A/67/310 9. Technical and vocational education and training is seen “as a cornerstone for the transformation of education and training”, 5 which is indeed crucial, given increasing concerns about rising unemployment, particularly among educated youth. As acknowledged by the World Bank, “The dynamic forces of the knowledge economy, accompanied by changing markets, scientific and technological advances, and increasing globalization and internationalization, call for a new face of skills and competencies”. 6 In this context, enhanced attention must be paid to modernizing technical and vocational education and training curricula and to the quality of the education provided. 7 10. International experience demonstrates that adapting to an increasingly diversified student population calls for providing various learning pathways, including in technical and vocational subjects. 8 New approaches to education and training are crucial to meet the demand for new skills in an increasingly knowledgeand skills-based society. Accordingly, technical and vocational education and training systems must respond to the demand for upgrading skills and the acquisition of new ones, which are instrumental in the creation of new employment opportunities. Such education and training can also stimulate creative skills and promote the arts. Concerns with environmental degradation, poverty eradication and sustainable development have motivated new approaches to technical and vocational education and training with consideration given to the promotion of skills required by the emerging “‘green’ economy”. 9 In June 2012, the United Nations Conference on Sustainable Development also underscored the importance of supporting educational institutions to develop quality and innovative programmes, including technical and vocational training and lifelong learning, geared to bridging skills gaps in order to advance sustainable development objectives (A/CONF.216/L.1, para. 235). 11. As detailed below, many countries have adopted new laws, policies and strategies, recognizing the empowering role of technical and vocational education and training in people’s lives and in socioeconomic development. “The 21st century’s need for new skills to match advances in information, communication and technology has initiated the return of TVET to the international agenda”, 10 as evidenced by multiple initiatives at national and international levels. __________________ 5 6 7 8 9 10 12-46486 Q. Tang, “TVET for a Changing World: Global Developments, Local Resonance”, Norrag News, No. 46 (2011), p. 14. Yoo Jeung Joy Nam, “Pre-Employment Skills Development Strategies in the OECD”, Social Protection & Labor (World Bank, 2009), p. 3, para. 1.1. The Special Rapporteur addressed the need for a normative framework for quality in education in his last report to the Human Rights Council (A/HRC/20/21). See, e.g., the Netherlands Initiative for Capacity Development in Higher Education (NICHE), Strategy on Technical and Vocational Education and Training (2010). UNESCO, Shanghai Consensus: Recommendations of the Third International Congress on Technical and Vocational Education and Training, “Transforming TVET: Building Skills for Work and Life” (2012). NICHE, Strategy on Technical and Vocational Education and Training (2010), p. 2. 5