A/67/310 investments in education to be simply driven by immediate market demands. It also indicates that technical education should combine the development of particular skills with broad education goals, including by promoting democratic processes within schools. 47. In France, Law No. 2005-380 on orientation and programme for the future of school aims to reduce educational disparities by establishing common-core competences and by ensuring more individualized paths of acquiring competencies (i.e., an individual contract of educational success — contrat individuel de réussite éducative). In September 2009, the professional diploma (baccalauréat professionnel) was reformed, and the vocational diploma (baccalauréat) has been brought in step with the general and technological diplomas. Studies for vocational examinations can be undertaken within the school system in vocational high schools (lycée professionnel) or through apprenticeships. 48. In Italy, Law No. 133 of 2008 aims at the rational and effective use of funds in education and training, as part of the reform of the education system. 48 49. In Malaysia, the Human Resources Development Act of 1992 49 establishes public-private partnership in technical and vocational education and training. In 1993, the Malaysian Human Resource Development Fund was created, which is funded through taxes levied on employers, with the aim of enhancing the role of private industry in providing technical and vocational education and training as a complement to State efforts to increase the pool of the trained, skilled workforce in the country. Resources provided through this fund must be spent on encouraging development and growth of employees’ skills. The Act was considered to be instrumental in promoting increased enterprise training among all firms, but especially among medium-sized companies. 50 50. The key importance of the national legal framework for technical and vocational education and training is indicated by the fact that countries having operational technical and vocational education and training systems (for example, Australia, Austria, Brazil, China, Germany, the Republic of Korea and Switzerland) also have an elaborate and effective legal and regulatory framework and mechanisms for stimulating and channelling such education and training to skills development and human development. B. Policies and reforms of technical and vocational education and training systems 51. The need for further development of existing norms and standards for technical and vocational education and training, is also articulated, with legislation, in national policies and plans introducing reforms in technical and vocational education and training. Such reforms should take into account some key elements such as: multi-purpose secondary education offering diversified and skills-based curricula linking education to the world of work; facilitating pathways between technical and vocational education and training and higher education, with higher __________________ 48 49 50 12-46486 ILO, General Survey concerning employment instruments (Geneva, 2010), para. 120. See www.mylabourlaw.net/reference/5-human-resources-development-act-1992.php. H. Tan, “Malaysia’s Human Resource Development Fund: An Evaluation of Its Effects on Training and Productivity” (World Bank, 2005). 15