incheon framework for action - --- - الصفحة ١٧ - Targets and indicative strategies

Education ٢٠٣٠ Framework for Action

wide range of education and training modalities, so that all youth and adults, especially girls and women, can acquire relevant knowledge, skills and competencies for decent work and life.

٤٧. Equitable access to TVET needs to be expanded while quality is ensured. Appropriate priorities and strategies need to be developed to better link TVET with the world of work, in both the formal and informal labour sectors, to improve its status, to build learning pathways between different education streams and to facilitate the transition between school and work. TVET systems must recognize and value skills acquired through experience or in non-formal and informal settings, including in the workplace and through the Internet.

٤٨. A narrow focus on work-specific skills reduces graduates’ abilities to adapt to the fast-changing demands of the labour market. Therefore, beyond mastering work-specific skills, emphasis must be placed on developing high-level cognitive and non-cognitive/transferable skills [[xxv]], such as problem solving, critical thinking, creativity, teamwork, communication skills and conflict resolution, which can be used across a range of occupational fields. Moreover, learners should be provided with opportunities to update their skills continuously through lifelong learning.

٤٩. It is critical to evaluate impacts and outcomes of TVET education policies and programmes, and to collect data on the transition from learning to the world of work and on the employability of graduates, paying attention to disparity.

٥٠. Indicative strategies:

· Gather and use evidence about changing skills demand to guide skills development, reduce disparity and respond to changing labour market and societal needs and contexts, as well as to the needs of the ‘informal economy’ and rural development.

· Engage social partners in designing and delivering education and training programmes that are evidence based and holistic. Ensure that TVET curricula and training programmes are of high quality and include both work-related skills and non-cognitive/transferable skills, including entrepreneurial, basic and ICT skills, and that TVET institutions’ leaders and teaching staff, including trainers and companies, are qualified/certified.

· Promote the development of different forms of work-based and classroom-based training and learning where appropriate.

· Ensure transparent and efficient TVET quality assurance systems and develop qualifications frameworks.

· Promote collaboration on enhancing transparency and cross-border recognition of TVET qualifications to raise the quality of TVET programmes and enable workers’ and learners’ mobility, and to ensure that TVET programmes keep pace with the changing labour market demands.

· Promote flexible learning pathways in both formal and non-formal settings; enable learners to accumulate and transfer credits for levels of achievement; recognize, validate and accredit prior learning; and establish appropriate bridging programmes and career guidance and counselling services.

Target ٤.٥: By ٢٠٣٠, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

٥١. Despite overall progress in enrolling more girls and boys in primary school, insufficient attention has been paid to eliminating inequality in education at all levels. For example, the probability that children from the poorest ٢٠% of households in low and middle income countries would not complete primary school was more than five times as high as that of children from the