A/67/310 I. Introduction 1. The present report is submitted pursuant to Human Rights Council resolutions 8/4 and 17/3. It is devoted to technical and vocational education and training from a right to education perspective. 2. Technical and vocational education is defined as “all forms and levels of the educational process involving, in addition to general knowledge, the study of technologies and related sciences and the acquisition of practical skills, know-how, attitudes and understanding relating to occupations in the various sectors of economic and social life”. 1 For the purposes of this report, the term technical and vocational education is “those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life”, 2 which “applies to all forms and levels of technical and vocational education provided in educational institutions or through cooperative programmes organized jointly by educational institutions, on the one hand, and industrial, agricultural, commercial or any other undertaking related to the world of work, on the other”. 3 The Special Rapporteur further underlines that “apprenticeship” is also an important part of technical and vocational education and training. 3. The report highlights international obligations as well as political commitments for technical and vocational education and training. It analyses norms and standards developed through international instruments and underlines the importance of national-level normative action to maximize the contribution of technical and vocational education and training to empowerment and social and economic development. The Special Rapporteur stresses its specific characteristic as a right, and analyses evolving national legal and policy frameworks of technical and vocational education and training. He addresses the need to ensure quality in such education and training and the responsibilities of various stakeholders involved in its implementation. The report also addresses the importance of technical and vocational education and training in the post-2015 Education for All (EFA) and development agendas and makes a set of recommendations. 4. Since submitting his last report to the General Assembly (A/66/269), the Special Rapporteur on the right to education conducted country visits to Kazakhstan in September 2011 and Tunisia in May 2012. He presented his report on the visit to Kazakhstan along with his annual thematic report (A/HRC/20/21) to the Human Rights Council at its twentieth session in June 2012. Pursuant to the priorities identified in his initial report (A/HRC/17/29 and Corr.1), the Special Rapporteur has dedicated this annual thematic report to norms and standards for quality in education, taking into account national experiences in this regard and the views of United Nations agencies, international organizations and civil society organizations. 5. During the reporting period, the Special Rapporteur continued to participate in a number of public events on education and collaborate with States, international organizations and non-governmental organizations. In his statements and __________________ 1 2 3 12-46486 UNESCO Convention on Technical and Vocational Education (1989), article 1 (a). UNESCO, Revised Recommendation concerning Technical and Vocational Education (2001), annex, para. 2. UNESCO Convention on Technical and Vocational Education, article 1 (b). 3