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Vocational Guidance

UN Sustainable Development Goals

GOAL 4: Quality Education

Organizations relating to Vocational Guidance

Asian and Pacific Skill Development Programme / Est. 1978
Convention Concerning Vocational Guidance and Vocational Training in the Development of Human Resources / Est. 1975
Caribbean Association for Technical and Vocational Education and Training
International Project on Technical and Vocational Education / Est. 1992
European Network for the Forest and Wood Sector Industries / Est. 1991
VocTeam / Est. 1995
Arab Institute for Vocational Health and Safety / Est. 1982
Association of Vocational Colleges International
UNESCO International Centre for Technical and Vocational Education and Training / Est. 2000
Inter-African Centre for the Development of Vocational Training / Est. 1977
Maison de cultures et guidances africaines, Bruxelles
International Association for Vocational Education and Training
World Peace Service / Est. 1959
Convention Concerning Peaceful Orientation of Public Instruction / Est. 1936
Gender Orientation on Development / Est. 1990
Integration, Endogenous Development and Employment
EUROTECNET / Est. 1989
WorldSkills International / Est. 1950
Sisters of the Society of the Divine Vocations / Est. 1921
Pacific Association of Technical and Vocation Education and Training / Est. 2002
Project Five-0 / Est. 1980
Commission internationale d'orientation matrimoniale
Convention Concerning Vocational Rehabilitation and Employment / Est. 1983
New Orientations International Movement / Est. 1971
European Institute for Vocational Training / Est. 1957

View all profiles (90 total) in the Yearbook of International Organizations

World Problems relating to Vocational Guidance

From the Encyclopedia of World Problems and Human Potential

Enforced celibacy
Workers uninterested in production
Lack of vocational teachers
Limited social guidance from older generations
Collapse of vocational images
Lack of opportunities for practical training in communities
Unequal opportunity for vocational training
Limited social guidance by older generations
Subsistence approach to capital resources
Inadequate adult guidance
Ineffective systems of practical education
Failure to relate application of ability to situational demands in vocational decisions
Neglect of women farmers
Inauthentic vocational dominance
Crisis oriented operations
Opposition to religious vocations
Education vocationally irrelevant
Inadequate career advice
Obsolete vocational skills
Temporal deprivation

Action Strategies relating to Vocational Guidance

From the Encyclopedia of World Problems and Human Potential

Strengthening role of UNEP in the follow-up to UNCED and in implementing Agenda 21
Developing handicap training
Enhancing vocational training capacity
Increasing availability of education for employment
Receiving spiritual direction
Developing vocational training
Providing vocational training for women
Developing global vocational mission
Requiring skilled guidance of production systems
Giving religious counselling
Developing practical vocational openings
Creating local global vocational mission
Releasing vocational awareness
Developing youth vocational images
Providing vocational images
Training vocational teachers
Setting precedents for responsible civic behaviour
Developing youth vocational skills
Defining human potential for employment
Improving ability of rural communities to take advantage of vocational training
Expanding local marketable services
Broadening vocational perceptions
Developing vocational employment skills
Designing inclusive vocational curricula
Designing work orientation programmes

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