Assessment of the educational attainment of students 2014, para. 57
Paragraph- Paragraph text
- However, development programmes for technical and vocational education and training and skills have not been adequately addressed in the most common international or regional assessments. National assessment mechanisms for those programmes must better evaluate how well they empower students to acquire the necessary competencies for the development requirements of their country, while still meeting the broader human rights-based objectives. Existing normative frameworks for TVET provide the basis for developing national assessments to appraise the acquisition of those competencies and skills by students. The UNESCO Revised Recommendation concerning Technical and Vocational Education (2001) stipulates that member States should aim to apply relevant and appropriate internationally recommended standards and norms relating to systems of assessment or evaluation; occupational qualifications and certification; and equipment and technical standards. The Recommendation also underlines the importance of the exchange of good practices and methods. Similarly, International Labour Organization (ILO) Recommendation No. 195 (2004) concerning Human Resources Development: Education, Training and Lifelong Learning stipulates that measures should be adopted, in consultation with social partners and using a national qualifications framework, to promote the development, implementation and financing of a transparent mechanism for the assessment, certification and recognition of skills, including prior learning and previous experience, irrespective of the countries where they were acquired and whether acquired formally or informally. Moreover, the Committee on Economic, Social and Cultural Rights requires States in their reporting to indicate the measures taken to increase the availability of TVET programmes and whether they enable students to acquire knowledge and skills which contribute to their personal development, self-reliance and employability (HRI/GEN/2/Rev.6, section II, para. 60).
- Legal status
- Non-negotiated soft law
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- N.A.
- Year
- 2014
- Paragraph type
- Other
- Reference
- SR Education, Report to the HRC (2014), A/HRC/26/27, para. 57.
- Paragraph number
- 57
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Date added
55 relationships, 55 entities