A/67/310 37. Various instruments and strategies exist on technical and vocational education and training, the most relevant today being the UNESCO Revised Recommendation concerning Technical and Vocational Education (2001). The General Conference stipulated, in the related resolution, that “when developing and improving technical and vocational education, Member States should take whatever legislative or other steps may be required to give effect, within their respective territories, to the principles set forth in this Recommendation”. As for strategies, one can mention the Strategy to Revitalize Technical and Vocational Education and Training (TVET) in Africa (2007), which recognizes that “the major reforms concern the setting up of national training bodies, and the enactment of laws to strengthen national vocational training programmes”. A. National legal frameworks 38. Technical and vocational education and training can become elevated when provided as a constitutional right. For example, the Constitution of Morocco (as amended in 2011) provides for the right to modern education of quality and professional training in order to meet market demands (article 31). 39. Foundations of technical and vocational education and training in national laws and policies must be strengthened. National legal frameworks developed in many countries bear testimony to the importance attached to this field. 40. In Australia, the apprenticeship system involves a legal contract between the employer and the apprentice, and provides a combination of school-based and workplace training. 41. In Austria, apprenticeship training/technical and vocational education and training is organized in a dual education system, regulated by the Vocational Training Act, 37 in which company-based training of apprentices is complemented by compulsory part-time vocational school for apprentices. 38 The Austrian Vocational Training Act also establishes joint training systems aimed at specialized companies desiring to train apprentices. 39 42. In Germany, the Vocational Education and Training Act (2005) establishes the framework for vocational training. 40 The Act regulates the vocational training system and establishes different responsibilities for the State, the unions, associations and chambers of trade, and industry. As in Austria and Switzerland, technical and vocational education and training is considered a dual system in Germany because vocational training is conducted in two places of learning — companies and vocational schools, with statutory regulations and within the framework of enterprises’ agreement. 41 __________________ 37 38 39 40 41 12-46486 See www.en.bmwfj.gv.at/Vocationaltraining/Apprenticeshipsandvocationaltraining/Seiten/default.aspx. See www.bmukk.gv.at/enfr/school/secon/app.xml. Yoo Jeung Joy Nam, “Pre-Employment Skills Development Strategies in the OECD”, Social Protection & Labor (World Bank, 2009), p. 48. Other important legislation includes the Regulation on Craft Trades; the Regulation on Trainer Aptitude; the Safety at Work for Young Workers Act; the Works Council Constitution Act; the Aid for Further Training for Advancement Act; and the Distance Learning Courses Act. U. Hippach-Schneider, M. Krause and C. Woll, “Vocational education and training in Germany: Short description”, Cedefop Panorama Series, No. 138 (2007), p. 25 ff. 13