personality, particularly where young persons are concerned.

(2) Training is a single whole characterized by the interdependence of its various parts.

(3) Training is a process continuing throughout the working life of the individual according to his needs as an individual and as a m e m b e r of the community .

21

Recommendation of the International Labour Organisation

(4) Training should be free from any form of discrimination o n the basis of race, colour, sex, religion, political opinion, national extraction or social origin.

(5) Training requires the continuous co-operation of all the bodies a n d persons concerned with a n y aspect of it, as set forth in Paragraph 11.

II. NATIONAL PLANNING A N D ADMINISTRATION

3. (1) E a c h country should have a network of training facilities, adjusted as regards n u m b e r , location a n d curricula to the economic requirements and employm e n t possibilities of the country as a whole or, where m o r e appropriate, of each region or locality, to meet the training needs of the residents of the country.

(2) T h e network should be so designed as to facilitate transfer from one type of training to another and access to successive stages and different levels of training, so that an individual m a y be able to reach the highest level of training within his capacity and in accordance with his inclination.

(3) T h e avenues of entry to occupations, particularly the trades, should be sufficient to meet the requirements of all branches of economic activity and the varied abilities, interests and circumstances of individual trainees.

(4) W h e r e national circumstances d o not permit the development of a full national network, the country concerned should consider collaborating with neighbouring countries in developing a c o m m o n network or in establishing one or m o r e c o m m o n training institutions.

4. (1) T h e respective responsibilities of public authorities concerned with training matters should be clearly defined.

(2) T h e public authorities and the various public and private bodies in each country which deal with training should, while allowing free play to initiative and ensuring adaptability to the requirements of the different branches of economic activity, regions and localities, co-operate in developing fully co-ordinated training facilities: (a) o n the basis of a general p r o g r a m m e centrally planned; (b) on a voluntary basis with the assistance of appropriate machinery; or (c) by a combination of these methods.

(3) Whichever m e t h o d is adopted, the measures to be taken to develop the facilities referred to in subparagraph (2) should, while respecting the freedom of occupational choice of the candidates, include measures for: (a) the determination of the scope a n d character of training requirements and

of the facilities available; (b) the determination of the occupations for which training should be given

priority without neglecting other occupations and the training of the persons required for them;

(c) the determination of the occupations for which standards of qualification are considered necessary or desirable, the setting and application of such standards, the establishment of appropriate training curricula, and the setting and application of standards for the examinations o n completion of training in these occupations;

(d) the setting a n d application of standards relating to the conditions and methods of training;

(e) the setting and application of standards for training institutions, particularly those offering training for occupations in respect of which standards of qualification have been set;

(f) the setting and application of standards of qualification for teaching staff in training institutions;

(g) the provision, according to circumstances, of technical help and financial assistance to the institutions and undertakings providing training.

22


(4) W h e r e a general p r o g r a m m e has been adopted, the competent authorities should ensure that the measures taken to give effect to it include the measures set out in subparagraph (3).

(5) W h e r e co-ordination is developed voluntarily, the measures set out in subparagraph (3) should be the responsibility of the authorities and bodies referred to in subparagraph (2) in their fields of competence.

(6) T h e standards referred to in subparagraph (3) should, whenever possible, be applicable throughout the territory of the M e m b e r .

(7) W h e n this is not possible, recommended standards should be drawn up to serve as a guide to the setting of standards which are as uniform as possible throughout the country.

(8) In developing the fully co-ordinated training facilities referred to in subparagraph (2), due account should be taken of the following: (a) the occupational interests and the cultural and moral requirements of the

individual, the labour requirements, and the economic and social interests of the community;

(b) national education and training policies; (c) existing a n d projected facilities for general education, vocational guidance,

a n d selection; (d) existing and projected training facilities, including facilities for vocational

and technical education; (e) the structure of a n d trend of development in the e m p l o y m e n t market ; (f) national e c o n o m i c policy a n d development; (g) the d e m o g r a p h i c situation a n d anticipated changes; (h) anticipated changes in techniques a n d m e t h o d s of organization of w o r k ; (i) the existence of a n y population groups w h i c h , because of geographic isola

tion, ethnic differences or for any other reason, call for special consideration. (9) T h e fully co-ordinated training facilities should be kept under review

and steps should be taken as necessary to keep them abreast of changing requirements.

(10) T h e development of the fully co-ordinated training facilities should be undertaken on a national scale with the collaboration of the authorities concerned with the different aspects of the problem which are mentioned in subparagraph (8) and of other interested parties.

5. (1) Co-operation at the national level should be achieved b y m e a n s of s o m e appropriate b o d y or bodies fully representative of the interests concerned.

(2) T h e b o d y or bodies should b e assisted b y similarly representative bodies set u p as necessary at the regional and local levels.

6. Advisory committees representative of branches of e c o n o m i c activity or of occupations should be established to collaborate with the bodies referred to in Paragraph 5 in assessing training requirements for the occupations with w h i c h they are concerned a n d developing training p r o g r a m m e s for these occupations.

7. (1) Training in publicly operated training institutions should be given without charge to the trainee.

(2) This should not however preclude institutions from making a charge where the trainee is not under an obligation to attend the course or does not require training in order to obtain or retain employment.

(3) During training in training institutions which is provided or approved by the competent authority, adults not in receipt of remuneration and young persons in need should, in so far as economic and financial resources permit, receive adequate allowances from the competent authority fixed with due regard to: (a) any unemployment benefit or any other allowance which they m a y receive;

23


(b) other factors, such as family responsibilities, cost of living in the district concerned, special personal expenses connected with the training such as expenses for transport or housing, and, in special cases, age;

(c) the need to encourage adults to undertake and complete training in accordance with the requirements of the employment market and the requirements of the c o m m u n i t y for trained persons. (4) Persons training in undertakings should be adequately remunerated, in

accordance with criteria established by law or regulation, by collective agreement or by the rules of the undertaking concerned.

(5) Attendance at publicly operated training institutions and at approved private institutions of a similar nature and participation in other approved forms of training should be facilitated as circumstances require by the grant of economic assistance in such forms as free meals, provision of working clothes, tools, equipm e n t and textbooks, free transport or reduction in the cost of transport, m a i n tenance or family allowances, scholarships, loans or bursaries, or provision of lodging.

8. (1) Measures should be taken to ensure that the conditions of w o r k of persons, particularly young persons, w h o are receiving training, whether in an undertaking or a training institution, are satisfactory, and in particular that the w o r k done by them is suitably restricted so that it is essentially of an educative character.

(2) T h e w o r k of trainees in training institutions should not be primarily intended for commercial profit.

(3) Training institutions and undertakings in which training is given should be responsible for ensuring that rules and standards governing safety and the protection of the trainees while at w o r k exist and are observed.

9. (1) Training for occupations for which national standards of qualification have been set should include examinations for which the standards have been uniformly fixed at a high level of reliability and validity, and the necessary measures should be taken to ensure the observance of these examination standards.

(2) T h e certificates issued as a result of such examinations should be recognized throughout the country.

(3) E v e n w h e n n o national standards of qualification exist, it is desirable that persons w h o have completed any systematic course of training should receive a certificate to that effect from the training institutions or undertaking; such a certificate should state the essential and main elements of the training given.

10. Persons completing a training course should be assisted by the placement authorities of the country concerned in obtaining work corresponding to the skill and knowledge they have acquired, the free choice of the place of work being guaranteed.

III. A R R A N G E M E N T S F O R C O - O P E R A T I O N

11. (1) All those concerned with training and particularly public authorities, educational bodies and employers' and workers' organizations should take every opportunity of mutual assistance and consultation in planning, developing and operating training schemes, and in dealing with training questions generally.

(2) Provision should be m a d e for all those responsible for training to visit the training site regularly in order to keep abreast with the conditions in which the training is being given.

24


(3) Representatives of employers' a n d workers' organizations should be included in the bodies responsible for governing publicly operated training institutions a n d for supervising their technical operation; where such bodies d o not exist, representatives of employers' and workers' organizations should be brought in other w a y s into close association with the running of such institutions.

(4) Co-operation should be maintained and promoted between training institutions, or the competent authority providing the instruction, a n d undertakings, especially in cases where training is given partly within an undertaking a n d partly in training institutions outside the undertaking.

(5) Without prejudice to the generality of subparagraph (1) a n d to the extent possible in the national circumstances: (a) educational a n d training bodies, employers' and workers' organizations and

others directly concerned should collaborate in: (i) denning the occupations for which standards of qualification are con

sidered necessary or desirable; (ii) establishing such standards and the appropriate training curricula; (iii) conducting the appropriate examinations a n d determining the nature

and status of the qualifications obtainable; (b) there should be the fullest co-operation in the collection and dissemination

of information about training opportunities referred to in Paragraph 12, in which the primary and secondary schools, technical and vocational education institutions, educational authorities, vocational guidance services, employment counselling services, public employment services, employers' and workers' organizations, professional institutions and undertakings should participate;

(c) the assistance provided by the public e m p l o y m e n t services should also include: (i) the study of e m p l o y m e n t market trends; (ii) the assessment of current and future m a n p o w e r needs; (iii) the placement of the trained personnel.

IV. INFORMATION ABOUT TRAINING OPPORTUNITIES

12. (1) Information about training opportunities for every occupation should be continuously collected and be available to all interested persons a n d agencies.

(2) This information should deal with such matters as: (a) the types of training available; (b) the duration of the various types of training; (c) the conditions for access to the various types of training; (d) the characteristics of each type of training in relation to the prospects of

employment or promotion; (e) the nature and conditions of any financial or other assistance obtainable by

persons while undergoing training; (f) the examinations following such training and the qualifications obtainable.

(3) T h e m e t h o d s by which such information m a y be disseminated should include as appropriate all or any of the following: interviews, lectures, brochures, articles, posters, films, film strips, radio and television talks, visits to undertakings, a n d occupational exhibitions.

V. A R R A N G E M E N T S FOR VOCATIONAL GUIDANCE A N D SELECTION

13. (1) Candidates for training, a n d in particular those w h o have not yet received any training, should be able to have the benefit of individual guidance from


the competent vocational guidance or employment counselling bodies before they enter a line of training or choose an occupation.

(2) Workers should have the possibility of benefiting, within the framework of the employment services, from an employment counselling system with a view to their guidance, their retraining or their further training.

14. (1) T h e selection of trainees should be conducted in conformity with the requirements and specific nature of individual occupations, without prejudice to the freedom of occupational choice.

(2) T h e selection procedure should be so designed as to reduce to a minim u m the risk of accepting persons for training in occupations for which they are not suited and the consequent risk of wastage of training and h u m a n effort.

(3) T h e selection procedure should include provision for ascertaining that trainees have the physical and mental capacity required for the training and occupation in view.

(4) W h e n medical examinations form part of the selection procedure, they should be based on the specific requirements of the training and occupation in view.

(5) W h e n psychological tests form part of the selection procedure, they should be suited to the conditions of the country concerned, be sufficiently reliable, and be valid in terms of criteria directly related to the requirements of the occupation in view.

VI. PREVOCATIONAL PREPARATION

15. (1) Prevocational preparation should provide young persons w h o have not yet entered employment with an introduction to a variety of forms of work; it should not be pursued to the detriment of general education, nor should it replace the first phase of actual training.

(2) T h e prevocational preparation should include such general and practical instruction appropriate to the ages of the young persons as are calculated to: (a) continue and supplement the education already received; (b) give an idea of and develop a taste and esteem for practical w o r k and develop

an interest in training; (c) disclose vocational interests and aptitudes, and thus assist in vocational

guidance; (d) facilitate future vocational adjustment.

(3) T h e prevocational preparation should include, wherever possible, familiarization with the equipment and materials c o m m o n to a n u m b e r of occupations.

VII. ORGANIZATION OF TRAINING

16. (1) T h e training curriculum for each occupation should be worked out on the basis of a systematic analysis of the w o r k , skills, knowledge, and health and safety factors involved in that occupation, due account being taken of developments and foreseeable changes therein.

(2) T h e training curriculum should be periodically reviewed to keep it u p to date.

17. (1) T h e training curriculum should provide for all trainees a sound basis of theoretical and practical knowledge.

(2) In addition to instruction in the w o r k , skills, knowledge, and health and safety factors involved in the occupations concerned, and in the elements of social legislation, trainees should as far as possible be provided with back-

26


ground knowledge related to the occupations and to the branches of economic activity in which they wish to engage, with a view, in particular, to facilitating promotion.

(3) Subjects of general educational value should be included in the curriculum for long-term training and, so far as the time available permits, for short-term training.

18. (1) Curricula and training plans should be so drawn u p as to facilitate the future adaptability of the trainee within the general framework of the occupation concerned.

(2) For this purpose care should be taken in long-term training: (a) to enable the trainee to acquire a wide grasp of the theoretical principles

underlying the practice of his occupation; (b) to avoid specialization in the early period of training so as to provide the

trainee with a broad basis of skill and knowledge on which subsequent specialization can be built with a m i n i m u m of additional training or retraining.

19. (1) Undertakings not in a position to furnish their trainees with all the theoretical and practical knowledge required for a particular occupation should as necessary: (a) arrange for the deficiency to be m a d e up in training institutions on the basis

of one or m o r e of the following: (i) day release; (ii) release for periods of several weeks at a time every year; (iii) alternating substantial periods of training within the undertaking with

substantial periods of study in the training institution; (iv) other suitable training arrangements in accordance with national regu

lations; (b) establish and operate joint training schemes involving the use of their several

facilities or the establishment of a c o m m o n training centre. (2) Trainees from undertakings attending training institutions under the

arrangements referred to in subparagraph (1) should be released for this purpose during working hours without loss of pay.

20. Undertakings should co-operate in the implementation of training schemes established by training institutions by providing substantial periods of practical on-the-job training for institution students.

21. (1) Supplementary courses in further general education and technical k n o w ledge relating to the occupations in which they are engaged should be available u p to the age of 18 years for all young workers w h o are not receiving other training.

(2) T h e young workers should be enabled to attend these courses on the conditions provided for in Paragraph 19 (2).

22. Supplementary courses should be available to all workers w h o wish to improve their general, technical or commercial knowledge in order to facilitate their promotion and thus to improve their social and economic standing.

23. T h e duration of training should be determined having regard to: (a) the level and type of skill and knowledge to be attained; (b) the methods and m e a n s of training to be employed; (c) the m i n i m u m entrance qualifications required and the qualifications actually

possessed by the trainees on entrance; (d) in the case of adults, their past w o r k experience and the need to qualify

them as rapidly as possible for employment.

27


24. Special attention should be given to the training of young persons and adults with physical or mental disabilities as well as to the training of young persons with little ability.

VIII. M E T H O D S A N D MEANS OF TRAINING

25. Training methods should be adapted to the nature of the course, the educational level, age and status of the trainees and their previous experience.

26. A s a general rule, active and participatory methods should be preferred to the one-way communication of knowledge.

27. (1) Training should be as realistic as possible. (2) Practical training in training institutions should:

(a) be given in conditions and surroundings as similar as possible to those of an undertaking;

(b) if possible and necessary, include or be completed by periods of practical experience in an undertaking so that trainees m a y not only become familiar with a working atmosphere but are also enabled to acquire normal w o r k speed and skill on the job.

28. (1) Practical training not given on the job should include the performance of the operations involved in the occupation and, in suitable cases, real w o r k experience.

(2) Such w o r k experience should be appropriate to the needs of the training, and there should be proper safeguards against the employment of trainees in competition with the ordinary workers.

(3) In training on the job, work assigned to trainees should have real training value.

29. Training exercises should be so designed that trainees can see the practical application of what they are doing and the usefulness of any article produced.

30. (1) Complex operations should be broken d o w n into their simple elements. (2) Trainees should be enabled to acquire facility in performing one opera

tion before proceeding to the next and should m o v e from the simple to the complex.

31. Theory, including general education given as part of a training course, should be taught as far as possible in relation to the occupation in view.

32. Technical and related instruction should be linked with the practical training and, w h e n possible, be integrated with it.

33. T h e pace of instruction should be adjusted to the trainees' capacity to learn, and should allow for revision from time to time.

34. Steps should be taken to provide systematic technical supervision of trainees, particularly in the case of training on the job.

35. A careful record should be kept of the training and progress m a d e and, in addition, the trainees should be encouraged to keep their o w n detailed record of the training received and to develop the habit of checking their o w n performances.

36. (1) Instructional aids should be used whenever appropriate to facilitate the learning process.

28


(2) T h e responsible training authorities should keep abreast of newly developed training techniques and instructional materials and aids, and should ensure their use.

37. W h e n training facilities, particularly in isolated areas, d o not meet the training needs of the local population, they should be supplemented as appropriate by one or m o r e of the following: (a) correspondence courses adapted to local circumstances; (b) itinerant teachers and mobile demonstration units; (c) instruction by radio, television or other m e a n s of m a s s communication; (d) release of trainees from undertakings for several weeks at a time every year

to attend courses at a training institution in another locality; (e) other measures enabling training to be obtained in s o m e other locality, such

as grants, scholarships and assistance with travel or accommodat ion .

IX. TRAINING BY UNDERTAKINGS

38. (1) Employers should establish policies in regard to the action required to meet their need for trained personnel.

(2) Individual employers or groups of employers should be encouraged to develop systematic training schemes in accordance with their employment requirements, to such an extent as the technical operating conditions of their undertakings permit.

39. Employers should consult and co-operate with representatives of workers employed in their undertakings in the preparation and carrying out of training schemes therein.

40. T h e responsibility within an undertaking for training matters should be clearly allocated either to a special training department or to one or more persons on a full-time or part-time basis depending on the nature and extent of the training requirements of the undertaking.

41. T h e functions of departments or persons responsible for training should include: (a) suggesting training policies; (b) ensuring in consultation with the departments concerned that training

schemes are prepared; (c) participating in the selection of trainees; (d) ensuring the training of instructional staff; (e) supervising training within the undertaking; (f) mak ing arrangements on behalf of the undertaking concerning any instruc

tion that has to be given outside the undertaking and for the co-ordination of such instruction with that given within the undertaking;

(g) establishing and maintaining progress records of trainees; (h) ensuring that the training takes proven methods into account; (i) undertaking, encouraging or sponsoring research and follow-up studies to

ensure that training is efficient and u p to date.

42. W h e r e appropriate, undertakings should arrange for their trainees to be given a substantial initial period of broad basic training wholly in a training institution, with a view to reducing the over-all duration of the training period and increasing training efficiency.

43. At all stages of their training, whether within or outside the undertaking, trainees should remain, with respect to their training, under the general supervision and control of the training department or person responsible for training.

29


44. (1) In deciding where training should be given within an undertaking, the following factors should be taken into consideration: (a) the nature and duration of training; (b) the n u m b e r , age, knowledge and experience of the trainees; (c) the adequacy of training o n the job for the occupation; (d) the congestion, noise or other distractions, safety factors and risks of d a m a g e

to equipment in the normal workplace; (e) a n y saving in time, teaching staff a n d equipment; (f) the cost of separate a c c o m m o d a t i o n ; (g) the need to facilitate the transition f r o m training to w o r k to the greatest

extent possible; (h) the technical possibilities of the undertaking.

(2) Separate instructional a c c o m m o d a t i o n or at least a n instructional area set apart in the n o r m a l workplace and having the equipment necessary for training should be provided, w h e n e v e r practicable, in the early stages of training.

45. (1) Undertakings should provide for the reception of all n e w entrants on arrival and organize a period of induction for them.

(2) Special care should be taken with the initiation of young workers in the light of their need for training.

X. APPRENTICESHIP

46. Systematic long-term training for a recognized occupation taking place substantially within an undertaking or under an independent craftsman should be governed by a written contract of apprenticeship and be subject to established standards.

47. In deciding whether a particular occupation should be recognized as appren-ticeable, account should be taken of such matters as: (a) the degree of skill a n d theoretical technical k n o w l e d g e required for the

occupation in question; (b) the period of training necessary for the acquisition of the required skill and

knowledge; (c) the suitability of apprenticeship training for imparting the required skill and

knowledge; (d) the current and anticipated employment situation within the occupation in

question.

48. (1) T h e contract of apprenticeship should be entered into either with an individual employer, a group of employers, or a body such as an apprenticeship committee or service specially entrusted with the control of apprenticeship, as m a y be most appropriate to the national circumstances.

(2) W h e r e the apprentice is a minor, a parent, guardian or legal representative should be included in the contract as a party.

(3) T h e parties responsible for providing the apprenticeship should either themselves b e properly qualified to give the training or b e in a position to arrange for the training to b e given b y a person or persons so qualified, a n d the facilities available for training the apprentice should be such as will enable h i m to secure complete training for the occupation being taught.

(4) T h e competent authority should remain in regular contact with the undertaking or person providing the training, and should ensure, by m e a n s of regular inspection or supervision, that the objectives of the apprenticeship are being achieved.

30


49. T h e contract should: (a) contain an express or implied obligation to train in a particular occupation

in return for an obligation of the s a m e nature to serve as an apprentice during the period of apprenticeship;

(b) incorporate such of the standards and regulations established for the occupation in question as m a y be necessary or desirable in the interests of the parties;

(c) provide for such other mutual rights and obligations as m a y be relevant and not otherwise covered, including especially the observance of all safety regulations;

(d) provide for the settlement of disputes between the parties.

50. According to the circumstances in the country concerned, an occupation m a y be recognized as apprenticeable, and the standards referred to in Paragraph 46 and any regulations concerning apprenticeship m a y be established by: (a) statutory enactments; (b) decisions of bodies specially entrusted with the control of apprenticeship; (c) collective agreements; or (d) a combination of these various methods.

51 . Particular account should be taken of the following matters in the standards a n d regulations governing apprenticeship in respect of each recognized apprentice-able occupation: (a) the educational qualifications and m i n i m u m age governing entry into appren

ticeship; (b) provision for special cases of workers whose age exceeds the specified maxi

mum age; (c) the duration of apprenticeship including the period of probation, having

regard to the degree of skill a n d theoretical technical k n o w l e d g e required; (d) measures for determining the extent to which the normal duration of the

apprenticeship might be reduced in the light of any prior training or experience the apprentice m a y have had or of his progress during the apprenticeship;

(e) the schedule of w o r k processes, the theory a n d related instruction to b e given, a n d the t ime to b e spent o n each unit;

(f) the provision of d a y release, or such other f o r m s of release as m a y be appropriate, for attendance at a training institution;

(g) the examinations to be held during or on the expiry of the apprenticeship; (h) the qualifications or certificates obtainable on completion of apprenticeship; (i) any control of the n u m b e r of apprentices necessary to ensure adequate train

ing, avoid overcrowding in the occupation, and meet the m a n p o w e r needs of the particular branch of economic activity concerned;

(j) the rate of remuneration payable to the apprentice and the scale of increases during the apprenticeship;

(k) the conditions of remuneration in case of absence through sickness; (1) accident insurance; (m) holidays with pay; (n) the nature and extent of the supervision to be exercised over the apprentice

ship, particularly with a view to ensuring that the rules governing the apprenticeship are observed, that the training is in keeping with established standards and that there is reasonable uniformity in the conditions of apprenticeship ;

(o) the registration of apprentices and apprenticeship contracts with appropriate bodies;

(p) the form and content of the apprenticeship contract.

52. Apprentices should receive comprehensive safety instruction so as to develop

31


safe working habits in the use of tools and machinery and learn to observe general safety measures, taking into account n e w hazards as they arise.

53. (1) Entry into apprenticeship should in every case be preceded by comprehensive vocational guidance and by a medical examination related to the requirements of the occupation for which training is to be given.

(2) W h e r e the occupation in view calls for special physical qualities or mental aptitudes, these should be specified and verified by special tests.

54. (1) It should be possible by agreement a m o n g all parties concerned to transfer an apprentice from one undertaking to another w h e n this is considered necessary or desirable for the completion of his training.

(2) W h e r e several types of apprenticeship exist, it should be possible by agreement a m o n g all parties concerned for an apprentice to transfer from one type to another w h e n his aptitudes show that this would be to his advantage.

XI. ACCELERATED TRAINING

55. (1) Permanent arrangements for accelerated training should be organized: (a) to assist in meeting urgent needs for trained m a n p o w e r and in quickening

the rate of industrialization; (b) as a permanent m e a n s of adapting m a n p o w e r to technical progress; (c) for those categories of the population w h o need to achieve occupational

competence quickly in order to obtain employment suitable to their age and capacity;

(d) to further the development of occupational and social upgrading. (2) These permanent arrangements for accelerated training should be plan

ned in accordance with appropriate pedagogical methods, be implemented by instructors specially trained for the purpose and be based on concrete techniques directly related to industrial work .

56. T h e acceleration of training should be achieved by: (a) applying strict selection procedures in order to ensure as far as possible

that all trainees admitted have the ability to acquire the necessary knowledge and proficiency in the limited time set for the course, preference being given to candidates w h o also possess occupational experience of value to the n e w occupations;

(b) using a detailed syllabus setting out the graduated exercises and related theory which will provide trainees with the skills and knowledge immediately essential for obtaining employment and based on exhaustive analyses of the occupation and of the w o r k involved in it;

(c) concentrating o n practical training and teaching the indispensable theoretical technical knowledge in the course of practical training;

(d) limiting the n u m b e r of trainees in each class to such an extent that, having regard to the time available, each one m a y receive constant and close supervision throughout all stages of his instruction;

(e) applying such of the other methods and means of training referred to in Paragraphs 25 to 37 as m a y be found particularly appropriate.

57. (1) After finishing an accelerated training course the trainee should as soon as possible be placed in employment where, after induction, his training should be completed if necessary by on-the-job training.

(2) Persons w h o have completed accelerated training and w h o are thereafter taking part in the production process should have the opportunity to participate in courses which should be organized for the purpose of increasing their versatility and skills.

32


XII. TRAINING OF SUPERVISORS UP TO THE LEVEL OF FOREMEN

58. (1) Supervisors should receive special training to ensure that they are fully equipped for their duties.

(2) Such training should include as necessary: (a) further general education; (b) further technical training and experience; (c) instruction in:

(i) leadership and h u m a n relations, including industrial relations and procedures for the avoidance and settlement of disputes;

(ii) administrative procedures; (iii) teaching method; (iv) occupational safety and hygiene; (v) co-ordination at the different levels of the undertaking; (vi) adaptation to duties of responsibility; (vii) methods of w o r k ; (viii) labour legislation; (ix) specialized spheres of activity such as planning, w o r k study and costing. (3) Supervisors should be sufficiently informed about vocational counselling

to recognize its role and importance and the necessity for it to be given by specialists in this field.

59. (1) In principle initial supervisor training should be given before the assumption of supervisory duties; if this is not practicable, it should be given immediately after the assumption of such duties.

(2) Further training should be given to supervisors on a continuing basis; it should include the provision of information about developments generally within the undertaking and in the supervisor's o w n technical field and should provide the basis for promotion in appropriate cases.

XIII. TEACHING STAFF IN TRAINING INSTITUTIONS A N D UNDERTAKINGS

60. T h e selection of teaching staff should be carried out with due regard to: (a) general education, technical qualifications and experience, character and

personality, and aptitude for teaching; (b) the persons they will be called upon to teach; (c) the nature of the teaching; (d) any applicable national standards.

61. Teaching staff responsible for general education subjects should be recruited from a m o n g persons with the qualifications normally required of teachers of these subjects in general educational institutions.

62. Teaching staff responsible for theoretical technical courses should be recruited, according to the type of training involved: (a) from a m o n g persons w h o have been trained for and have had several years'

practical experience in the occupation they are to teach, in addition to having a sound theoretical knowledge of it and a good background of general education, as well as teaching ability; or

(b) from persons with appropriate practical experience as well as a degree or diploma awarded after appropriate training in a university, technical institution or teachers' training college or by a body approved by the public authorities.

33


63. (1) Teaching staff responsible for practical courses should be recruited from a m o n g persons with the qualifications specified in clause (a) of Paragraph 62.

(2) W h e n it is not possible to recruit, for practical courses, teaching staff with all the desirable qualifications, greater importance should be attached to technical competence, occupational experience and teaching ability than to a high level of general education.

64. Teaching staff responsible for courses in supervisory functions should be recruited from a m o n g persons w h o have been trained as supervisors and have had several years' experience in that capacity in addition to having a good background of technical training and general education.

65. U s e should be m a d e as far as possible of the experience of persons from industry, c o m m e r c e or the professions by employing them as part-time teachers of special subjects in training institutions.

66. In principle initial teacher training should be given before the assumption of teaching duties; if this is not practicable it should be given immediately after the assumption of such duties.

67. (1) Teaching staff employed either full-time or part-time in training institutions or in undertakings should receive special training, including teaching practice, for the purpose of developing their teaching ability and, where necessary, their technical qualifications and general education.

(2) T h e provision of such teaching practice for the teaching staff of training institutions should be facilitated by combining teacher training institutions as far as possible with ordinary training institutions.

(3) Teaching staff in training institutions and undertakings should receive special training on the subject of safety, with emphasis on safe working conditions and the safe use of tools and appliances used in the occupations in which they instruct.

(4) Further training should be m a d e available to teaching personnel on a continuing basis; it should include provision for them to keep abreast with teaching and technical developments and to qualify for promotion.

(5) T h e following should also be taken into consideration as a means of further training: (a) the organization of periodical visits to undertakings or training institutions

and of special courses such as in-service, weekend or holiday courses for individual teachers or groups of teachers;

(b) the grant, in special cases, of travelling or research scholarships or special leave with or without pay.

68. Teachers of general education and theoretical technical subjects should, as part of their training, acquire knowledge of the branch of activity which their trainees are intended to enter or have already entered.

69. Full-time teachers responsible for practical courses in training institutions should be enabled to carry out practical w o r k in undertakings from time to time.

70. T h e training of staff responsible for courses in supervisory functions should include further instruction in the subjects listed in Paragraph 58 as m a y be required, and instruction in methods and techniques of supervisory training.

71. (1) In order to attract and retain an efficient teaching staff in training institutions, the conditions of employment of such staff should compare favourably with those enjoyed by persons with similar knowledge and experience employed elsewhere on other than teaching duties, due account being taken of the extra qualifications required for teaching.

(2) A similar policy should be applied to teaching staff within undertakings.

34


72. W h e r e national standards of qualification for teaching staff in training institutions have been established, undertakings giving training should be encouraged to apply such standards w h e n appropriate to their o w n teaching staff.

73. Persons concerned with the direct supervision or technical administration of training institutions should, if possible, have had both production and teaching experience.

74. T h e teaching staff of training institutions should be regularly inspected or supervised by the competent authorities with a view to assisting them in their work and improving the instruction given.

XIV. COUNTRIES IN PROCESS OF INDUSTRIALIZATION

75. (1) Industrializing countries should aim at developing their training systems progressively in accordance with the provisions of this Recommendat ion .

(2) T h e y should pay primary attention to establishing an inventory of their current and future m a n p o w e r needs and resources.

(3) A plan should be drawn u p for the establishment and development of training facilities to meet these needs, giving due priority as circumstances require to: (a) the creation of a body of competent teaching staff; (b) the provision and equipment of the necessary training premises; (c) the development of the most appropriate training schemes, including literacy

courses for illiterate trainees. (4) T h e plan should be put into operation in accordance with the priorities

established.

76. (1) Industrializing countries should take special measures to meet the training needs of: (a) persons in rural areas in which it is intended to establish industrial activities; (b) persons w h o have left rural areas and seek industrial employment in urban

areas. (2) Such measures should include the establishment, particularly in rural

areas, of special training institutions, such as simple training workshops covering a few basic trades, and the adaptation of training methods to suit the level of education and degree of advancement of the rural groups in the localities concerned.

(3) T h e training in rural areas should take account of the possibility of developing n e w economic activities which utilize the natural resources of the area and are in keeping with the cultural traditions of the local population.

77. Industrializing countries should examine the desirability of: (a) establishing joint training facilities with adjacent countries; (b) obtaining international assistance in the implementation of their training

plans.

XV. INTERNATIONAL CO-OPERATION

78. (1) Countries should co-operate in the field of training to the greatest extent possible and, where desired, with the help of international organizations.

(2) Such co-operation should extend to such measures as: (a) the organization of seminars and working parties on training matters of

mutual interest;

35


(b) making available training facilities to enable selected personnel from other countries, either on an exchange basis or otherwise, to acquire skill, k n o w ledge and experience not available in their o w n country;

(c) the organization of visits abroad for persons concerned with training to enable them to become familiar with training practices in other countries;

(d) the loan of experienced personnel from one country to another to help organize training;

(e) the exchange of qualified personnel; (f) the preparation and supply of textbooks and other materials for training; (g) the systematic exchange of information on training questions; (h) helping the industrializing countries to create and develop their national

training systems and to acquire their o w n qualified teachers and instructors.

79. Consideration should be given to: (a) the desirability and possibility of progressively assimilating training levels

for the s a m e occupation within a group of countries with a view to facilitating access to training abroad as well as occupational mobility;

(b) the possibility of reciprocal recognition of examination certificates in territories where training levels for the same occupation are comparable;

(c) the preparation and exchange of occupational information such as job descriptions which m a y be particularly useful in the training of migrants.

XVI. EFFECT O N EARLIER R E C O M M E N D A T I O N S

80. This Recommendation supersedes the Vocational Training Recommendation, 1939, the Apprenticeship Recommendation, 1939, and the Vocational Training (Adults) Recommendation, 1950.

36

Technical and vocational education and training...

Documents

Transcript of Technical and vocational education and training...