A Review of Academic Freedom in African Universities through the Prism of the 1997/ILO/UNESCO Recommendation

In Europe, Australia, and the United States, the ILO/UNESCO Recommendation concerning the Status of Higher-Education Teaching Personnel has been honored more in the breach than in its observance. Now that Africa has returned to an ethos of democratic culture and refinement of the role of the university in the globalization era, the time has come for it also to be assessed on its level of compliance with the ILO/UNESCO Recommendation. This essay takes up that assessment based on four indicators identified in the ILO/UNESCO Recommendation: institutional autonomy, individual rights and freedoms, institutional self-governance, and tenure. The article concludes that academic freedom has found its way back into African universities after its almost complete annihilation between independence and the collapse of the Berlin Wall. However, reforms undertaken in the globalization era in many African universities have undermined gains made in respect to academic freedom during that time

Sectoral Activities Programme: Proposals for 2012–13

This document is part of a digital collection provided by the Martin P. Catherwood Library, ILR School, Cornell University, pertaining to the effects of globalization on the workplace worldwide. Special emphasis is placed on labor rights, working conditions, labor market changes, and union organizing.ILO_SectoralActivitiesProgrammeProposals2012_13.pdf: 197 downloads, before Oct. 1, 2020

THE HEADIC ISSUE OF DIGITAL REVOLUTION: AN EMERGENT CHALLENGE FOR THE FUTURE OF JOBS

The article goes through the different stages of human at work and it current practices then focuses on the digital revolution coming on. It explores the effects on jobs in the transport and banking sectors. What are the countries that are well prepared for that revolution? Are Africa and Burkina ready for the digital transformation? The lack of infrastructure is severe in some countries. The main keys are to strengthen the educations systems, to build a solid lifelong system and the use the tools of change management. The findings show that countries have an important role to play but also international organizations like ILO, UNESCO, OCED, EU, and AU. Keywords: Digital revolution, Challenge, Jobs, Future

Social dialogue in education in Latin America:a regional survey

The ILO’s Sectoral Activities Department commissioned the research leading to this Working Paper in preparation for the Eighth Session of the Joint ILO/UNESCO Committee of Experts on the Application of the Recommendations concerning Teaching Personnel (CEART), held from 15-19 September 2003 in Paris. The CEART has for some time been concerned with the issue of teachers’ participation in education reforms through information sharing on changes, consultation on educational policy and collective bargaining negotiations on teaching and learning conditions. It therefore requested the ILO to prepare thematic reports on forward-looking procedures and structures to encourage participation of teachers and teachers’ organizations in education reform decisions. A series of regional reports were commissioned, of which this study is one.CINDE/PREA

Academic freedom in Europe: reviewing UNESCO’s recommendation

This paper examines the compliance of universities in the European Union with the UNESCO Recommendation concerning the Status of Higher–Education Teaching Personnel, which deals primarily with protection for academic freedom. The paper briefly surveys the European genesis of the modern research university and academic freedom, before evaluating compliance with the UNESCO recommendation on institutional autonomy, academic freedom, university governance and tenure. Following from this, the paper examines the reasons for the generally low level of compliance with the UNESCO Recommendation within the EU states, and considers how such compliance could be improved

People with Disabilities in Lao PDR Training for Employment and Income Generation: Key Issues and Potential Strategies

No136.pdf: 4010 downloads, before Oct. 1, 2020

The impact of COVID-19 pandemic on TVET students’ learning process: A case of one Polytechnic College in Harare

A series of transformations have taken place in the education system due to COVID-19 pandemic. This research is aimed at determining the impact of COVID-19 on the learning process with special reference to Technical Vocational Education and Training (TVET) students in Zimbabwe. A qualitative research approach was used involving a multiple case study research design. The study sample included two Clothing and Textile Technology (CTT), two Building Technology (BT), and two Food Technology (FT) students; and three lecturers at one selected Polytechnic College in Harare. Participants were purposively sampled. Data was collected through interviews with lecturers, focus group discussions with students and a review of uploaded materials. Thematic data analysis approach was used followed by a cross-case analysis of the three subject areas. The study established that the most affected subjects were CTT and BT. However, little effect was experienced in FT. The researchers therefore recommend a methodological shift from the traditional instructional designs to modern methods that address the prevailing conditions brought about by the pandemic. This requires all educational stakeholders’ ingenuity to institute feasible methods that would cater for all technical subjects in the transfer of the conventional educational systems to blended learning

Building a resilient skills ecosystem: situational analysis report on the forward path of education and training in light of the pandemic and 4IR/5IR shifts in the ETD sector: technical and vocational education and training subsector

The Technical and Vocational Education and Training (TVET) sector in South Africa plays a vital role in developing skills and improving employability of youth. However, the sector has faced challenges including poor student performance, low throughput rates, and insufficiently qualified lecturers. The Coronavirus (COVID-19) pandemic further disrupted the sector, forcing a shift to remote learning which TVET colleges were ill-equipped to provide effectively. Key impacts of COVID-19 include closures of campuses and loss of learning time; inequities in access to resources needed for remote learning; and disruptions to critical work placements and skills development.