A/67/310 “national qualification frameworks (NQF) and recognition of prior learning (RPL), with mechanisms and opportunities for the recognition and validation of experiential learning as well as rewarding and motivating all workers in the context of lifelong learning”. 60 65. Information and communication technologies have opened new paths to distance learning. As a result, technical and vocational education and training is also provided in a “virtual learning environment” by way of Internet-based education and training and e-learning and e-training initiatives. A multiplicity of learning sites and modes exist for delivering technical and vocational education and training. While such modes of delivery can provide for greater access to it, “online learning can also lead to deskilling of teachers through the fragmentation and segmentation of tasks. Moreover, providers of dubious quality are using Internet-based education and training simply to cut costs by undermining teachers’ working conditions, particularly in off-shore provision”. 61 This is an emerging issue which requires serious attention in the context of developments and policy reforms in technical and vocational education and training. 66. An essential prerequisite of quality technical and vocational education and training is to ensure the deployment and retention of qualified teachers. The provisions in the ILO/UNESCO Recommendation concerning the Status of Teachers (1966) are applicable to technical and vocational education and training, especially the provisions concerning preparation for the profession; continuing education, employment and career; the rights and responsibilities of teachers; conditions for effective teaching and learning; teacher salaries and social security; and emoluments and conditions of service. Instructors and teachers should possess the necessary qualifications, including advanced degrees and professional experience in related occupational fields. They should also have pedagogical skills and be motivated and committed to the profession. In this regard, mechanisms to ensure in-service training for teachers/educators in industry or enterprise, and continuing training in the use of information and communication technology, are especially necessary. VII. Investment in technical and vocational education and training 67. In his last report to the General Assembly, the Special Rapporteur noted that budgetary provision for quality education was scarce, as almost the totality of resources assigned for education went to recurring expenditure, and he underlined the need for a paradigm shift to respond to quality imperatives (A/66/269, para. 55). He also called for expanding the base of financing quality education. In this regard, technical and vocational education and training should be given due consideration in view of its importance to socioeconomic development, and States should assume the primary responsibility for investing in technical and vocational education and training. 62 __________________ 60 61 62 12-46486 Conclusions of the Association for the Development of Education in Africa, 2012 Triennale. See www.adeanet.org/triennale. Education International (EI), “Report of the EI Taskforce on Globalisation, the General Agreement on Trade in Services (GATS) and Vocational Education” (2007). See, e.g., ILO Recommendation No. 195 concerning Human Resources Development (2004). 19