TVET for Sustainable Development: How to come from idealistic vision to a holistic approach ?
Dr. Harry Stolte
InWEnt/ CapacityBuilding International, Magdeburg, Germany
Head of Division
“Modern media and curricula development in VET”
Backgrounds and frameconditions for the sustainable development approach
History of mankind is a history of growing numbers, growing consumption and increasingly invasively and destructively technology. Based on the mutual work of these three elements it came and comes to a more and more destructive influence to our planet.
If we look back in the history, we can identify some examples, that – resulting from overusing natural resources, wasting environment – ecological (and social) balance was broken and people / nations lost their basis of life.
Today’s level of technology, structures and dimensions in the development of society lead to completely new dimensions of imbalances globally; that might lead to threat chances of mankind to survive.
These problematic situation was more and more recognized and discussed in last decades, as for example
-The Club of Rome, founded in 1968, with its report “The Limits to Growth” (1972)
-Ernst Friedrich Schumacher (1911-1977) a German economist who spent most of his professional life in UK, in 1973 published his famous book “Small is Beautiful: Economics As If People Matter”.
Beside the fact, that at first aspects of economy and ecology in discussions stood in the foreground, more and more human dimensions were addressed.
“Currently, we do not look at economy primarily from the perspective of of human beings. We look at it primarily under the aspect of production of goods. Human beings are ranked on the second place only. They are means of production. This is the kind of industry we bring to developing countries. At the bottom of our hearts we know that this kind of industry does not have a future. Nature cannot cope with it, commodities cannot cope with it, and human beings cannot cope with it.” (Kieffer, 1993)
In the report of the World Commission on Environment and Development (“Brundlandt Commission”) published in 1987 entitled “Our Common Future”, the term “sustainable development” is used to link environmental and developmental concerns:
“Sustainable development is development that meets the needs of present without compromising the ability of future generations to meet their own needs.” (World Commission on Environment and Development, 1987)
In following times some international conferences, summit meetings of international community addressed the area of sustainable development from different views and delivered a range of declarations, recommendations etc. (see References).
In December 2002, resolution 57/254 on the United Nations Decade of Education for Sustainable Development 2005-2014 (DESD) was adopted by the United Nations General Assembly and UNESCO was designated as lead agency for the promotion of the Decade.
The United Nations Decade of Education for Sustainable Development is a complex and far-reaching undertaking. The environmental, social, and economic implications are enormous and touch many aspects of life of the world’s population. The overall goal of the DESD is to integrate the principles, values, and practices of sustainable development into all aspects of education and learning. This educational effort will encourage changes in behaviour that will create a more sustainable future in terms of environmental integrity, economic viability, and a just society for present and future generations.
Sustainable Development, Education for sustainable development: Dimensions, Visions and realities in ESD and TVET
Nowadays in the concept of sustainable development three principal aspects / dimensions are combined:
- Economic dimension:
An economically sustainable system must be able to produce goods and services on a continuing basis.
- Environmental dimension:
An environmentally sustainable system must maintain a stable resource base, avoiding over-exploitation of renewable resource systems, and depleting non-renewable maintenance of biodiversity, atmospheric stability, and other ecosystem functions not ordinarily classed as economic resources.
- Social dimension:
A socially sustainable system must achieve distributional equity, adequate provision of social services including health and education, gender equity, and political accountability and participation.
(Holmberg 1992; Reed 1996; Rio-Declaration 1992)
Following some international discussion were elaborated national action plans, which include and describe principles and priorities for the implementation and realization of the DESD in national context, as shown below with the German example:
Principles of Education for Sustainable Development (ESD):
- ESD is concerning everyone
- ESD is a an ongoing continuously process and contributes to acceptance of change processes in society
- ESD is a cross-disciplinary task and has an integration function
- ESD and wants to improve living conditions of mankind
- ESD creates individual, social and economic chances for the future
- ESD supports global responsibility.
(German national action plan of DESD)
As an outcome of international discussion regarding demands on TVET and it’s role to contribute to SD within the DESD were adopted some declaration with orientation on areas of priority, as:
- to include sustainable development concepts in all courses for everyone (“TVET for All”)
- to enhance focus upon sustainable development in occupationally relevant areas, e.g. water, auto repair, fabrication, carpentry, forestry, mining, ICTs, service sectors, etc;
- to indicate that new jobs will become available in sustainability industries.
(UNESCO-UNEVOC, 2005, Orienting TVET to Sustainable Development. A discussion Paper)
In the “Bonn Declaration” on Learning for Work, Citicenship and Sustainability by UNESCO-UNEVOC were mentioned the following fields of action:
- Advocacy and vision building
- Support for the review and development of national TVET policies
- Guidelines for Planning and Implementation
- Capacity Builduing and Training Programmes
- Learning Support Materials, Resources and Equipment
- Networking and Partnership in TVET
- Ongoing Monitoring, Evaluation and Research..
Up to now – in the second year of the decade – one can mention, that still idealistic visions are dominating in the international debate regarding ESD.
Remembering, that Sustainable Development as well as Education for Sustainable Development is a complex undertaking, there exists in framework on re-orientation of TVET towards Sustainable Development
-a fragmented and/or isolated dealing with selected issues, as environmental, social, Gender, ecological aspects etc.
-overemphasizing of one or another aspect of SD-dimensions – Sustainability however will only function, if the three dimensions (economic, social, ecologic) combined in an integrated manner will be addressed and put into action in TVET processes.
It can be stated, that there no solution exists for combining ESD-related issues in an integrated approach.
Aspects, which have to been taken into consideration in identifying holistic approaches regarding tvet and education for Sustainable Development,
In following elaboration will be raised some thesis, to come to orientation, in what further work TVET could be orientated towards Sustainable Development and how holistic approaches towards this objective could be identified.
First Thesis:
It must be recognized, that TVET is a complex differentiated socio-economic system by itself, which is influenced by involved individuals, state and companies/economy – which have partly different interests.
In this circumstance TVET has to be understood as a “service-provider” for individuals, economy and society.
In recognition of the service function of TVET regarding the labor market and its development there should be exist relevant elements in TVET, which can address specific questions and demand of the labor market.
Second Thesis:
The application of in TVET imparted competencies will be realized in the world of work; here is to shown performance.
Therefore, to achieve Sustainable Development via TVET - TVET has to be strongly linked with the world of work in companies and other employers.
A precondition for TVET to fulfill a role in contributing to Sustainable Development is the identification of sustainable development and action processes in the world of work – in the end in companies. Based of identified sustainable action processes in companies it is possible to create adapted and suitable contribution of TVET to support these processes. On the other hand: the implementation and realization of an orientation of companies towards sustainable processes is not possible without adjusting competencies and qualification of workforce and management staff.
Focal areas for inputs and contributions of TVET regarding the realization of changes in companies and their processes therefore have to be directed towards implementation phases – as shown in the picture below – and needed capabilities and competencies:
Related to identified and analyzed tasks in work processes it is possible to structure in a next step modular units in terms of assignment of modular units to tasks – it can be seen as begin or switch over to the curriculum design process. Each modular unit as next can be structured in terms of “steps of work” that have to be fulfilled in this area of the identified job with its requirements in terms of skills, knowledge and attitudes. In the next steps follows the work-pedagogic orientation of the modular unit and the included and before described steps of work; of importance is to have a clear (holistic) focus to the dimensions of learning objectives in the interrelationship of cognitive, affective and psycho-motor demands.
Last but not least the didactical design for the modular unit - based and related to the work results before – has to be done.
With view on the objective to identify strategies and approaches for curriculum changes and integration of sustainable development in TVET curricula:
- to include sustainable development concepts in all courses for everyone (“TVET for All”)
- to enhance focus upon sustainable development in occupationally relevant areas, e.g. water, auto repair, fabrication, carpentry, forestry, mining, ICTs, service sectors, etc;
- to indicate that new jobs will become available in sustainability industries
we believe, that the in this contribution in overview described methodology could be used as an tool for realizing the demanded changes of curricula for integration of sustainable development in TVET curricula and/or develop curricula for new jobs in sustainable industries.
Using such kind of methodology with special consideration of integration of aspects of Sustainable Development one should give special attention to following aspects:
- Pariticipatory approach during training needs assessment
- “Offensive” identification of existing economic, social and ecological interrela-tionships in the work reality of identified job(s) and derivation of relevant learning objectives, training content and methods of implementation with focus on Sustainable Devlopment
- Openness to exceed the borders of job and/or occupations and to proceed in an integrative way,
- Show possibilities of (occupational) cooperation
- Identify and explain relevant standards, guidelines etc. for orientation
- Make visible and / or understandable results of different ways of acting
- Take into consideration different motivation of different groups of interest
- Make visible benefits and advantages
- Create public recognition and response
- Consideration of integrated, process and holistic oriented implementation schemes (knowledge, skills, attitudes)
With view on the implementation, we believe, that some kinds of action oriented methods could be predestinated, as
- project method
- group work
- scenario method.
Third Thesis:
Sustainable Development in the end is to be achieved only in a global framework – by acting regionally and locally. Therefore – to achieve Sustainable Development results: efforts to achieve TVET for Sustainable Development requires a systematic linking and/or cooperation in international framework under this objective.
An international cooperation with above described objective should
-be leaded by certain relevant bodies
-integrate and involve competent and motivated actors
-recognise relevant stakeholders
-be able to attract needed finances
-enable an interdisciplinary work
-ensure an exchange of lessons learnt and best practices
-to combine resources in areas of main common interest
-identify and realize related projects
-cover in its activities the most important fields, which can contribute to a re-orientation of TVET towards Sustainable Development.
After some discussion InWEnt and UNESCO-UNEVOC elaborated jointly a draft proposal for a approach of international co-operation under above mentioned demands.
An overview on this proposal is roughly given in the following figures:
“Global TVET-Academy for Sustainable Development”
(A joint Initiative / Proposal by InWEnt / UNESCO-UNEVOC)
Organisational Structure
Activities of the GLOTVETAC:
REFERENCES
Anderson, D. ( ) Productivism, VET and ecological sustainability
2003/documents/PA066Anderson.pdf
Brundtland Commission (1987) Our Common Future. Report of the World Commission on Environment and Development
CMIS: Sustainable Development – Curriculum Context
Crowder, L.V. (1997) A participatory approach to curriculum development, FAO
Education for sustainable development
Gough, S., Scott,W. (2001) Curriculum Development and Suatainable Development: practices, institutions and literacies. Eduacational Philosophy and Theory, Vol. 33, No. 2
Harrison, Paul (1993) The Third Revoulution. Population, Environment and a Sustainable World, Penguin Books Ltd.
Hawkins, P., Lovins, A. and Lovins, H. (1999). Natural Capitalism: Creating the Next Industrial Revolution, Boston: Little, Brown and Co.
Holmberg, J., ed. (1992) Making Development Sustainable: Redefining Institutions, Policy and EconomicsIsland Press, WashingtonD.C.
ILO Conventions, Overview and full texts, International Labour Organization, Geneva, (21.05.2004)
ILO Recommendations, Overview and full texts, International Labour Organization, Geneva, (21.05.2004)
ILO (1975). Convention No. 142/ Recommendation 150 concerning Vocational Guidance and Vocational Training in the Development of Human Resources. Adopted by the International Labour Conference at its 60th session in 1975. International Labour Organization, Geneva
ILO (2000). Conclusions concerning Human Resources Training and Development. Adopted by the International Labour Conference at its 88th session in 2000. International Labour Organization, Geneva
ILO (2004a): Recommendation 195 Concerning Human Resources Development: Education, Training and Lifelong Learning, adopted by the International Labour Conference at its ninety-second session, 17 June 2004, (07.08.2005)
ILO (2004b). A Fair Globalization: Creating Opportunities for All. World Commission on the Social Dimension of Globalization. International Labour Organization, Geneva, (21.05.2004)
Kieffer, D. (1993). Foreword (pp5-8) In: Small is Beautiful. Die Rückkehr zum menschlichen Maß. Stiftung Ökologie & Landbau, Bad Dürkheim
Kroenner, H. (2005) The Contribution of TVET to Sustainable Development
Meadows, D. H., et al. (1972). The Limits to Growth. A Report for the Club of Rome's Project on the Predicament of Mankind. Universe Books, New York
Mertineit, K.-D. et al. (2001). Berufsbildung für eine nachhaltige Entwicklung. Bundesministerium für Bildung und Forschung (BMBF), Bonn
Mertineit, K.-D., Exner,V. (2003). Berufsbildung für eine nachhaltige Entwicklung. Erfolgreiche Praxisbeispiele aus Betrieben, Berufsschulen und Bildungsstätten. Deutscher Wirtschaftsdienst – Wolters Kluwer Deutschland GmbH, München, Neuwied, Köln
Muyanda-Mutebi, P., ed. ((2000) Environmental Education Sourcebook. A Teaching & Training Guide. Pan Africa Books, Nairobi
Nationaler Aktionsplan für Deutschland zur UN-Dekade “Bildung für nachhaltige Ent-wicklung” 2005-2014
OurCommonFuture. Report of the World Commission on Environment and Development (Brundlandt Commission) (1987)
Quisumbing, L.R. (2001). The Importance of Values Education for TVET and its Economic and Human Resource Development Program. Paper presented at the UNESCO Asia Pacific Conference, Adelaide.
Ratka, R. ed., ((2000) Environmental Issues in Investment Planning for Sustainable Development. German Foundation for International Development, Bonn
Reed, D. ed., (1996) Structural Adjustment, the Environment and Sustainable Development. World Wide Fund for Nature; Earthscan Publications, London
Schumacher, E.F. (1973) Small is beautiful. A Study of Economics as if Peoples Mattered., Blond & Briggs, London
Schumacher, E. F. (2004). 21.05.2004
Sterling, S. (1993). Environmental Education and Sustainability: A View from Holistic Ethics, in Fien, J., ed. Environmental Education: A Pathway to Sustainability?, Geelong: DeakinUniversity Press, pp. 69-98.
UNESCO (1989). Convention on Technical and Vocational Education.; (21.05.2004)
UNESCO (1991). Feasibility Study on the Establishment of an International Centre for Technical and Vocational Education. United Nations Educational, Scientific and Cultural Organization (UNESCO), Paris, (21.05.2004)
UNESCO (2001). Revised Recommendation Concerning Technical and Vocational Education (2001). UNESCO-UNEVOC International Centre; (21.05.2004)
UNESCO (2002). Teaching and learning for a sustainable future. A multimedia teacher education programme. UNESCO, Paris. Available on CD-ROM and at (21.05.2004)
UNESCO (2003). Promoting Quality Education: Education for Peace, Human Rights and Democracy; Education for Sustainable Development; Curricula, Educational Tools and Teacher Training. Document 166EX/INF.6, 18March2003, UNESCO, Paris
UNESCO (2004a). The Bonn Declaration. Expert Meeting on Learning for Work, Citizenship and Sustainability, Bonn, October 2004. UNESCO, Paris (06.08.2005)
UNESCO (2004b). Suggestions to UNESCO for Action Planning in TVET for Sustainable Development. Expert Meeting on Learning for Work, Citizenship and Sustainability, Bonn, October 2004. UNESCO, Paris. (06.08.2005)
UNESCO (2005). Draft International implementation scheme for the United Nations Decade of Education for Sustainable Development (2005-2014). Report by the Director-General. Document 172EX/11. UNESCO, Paris, 11 August 2005. (24.08.2005)
UNESCO-UNEVOC (2004). Orienting Technical and Vocational Education and Training (TVET) for Sustainable Development. A Discussion Paper. Prepared by the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, Bonn, Germany, 2004
United Nations (2002a). Plan of Implementation of the World Summit on Sustainable Development. (24.08.2005)
UNESCO-UNEVOC (2006) Orienting Technical and Vocational Education and Training for Sustainable Development. A discussion paper. UNESCO, Bonn
UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training; (2005) Learning for Work Citizenship and Sustainability; International expert meeting;
United Nations Environment Programme (1997). Global Environmental Outlook 1, New York: OxfordUniversity Press.
United Nations, Agenda 21 (1992). Report of the United Nations Conference on Environment and Development, Rio de Janeiro Earth Summit, June 3-14. Retrieved 14 May 2004 from aconf15126-1annex1.htm
United Nations (2002b). United Nations Decade of Education for Sustainable Development. Resolution 57/254 adopted by the General Assembly at its 78th plenary meeting on 20 December 2002, (24.08.2005)
Wilson, D. N. (2001). Reform of TVET for the Changing World of Work, Prospects, 27 (3), pp. 27-36.
Yencken, D. (1994) Values, Knowledge and Action, in L. Grove, D. Evans and D. Yenchen, eds., Restoring the Land: Environmental Values, Knowledge and Action, Melbourne: MelbourneUniversity Press, pp. 217-236.