6th International Congress of Quality Management in Education and Training Systems (cimqusef09)

Venue: ENSET of Rabat

Location: Rabat, Morocco

Event Date/Time: Dec 16, 2008 End Date/Time: Dec 18, 2008
Registration Date: Nov 18, 2008
Early Registration Date: Oct 15, 2008
Abstract Submission Date: Jul 04, 2008
Paper Submission Date: Oct 18, 2008
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Description

The AMAQUEN and UNEVOC centers in Morocco organize
6th International Congress of Quality Management in Education and Training Systems (cimqusef’09)
Supported by the UNESCO International Centre for Technical and Vocational Education and Training (UNESCO-UNEVOC)

Topic of the congress: " Design and Evaluation of Quality TVET Programmes with reference to Sustainable Development "
16 – 18 December, Rabat 2008 in Morocco
CALL FOR PAPERS
We are becoming increasingly conscious that one’s well-being should not be to the detriment of that others, and the comfort of the present should not be to the detriment of the future generations. In spite of the initiatives of the international organizations (UNO, UNESCO, world Union for Nature (IUCN), the Program of the United Nations for Environment (PNUE) and the world Organization of nature conservancy (WWF), the Conference of the United Nations on the human environment, in Stockholm in 1972, Agenda 21…) and the multiple cries of distress of the scientists (reheating of planet, ecological danger, capacity of the ecosystem…) the messages about the impending calamity go unheeded. The only refuge which remains to decision-makers is to fall back on education in the hope of producing generations, which would be conscious of the dangers facing our planet, and which advocates the principles of the sustainable development.
The United Nations Decade of Education for the Sustainable Development (DESD) (2005-2014) is an initiative which goes in this direction. Already in 1992, Agenda 21, gave a strong priority to the role of education in the promotion of the values and the attitudes of respect of the environment. But the concept of sustainable development means more: it calls for solidarity, equity, partnership and co-operation between the inhabitants of the earth. These pushed the Johannesburg Summit 2002, to adopt the concepts of social justice and combat against poverty and to propose Decade of Education for the Sustainable Development (DESD).
UNESCO was made the lead agency for the DESD. During the Decade the principal objective is to help the countries to set up an education for sustainable development programmes which would respect the requirements of quality. One other objective of the Decade is:
- to foster an increased quality of teaching and learning in education for sustainable development

The overall goal of the Decade is to conceive education systems able to integrate the principles, values and practices of sustainable development. The principal stake being to create changes of behaviour of learners able to reverse gains of economic development in favour of a radiant future which will belong to everyone.

The International Implementation Scheme (IIS) for the Decade presented at the 17nd session of the UNESCO Executive Board (Paris, April 2005), proposed the seven following strategies:
- vision-building and advocacy;
- consultation and ownership;
- partnership and networks;
- capacity-building and training;
- research and innovation;
- use of Information and Communication Technologies (ICTs);
- monitoring and evaluation.

Technical and Vocational Education and Training, like other fields of education, has to implement the IIS. The UNESCO-UNEVOC International Centre for Techncial and Vocational education and Training promotes and supports the tenets of the DESD. It has launched several activities in various countries relating to the DESD. However much remains to be done to mobilize TVET leaders and practitioners to apply the principles of Education for a Sustainable Development (ESD) in the field of the TVET.
To discover the progress that has been made to achieve the goals and objectives of DESD, the following questions need to be asked.
• What does a stock atake about the Decade show regarding the implementation of the International Implementation Scheme for the DESD in the field of the TVET?
• Which strategic plans, which steps and which work schedules were worked out by the various nations on this subject?
• What are the impacts of the implementation of these strategies on the society, environment, economy and culture in the countries which applied it?
• Which incidences can we note on the sustainable development in the world?
To answer these basic questions we proposes to treat the following axes while trying to analyse for each axis the proposals for the TVET quality improvement and the positive and negative impacts of the solutions adopted on the 4 components of the sustainable development (society, environment, economy and culture).
1. vision-building and advocacy;
• Do the visions adopted by the decision makers reflect a preoccupation with quality TVET for all and throughout the life?
• Do we conceive the TVET like a means of appropriation of the values of justice, equity and peace, in addition to its role in the production of highly qualified competences prepared to integrate a workplace for sustainable development?
• Do we draw on the understanding of the real causes of unsustainable development and its when conceiving the curricula of TVET?
• Do we know the objectives of sustainable development for the TVET?
• Which are the media campaigns used to sensitize the actors of the TVET for the ESD?
• How can we succeed in founding a strong correlation between level of technological and vocational education and level of action in favour of sustainable development?
• Do we teach the values of sustainable development in TVET schools?
2. Strategies of learning and training engineering;
• Is the training for sustainable development the object of " technological and vocational" skills?
• Do the TVET systems develop the critical thought and the capacity of resolution of the problems of sustainable development?
• Which teaching methods do we use to educate for sustainable development in TVET schools?
• How does the curricula of TVET contribute to developing the capacities of the individuals in order to apply the principles of sustainable development?
• How TVET can it manage to develop the values, the behaviours and the ways of life which are essential for a viable future?
• How can TVET which respects local specificities and appropriate to the culture of each society or community be conceived?
• How can the learner be made to fulfill his roles as an individual person, as a member of a family, as a member of a community and as a citizen of the world?
• Which reorientation of the educational approachesis needed – programs, pedagogy and control of knowledge - to institute ESD on good bases?
• How can the teacher be made a defender of the principles of sustainable development with learners in particular and community in general?
3. Partnership and networks;
• What is the social and environmental responsibility for the companies?
• How can the employers be engaged in the dynamics of sustainable development?
• How can the training by alternation on the principles of sustainable development?
• Which are the roles and responsibilities for the various actors in the efforts of sensitizing and mobilization? Which are the networks and partnerships that can be set up to implement the IIS for Sustainable development?
4. capacity-building and training
• What training programs are organized by TVET institutions in favour of the working population in the field of the ESD?
• Do the training schemes make it possible for the working population to acquire knowledge and skills necessary to discharge their task in a durable way?
• Which are the concrete ESD outcomes and their demonstrations in the life of the community and the individuals?
• Which new values are emerging in schools which adopted ESD programs?
• Do the new decisions taken by the decision makers of TVET take into account the sustainable development dimension?
5. Research and innovation;
• Are the higher schools of TVET center of expertise in the field of sustainable development?
• Do the higher schools and the research programs of TVET give due regard to sustainable development?
• Are the higher schools and the research centers in the field of the TVET managed according to principles of sustainable development?

Venue

Additional Information

The abstracts (1000 to 1500 words) reporting an experiment or presenting a research work are to be sent before the 4 July 2008. The proposals for abstracts in format pdf (and a copy in Word format) are to be sent to the following address: cimqusef2009@amaquen.org (with a copy to: amaquen@gmail.com) They will contain the following information: * Name and first name of (of) the author. * Title, function, institution of (of) the author * Co-ordinates (addresses, Tel., e-mail) (of) author. The papers will be reviewed by the members of scientific council. The opinion of scientific council will be sent to authors before 5 Sptember 2008.