I - THE ORGANIZATION OF THE MEETING

Introduction

In its third session held in the headquarters - Paris, from 2nd to 4th October 1995, UNEVOC International Advisory Committee highlighted the necessity to consider seriously the Teacher Education and Training for Technical and Vocational Education through the future activities of UNEVOC project.

UNESCO Regional Office for Education in the Arab States (UNEDBAS), in collaboration with its National Commissions in the Arab States, carried out a series of activities that covered the following programme areas:

A - International exchange of ideas, experience and studies on policy issues;
B - Strengthening of national research and development capabilities;
C - Facilitating access to databases and documentation, strengthening the UNEVOC Network.

The Regional Expert Meeting on Teacher Education and Training for Technical and Vocational Education in the Arab States was held thanks to the efforts of UNESCO and its National Commissions in the Arab States, headed by the National Commission for Education in the United Arab Emirates. The objective of the meeting is to allow Arab Specialists and Experts to define the teachers’ role in Technical and Vocational Education, to develop and enhance the effectiveness of Technical and Vocational Education programmes and, to link Technical and Vocational Education to the world of work and development, taking into account, the results and recommendations of regional meetings on the subject and, especially:

- Recommendations of the 2nd session of the Regional programme for the Generalization and Modernization of Primary Education and the Abolishment of Illiteracy in the Arab States (ARABUPEAL), Cairo, 5 - 8 June, 1994.

- Cairo’s Declaration, Fifth Conference for the Ministers of Education and Ministers responsible for the economic planning in the Arab States, Cairo, 11 -14 June, 1994.

- Recommendations of the Eighth Regional Advisory Meeting on Educational Modernization for Development in the Arab States, Bahrain, 2-6 May 1995.

- Recommendations of the 21st Regional Meeting on Arab Teacher Education, Amman, Jordan, 2-5 October, 1995.

- Results and Recommendations of UNEVOC Regional Meetings in the Arab States, for 1994 - 1995.

Objectives of the meeting:


The Regional Meeting aims at formulating future Teacher Education and Training curricula for Technical and Vocational Education, within the educational system, according to the needs of the labour market, and through the joined efforts of UNESCO and its member states, in order to meet the twenty first century needs and the region tendencies, and achieve a suitable equilibrium between Academic and Technical and Vocational Education through the following:

1 - Exchange information and experiences on teacher training programmes for Technical and Vocational Education in the Arab Region;
2 - Support leading programmes and projects for teacher training in Technical and Vocational Education and formulate academic teacher training programmes in different academic stages (Basic, Secondary and Post - Secondary);

3 - Define pedagogical and technical dimensions for the content of teacher training programmes for Technical and Vocational Education, and develop teaching methods (Curricula and Instructions).

Documents of the meeting:

The following documents were submitted to the meeting:

1) The main working documents:

Teacher Education and Training for Technical and Vocational Education in the Arab States, presented by Dr. Monzir Al Misri (UNESCO). (UNESCO/AMN/TVE:96-01).

2) Other Documents:

- Reports of participating Arab States.
- Reports of participating Regional and International Organizations.

3) Reference Documents:

- Results and recommendations of UNEVOC regional meetings in the Arab States (UNESCO/AMN/TVE: 96-02)

- UNESCO Convention on Technical and Vocational Education, 1989 (UNESCO/AMN/TVE: 96 - 03)

- Educational Plan for Teacher Education and Training for Technical and Vocational Education, University of Jordan (UNESCO/AMN/TVE: 96 -04).

The participants also adopted the speech of Cheikh Nahian Ben Moubarak EL NAHIAN, minister of Higher Education and Scientific Research, rector of the University and president of the Technical High Schools Association, and the speech of Professor Salem Hamid EL GHAMAI, under-Secretary of the Ministry of Education pronounced during the opening session, and considered them as supporting documents; for, both include, the headlines and orientations of teacher training programmes for Technical and Vocational Education in the Arab States.

Opening ceremony:


The meeting was inaugurated on Sunday 24/3/96 at ten o’clock in the morning, under the auspices of his excellency Cheikh Nahian Ben Mbarak AL NAHIAN, minister of Higher Education and Scientific Research, rector of the University and president of the Technical High Schools Association in the United Arab Emirates. Were also present, Mr. Salem Hamid AL GHAMAJ, under-secretary of the Ministry of Education, Dr. Obeid Seif AL-HAJERI, secretary-general of the National Commission for Education, Culture and Sciences in the United Arab Emirates, and Mr. Rolando TIBURTINI, chief of Technical and Vocational Education in the United Nations Educational, Scientific and Cultural Organization (UNESCO).

The participants started the meeting with the recitation of the national hymn and some Holy Koranic verses. In his opening speech, his excellency Cheikh Nahian Ben Mbarak AL NAHIAN welcomed, on behalf of the host country, the holding of the meeting in Abu - Dhabi and the participants in this meeting and, thanked UNESCO for its efforts in developing educational programmes. Cheikh Nahian asserted that the interest of the United Arab Emirates in Technical and Vocational Education proves that, the United Arab Emirates are aware of the importance of this kind of Education in the achievement of economic and social development.

His excellency stated that teacher quality in Technical and Vocational Education cannot be separated from the circumstances and the factors that constitute nowadays the basis of development and the work orientations in this kind of education. Therefore, it is worth noting the growing importance of the computer and the exchange of databases in all the fields of human activities. It is also important to note the continuous development of technology and, the increasing demand or trained labour force, as well as the increasing need for the members of the society, in general, to develop their capacities in order to deal with this technological development which makes their life easier.

His excellency also underlined the ambitions and expectations represented in the successful experience of technical high schools in the United Arab Emirates; and that define the relation of these high schools with the Ministry of Education and the labour market.

Cheikh Al NAHIAN emphasized on the necessity for Technical and Vocational Education to have a clear message and define objectives. He also said that, this kind of Education should gain a good reputation, as well as the attention and support of all social authorities and institutions. He, furthermore, made reference to the prominent role that can be achieved by teachers through suitable technical and educational training programmes.

At the end of his speech, his excellency urged the participants to exchange experiences and information and, to work together in order to draw up the adequate bases and criteria of joined teacher training programmes for Technical and Vocational Education, in order to achieve efficient teaching practices and to draw the adequate framework for sustained development.

His excellency, Mr. Salem Hamid AL GHAMAI, under-secretary of the Ministry of Education also delivered a speech, in which he reiterated the happiness of the Ministry of Education and the National Commission for Education, Culture and Sciences in the United Arab Emirates for holding the meeting in the Technical High School of Abu-Dhabi and, illustrated the orientations of the Ministry of Education in the United Arab Emirates concerning the development, the modernization and the activation of the role of Technical and Vocational programmes, within the educational system, in order to fulfill the labour market needs. He also stated that Teacher training for Technical and Vocational Education is necessary for the achievement of development longed by Arab societies. He made reference to the urgent need to achieve a global development in Technical and Vocational Education within these societies. And, especially to fulfill the needs of the fast development of social and economic systems as well as the future need for competent labour force capable of dealing with cultural, scientific and technological innovations.

His excellency also stressed on the fact that, the results of Technical and Vocational Education in many Arab States, shows a great difference between the supply and demand on technical labour force. He underlined that, Technical and Vocational Institutions are fulfilling the labour market needs for well trained and competent labour force and, emphasized on the role of teachers in the training and orientation of this labour force.

His excellency ended his speech by wishing the participants a good stay in the UAE, and a successful meeting.

Thereafter, Mr. Sulieman A Sulieman, Technical and Vocational Specialist in UNESCO Regional Office for Education in the Arab States, delivered a speech, in which he conveyed the greetings of Mr. Federico Mayor, Director-General of UNESCO, to the participants.

He added that the meeting was held, within the framework of UNEVOC, thanks to the efforts and cooperation between UNESCO and its member states in the Arab Region. Mr. Sulieman further defined the international, regional and national achievements of UNEVOC project and the efficient role of associated UNEVOC centers, specifically the regional Network in the Arab States.

Mr. Sulieman underlined the importance of the regional and international cooperation in developing teacher training programmes for Technical and Vocational Education and, the joined efforts of the regional and international organizations, and the countries of the Region in order to reinforce leading programmes and projects in Technical and Vocational Education.

At the end of his speech, Mr. Sulieman thanked the United Arab Emirates, his excellency the Minister of Higher Education and Scientific Research, rector of the university and president of the Technical High Schools Association, the responsibles in the Ministry of Education and the National Commission for UNESCO in the United Arab Emirates, for their efforts to host this meeting and make it a success.

He, finally, wished the participants a successful meeting and shed light upon the great hope pinned on their efforts to achieve the required development and modernization of Technical and Vocational Education and to link this kind of Education to the needs of the world of work. (You will find the opening speeches in Annex I.)

Attending officials, responsibles and experts of ministries and institutions concerned with Technical and Vocational Education and Training in the United Arab Emirates, as well as representatives of participating Arab States and regional and international organizations.

Procedural meeting

At the beginning of the procedural meeting, Dr. Obeid Seif AL HAJTRI, secretary-general of the National Commission for Education, Culture and Sciences in the United Arab Emirates welcomed the participants and wished them a good stay in the UAE and a successful meeting. After that, the bureau of the meeting was elected as follows:

Chairperson:	Mr. Salem Ali Al Shami, United Arab Emirates
Vice chairpersons:	Mr. Hatem El Homsi, Syria
	Mr. Salaheddine Al Gharissi, Tunisia
Rapporteur:	Mr. Ali Zorkot, Lebanon

A Drafting Committee was formulated under the leadership of the Rapporteur, and comprised the following:

Mr. Ghaleb Touffaha	Jordan
Mrs. Ghadia Ghoush?	United Arab Emirates
Mr. Ibrahim Al Abdallah	Bahrain
Mr. Naser Al Saleh	Saudi Arabia

The primary agenda which was prepared and distributed by UNESCO Office Amman, was reviewed and amended according to the comments of the participants (see Annex II).

Participants:


Twenty four representatives participated in the meeting. There were 6 representatives from the United Arab Emirates, 18 representatives from. Jordan, Bahrain, Tunisia, Saudi Arabia, Syria, Iraq, Oman, Qatar, Lebanon, Libya, Palestine, the Arab Federation for Technical Education (AFTE), the Arab Labor Organization (ALO), the International Labor Organization (ILO) and UNESCO. You will find the full list of participants in Annex III.

Closing ceremony:


The final meeting was held on Wednesday, 27th March, 1996 in the presence of Mr. Adel KHALIFE, Resident Representative of the United Nations Development Programme in the United Arab Emirates, who praised UNESCO for its efforts in Technical and Vocational Education and listened to some of the remarks concerning the draft final report prepared by the Drafting Committee.

Thereafter, the president of the meeting asked the rapporteur to read the clauses of the final draft report, including the results and recommendations of the experts and specialists according to the adopted agenda.

The final draft report was discussed, amended and approved by the participants. Therefore, the secretariat of the meeting was charged to discuss the amendments with the rapporteur and the chairperson of the meeting.

Mr. Salem Al SHAMI, the chairperson, addressing the meeting, thanked the participants for their active role and efforts and, praised them for their cooperation in order to achieve the objectives of the meeting.

Mr. Hatem EL HOMSI, the vice chairperson, who addressed the meeting, thanked the United Arab Emirates for hosting the meeting and making it a success.

Mr. Sulieman, the coordinator of the meeting, addressing the closing session, thanked the bureau of the meeting and the Drafting Committee for the efforts they made in order to run the sessions of the meeting and to prepare the final draft report. He also praised HE the minister of Higher Education and Scientific Research, and HE the minister of Education, for hosting the meeting and providing it with necessary technical and financial support. Mr. Sulieman finally thanked the responsibles of the Technical High Schools Association for their continuous support to UNEVOC project and for the facilities extended to the participants.

The participants decided to send telegrams to the president of the United Arab Emirates, to his excellency the minister of Higher Education and Scientific Research, rector of the University, president of Technical High Schools Association, and to the minister of Education, president of the National Commission for Education, Culture and Sciences to thank them for hosting this meeting.

The participants also decided to send a telegram to the Minister of Education in Jordan who prepared the main working document of the meeting, to congratulate him for taking over his new post in the Jordanian Government.

II - THE PROCEDING OF THE MEETING

The participants reviewed, during the working sessions, the following documents and reports:

- The orientations and workplan of UNEVOC project for 1996 - 1997

- The review and discussion of the main working document:

Teacher Education and Training for Technical and Vocational Education in the Arab States, presented by Dr. Mounzir Al-Misri (UNESCO)

- The review and discussion of participating states and organizations.

The discussions included the discussion of the following most prominent subjects, related to teacher training for Technical and Vocational Education:

- The difficulties and problems encountered by the states of the region, in establishing teacher training programmes for Technical and Vocational Education.

- The role of universities in training teachers for Technical and Vocational Education in the successive educational stages (Basic, secondary and post-secondary).

- The development of the contents and methods of teaching within teacher training programmes, in order to meet the needs of the 21st century.

- The regional and international cooperation for the development of teacher training programmes for Technical and Vocational Education and the implementation of leading projects.

- The visits to workshops held in the Technical High School for Boys and the Technical High School for Girls in Abu-Dhabi.

The following constitutes a summary of the working sessions and discussions, according to the meeting agenda:

First working session: Sunday, 24th March, 1996

Subject: Orientations and Workplan of UNESCO International project on Technical and Vocational Education (UNEVOC) for 1996 - 1997.

The orientations and work plan of UNEVOC for 1996 - 1997, were presented by both, Mr. Rolando Tiburtini, chief of Technical and Vocational Education in UNESCO/PARIS and Mr. Sulieman A. Sulieman, Technical and Vocational specialist in UNESCO Regional Office for Education in the Arab States/Amman. The project orientations focused on the results and recommendations of the 3rd session of the UNEVOC International Advisory Committee, Paris, 2 - 4/10/1995, as well as on the results of the twenty-eighth session of UNESCO General-Conference, October/November 1995.

The project work plan focused on the achievement of the following objectives:

- Enhancing the international exchange of ideas and experience on policy issues;

- Promoting national capabilities in order to develop teacher training programmes in UNESCO member states.

- Facilitating access to data bases and documentation in Technical and Vocational Education;

- Promoting international cooperation, strengthening the UNEVOC network,

- Development of national capabilities;
- Management and supervision;
- Development of programmes;
- Cooperation with the world of work.

The project will also concentrate on the activities in the following subject areas:

- Promoting Technical and Vocational Education and encouraging the enrollment of students in this kind of Education;

- Promoting Technical and Vocational programmes for rural areas and special societies;

- Facilitating the equal access of girls and women to Technical and Vocational Education;

- Emphasizing the importance of Technical and Vocational Education in sustained and changing Education;

- Achieving a relation with the world of work (career education);

- Providing new training technologies.

UNEVOC work plan will concentrate on the role of UNEVOC associated centers in the implementation of activities at the regional, the sub-regional and the national levels.

The activities foreseen in the Arab Region are the following:

- A Regional Workshop on Technical Orientation, Cairo, November 1996.

- Development and Adjustment of new Technical and Vocational Curricula.

- Facilitate access to databases and documentation through the establishment of databases centers concerned with Technical and Vocational Education.

- Exchange experience and visits between responsibles and experts, in order to get acquainted with regional and international achievements and projects in Technical and Vocational Education.

UNEVOC Regional Unit will continue to urge member states to activate the role of national networks to develop, modernize and execute UNEVOC activities in the Arab Region.

The Regional Unit will publish, in collaboration with UNEVOC Secretariat Paris, the UNEVOC Info on the project’s activities translated in Arabic, in the second half of 1996.

UNEVOC work plan also foresees the evaluation of the project’s activities achieved during 1994 - 1995. The evaluation will be submitted to UNESCO Director-General, Mr. Federico Mayor to enable him to take necessary measures for the project, in collaboration with member states. The results of this evaluation will also be submitted to the fourth session of UNEVOC International Advisory Committee.

· Presentation of the main working document: Teacher Education and Training for Technical and Vocational Education in the Arab States, presented by Dr. Mounzir Al Misri (UNESCO).

Mr. Sulieman A. Sulieman, Technical and Vocational Specialist in UNESCO Regional Office presented the document as follows:

The document is divided into seven chapters that are: the introduction, the sources of teacher training for Technical and Vocational Education, the missions and states of Technical and Vocational Teachers, the basis of teacher training for Technical and Vocational Education, the in-service training, examples of Arab Teacher Education and Training Institutes for Technical and Vocational Education, and the conclusion.

The document, just like the meeting, aims at formulating a new conception for teacher education and training programmes in the Arab States. It also stresses on the teacher’s role in developing the effectiveness of technical and vocational curricula within the educational system, especially in the light of the joined efforts of UNESCO and its member states to meet the 21st century needs and the region’s tendencies in order to reach an equilibrium between Academic and Technical and Vocational Education through the discussion of the following subjects:

1 - Exchange of information and experience on Teacher Education and Training for Technical and Vocational Education in the Arab States.

2 - Support leading teacher education and training programmes for Technical and Vocational Education and, focus on the outstanding university teacher training programmes for the successive educational stages (Basic, secondary and post-secondary).

3 - Define the adequate pedagogical and technical dimensions for the content of teacher training and education adopted by these programmes (Curriculum & Instruction).

Considering the linkage between the achievements of UNEVOC project and the other UNESCO programmes in the Arab Region during the last two years, especially concerning the educational development and the promotion of common work in order to meet the next century needs, the document included the following most important results and recommendations of the regional meetings relative to the expert meetings:

- The 2nd session of ARABUPEAL Advisory Committee, Cairo (1994);
- The Fifth Conference for Ministers of Education and Ministers responsible for Economic planning;
- UNEVOC Regional Meetings in the Arab States: Bahrain (1994), Amman (1994), Tunisia (1995);
- Arab Conference on Education: Arab Teacher Education in the 21st century, Amman (1995).

The results of these meetings concentrated on the importance of the teacher’s role in the development and modernization of programmes and systems, including Technical and Vocational Education programmes.

The documents also illustrates the factors that help the teacher in completing his mission:

- The personal capacities of the teacher: his tendencies;

- The external influencing factors related to the quality and the level of the educational system: curricula, administration, buildings, equipments;

- Other influencing factors: orientation, in-service training, material and moral stimulus.

The sources of Teacher Education and Training for Technical and Vocational Education in the Arab States include the following four categories:

1 - Laborers, professionales and workmen through experience and practice;
2 - Graduates of technical secondary schools;
3 - Graduates of complementary technical institutes and faculties;
4 - Graduates of Universities: Engineers.

The researcher exposes three main points of Teacher Education for Technical and Vocational Education that are:

1 - Basic Technical Education and Training: Basic Sciences, Theorical Sciences, and Scientific Application;

2 - Educational and Vocational Training: integral and progressive patterns;

3 - Experience in the field and its relation with integral and progressive patterns.

We notice that the document supports the adoption of the integral pattern (wherever it is possible) in Education and Training Programmes, however, it’s possible to use the progressive pattern to resolve some difficulties and problems encountered within the framework of Teacher Education and Training Programmes, such as: engineering education programmes and enrollment in Technical and Vocational Teaching.

The document also encompasses the most important Teacher Education and Training clauses of the amended recommendation related to Technical and Vocational Education for 1974, as well as UNESCO convention on Technical and Vocational Education for 1989, approved by both eighteenth and twenty-fifth sessions of UNESCO General Conference.

The document urges the participants to take these clauses into account when laying out and developing teacher education and training programmes for Technical and Vocational Education; the most important clause concerns Teacher upgrading to the first university degree observing comprehensiveness and development as well as the theorical and pratical sides of teaching and training.

As far as teacher training is concerned, the document sets forth the importance of training in the development of the teacher competences and capabilities, in order to make him an active member in sustained and continuous education. It is worth noting that the need for this kind of Teaching and Training is increasing thanks to the development of technology and databases, especially that the Arab Region is characterized by the diversity of importation resources.

The in-service training includes: training methods, pratical competencies and technical education. In the chapter of Arab Teacher Training Faculties and Institutes for Technical and Vocational Education, the document mentions names of a number of Teacher Training Institutes and Faculties in Tunisia, Algeria, Saudi Arabia, Sudan, Syria, Lebanon, Iraq, Libya and Egypt. The reports of participating Arab States include more information on these experiences and programmes.

The document reaches a series of conclusions and subjects for debate in Teacher Education and Training for Technical and Vocational Education, in order to urge and reinforce studies:

1 - The main components of Teacher Education and Training programmes for Technical and Vocational Education and the link between these components;

2 - The integrity and comprehensiveness of educational stages and practice fields in Technical and Vocational Education;

3 - Universities role in Teacher Education and Training for Technical and Vocational Education;

4 - Entreprises and factories in Teacher Training programmes for Technical and Vocational Education;

5 - Financing of leading Teacher Education and Training programmes and projects;

6 - Regional and international cooperation in Teacher Education and Training for Technical and Vocational Education.

* Reports of participating states and organizations:

Within the framework of the cooperation between UNESCO, its National Commissions in the Arab States and, Regional and International organizations concerned with Teacher Education and Training for Technical and Vocational Education in the Arab States, participants in the meeting established national reports reflecting the efforts made by participating states and organizations concerning the themes of the meeting, and illustrating leading experiences in the Arab States and the contribution of participating organizations to reinforce the teacher’s role in Technical and Vocational Education.

At the begining of the Meeting, the participants exchanged reports and some of them reviewed examples of Teacher Education and Training for Technical and Vocational Education in the Arab Region and the future orientations of the participating states and organizations concerning the meeting themes.

The reports included:

- Jordan
- The United Arab Emirates
- Bahrain
- Tunisia
- Saudi Arabia
- Syria
- Iraq
- Oman
- Qatar
- Lebanon
- Libya
- Palestinian Authority
- Arab Federation for Technical Education
- Arab Labour Organization
- International Labour Organization

The presentation of the reports was followed by a discussion on Teacher Education and Training for Technical and Vocational Education in all educational stages, and the need to activate the teacher role in the development and modernization, through the adoption of new technologies and the tightening of the relation with the labour market, in order to transfer the teachers experience to students through teaching and training institutions.

Second Working Session: Monday, 25 March, 1996

* Theme: Difficulties and problems facing the states of the Region in Teacher Education and Training for Technical and Vocational Education and the elements of Teacher Education as well as the teacher’s tasks.

The participants explained that the difficulties and problems encountered by the Arab States in Teacher Education and Training programmes concern the following:

- The Social conception of Technical and Vocational Education;

- The High cost of Programmes and equipments;

- The triumph of the theorical side of these programmes;

- The Weakness of the relationship with the labour Market;

- The Unefficiency of material and moral stimulus for Technical and Vocational Teacher, compared to the duties and missions he accomplishes in Technical and Vocational Education;

- The Weakness of orientation programmes in the main educational stages, in order to set forth the role of Technical and Vocational Teacher in sustained and human development;

- The Need for Education and Training programmes;

- The Universality of technical terminology used in foreign languages to designate programmes and specialisations;

The participants also studied the way to avoid the above-mentioned difficulties and problems by focusing on new components for Teacher Education and Training programmes for Technical and Vocational Education, and to avoid the difficulties that appear when applying the integral pattern (whenever it is possible), the concern for comprehensiveness and the linkage with the labour market, as well as the importance of using new technologies within Education and Training programmes in order to allow teachers to go along with the scientific development and to cope with new technologies in the field of their competency.

Third Working session: Monday, 25 March 1996

* Theme: The role of universities in Teacher Education and Training for Technical and Vocational Education in the three successive educational stages (Basic, secondary and post-secondary)

The participants studied the four following experiences in Teacher Education for Technical and Vocational Education, in the three successive educational stages:

- The experience of the University of Jordan in Teacher Education for Technical Education (Basic Education), the experience of the University of Bahrain in Teacher Education for Industrial Education, and the experiences of Tunisia and Iraq.

The participants also discussed the weaknesses and the positive sides of these experiences, pointing out the experience of Halwan University in Teacher Education and Training in the scientific field and of other Egyptian universities in Teacher Training for Industrial, Commercial and Agronomic Education.

The following points were also discussed:

1 - Should we consider teacher training for Technical and Vocational Education as the responsibility of Arab Universities, just like the other teacher training programmes? Or are there specialized institutes outside universities?

2 - What role do universities play in linking programmes to the labour market?

3 - What role do universities play in linking research and development to this field?

4 - What role do universities play in Teacher Training for Technical and Vocational Education?

5 - How can teacher education universities and institutes for Technical and Vocational Education collaborate?

6 - What is the best method to chose students willing to enroll in teacher education institutes for Technical and Vocational Education?

7 - How can we define the adequate technological, practical and educational sides of teacher education programmes for Technical and Vocational Education?

8 - How can we attract experienced staff and urge them to take part in teacher education for Technical and Vocational Education?

9 - What role do universities play in sustained teacher development and training, observing technological and scientific progress?

10 - What can universities do for teachers to continue their academic training?

11 - To give sustained teacher training an importance not less than the one given to the primary teacher training.

The participants agreed that the meeting exposes the common points and criteria of Teacher Education, in addition to the series of substitutes related to Teacher Education and Training according to circumstances and to the nature of concerned states, focusing on the application needs of each pattern in order to allow the parties concerned with teacher education to profit from these/patterns by using the same pattern or by developing it to get other developed patterns, with the adoption of the integral and successive education patterns. Add to that the sustained training after graduation according to different circumstances and societies. With the observation of the most perfect use of the available potentials, the diminution of the costs and, the adoption of a sustained development method for programmes and projects.

Forth Working Session: Tuesday 26/3/1996

Theme: Develop the content and the teaching methods used within Teacher Education and Training programmes for Technical and Vocational Education in order to meet the needs of the 21st century.

A short and fast review of the most important themes that include: the distinction between learning and teaching and, the necessity to draw up and formulate clearly the programme’s objectives, with the distinction between the objectives of Teacher Education and Training Programmes for Technical and Vocational Education and those, prepared for specialists in industry, commerce and agriculture; in addition to the drawing up of the content of the programme in such manner that it ensures the linkage between the programme objectives and the university needs.

- The accurate choice of methods to organize of the content of these programmes, weather by the units system or the courses, as well as all training institutes systems; the urgent need for learning methods that focus on self-learning, individual and university projects and, on different activities that aim training at teachers that have already learned how to learn. The participants also discussed the necessity to give a great importance to field training in the labour market, with the distinction between the achievement of effective work and the simple observation of this effective work, the care or teaching experience in progressive stages, starting from reduced teaching to reach practical education for a sufficient period; the importance to use suitable educational technologies especially the new computer programmes and distance education. They also discussed the necessity to profit from summer holidays in order to organize a productive training that does not aim at gaining money but at allowing the students to have a field experience, observing the quality of production, in order to improve it to true production in the labour market as well as to train teachers to enable them to use the teachers guides that contribute to the improvement of the their performance after graduation and, in a sustained manner.

The participants discussed this proposition and called for the establishment of specialized centers to follow-up teacher training for Technical and Vocational Education and, to chose adequate teachers that would form, at the end of the training, a successful educational staff. They also highlighted the necessity to review the whole curricula system and, to carry out a proper and permanent evaluation of the curriculum, as well as the need to develop the staff concerned with teacher education for Technical and Vocational Education, in order to enable this staff to train successful teachers. They also noted the necessity to take interest in the productive training programmes, to focus on the linkage of the practical and theoretical sides of these programmes in order to enable the teacher to present them in a perfect way. They also tackled the necessity to observe the fast technological changes in some fields when choosing the method and, the necessity to use databases Network and to link them to teacher training and education for Technical and Vocational Education, as well as the need to give impetus to technical and vocational Teacher and to provide him with work. They stressed on the fact that we should have recourse to an educational system that cooperate with the production and services fields, follow-up research and develop learning contents and experiences and, see to exchange database related to learning contents and methods between Arab States and other States.

Fifth Working Session: Wednesday 27/3/1996

Theme: Regional and International Cooperation for the development of Teacher Training and Education for Technical Education and for the support of leading programmes and projects in this field.

The participants reviewed the different sides of the regional and international cooperation for the development of teacher training programmes for Technical and Vocational Education and, for the implementation of leading programmes in the Arab Region. The session began with a presentation of the role that regional and international organizations play in the development of these programmes and, the way to join efforts and programmes, in order to profit from available capacities to reinforce leading projects and programmes and to facilitate the exchange of experiences and databases between the states of the Region.

The participants underlined the role and importance of the UNEVOC Network in the reinforcement of activities related to the project’s objective, as well as the need to make use of new technology databases in the laying out of joined programmes and stressed on the role of the UNEVOC centers and institutions in the implementation of development and innovation projects.

Mr. Ali Zarkat, representing Lebanon in the meeting, corroborated the previous desire of Lebanon to host a regional executive unit of UNEVOC, similar to the international executive unit of UNEVOC in Berlin, through a special note addressed by HE the Minister of Technical and Vocational Education in Lebanon, to the meeting Mr. Sulieman Awwad Sulieman, coordinator of the meeting, noted that, from the beginning of the current year, UNESCO has been reinforcing its Regional Office for Education in the Arab States (UNEDBAS) in Beirut and, has progressively adopted new measures to bring back to Beirut, some programme specialists concerned with Education, including Technical and Vocational Education. Mr. Sulieman thanked the Lebanese representative for the cooperation of the Lebanese Ministry of Technical and Vocational Education concerning the activities of the International Project for Technical and Vocational Education (UNEVOC). The speech of his excellency will be studied in collaboration with the project’s secretariat in the Headquarters/Paris.

The field visits to the workshops held in the technical high school for boy students and the technical high schools for girl students in Abu Dabi helped, constituted a great support to the discussions, for the offered practical experiences on the way to use new technologies in order to develop teacher training programmes for Technical and Vocational Education and to increase the interaction between educational and training institutions and the world of work in order to achieve a suitable equilibrium between the results of the training systems and the needs of the world of work.

The participants had already examined, in a previous session, one of the leading patterns of teaching staff training for Technical and Vocational Education in Egypt (Faculty of Industrial Studies) that was layed out and implemented, according to detailed studies conducted, in collaboration with international organizations including the world Bank, UNESCO and the International Labour Organization (ILO) and, in which were analyzed teacher training patterns in Egypt from 1926 until 1990. These analysis tackled the positive and negative sides of each patterns and highlighted the most important deficiencies of these patterns, in order to prevent them in the future. The analysis also highlighted the necessity to allow students who are qualified to work as teachers, to be instructed, according to the objective of the programme, that is, to teach their future students through practical experiences. In addition to that, only good elements should to chosen to teach and the innovation and development process should be a sustained process.

The factors of the new pattern can be summarized as follows:

- Training of a perfect teacher capable of giving theorical and practical courses;

- Contribution to the achievement of the principal of the equality of chances in Technical and Vocational Education;

- Method of choosing students for the programme;

- Integraty between Teacher Education and Training for Technical and Vocational Education;

- Comprehensiveness of educational plans and curricula;

- Diversity of teaching/learning activities and methods;

- Evaluation, follow up and sustained development.

III - RESULTS AND RECOMMENDATIONS

On the basis of the points that were discussed during the working sessions and debates in which experts and specialists from the Arab Region took part, and after getting acquainted with the results and recommendations of the regional meetings concerning the development of Education in the Arab Region, and more particularly the meetings that were held during 1994-1995 and that concern Technical and Vocational Education and Teacher Training for Technical and Vocational Education, the participants issued a series of recommendations that were classified in conformity with the meeting themes as follows:

A - Orientations of the UNESCO International Project Technical and Vocational Education (UNESCO).

1 - Activate the role of the regional network and the national networks in the implementation of activities related to teacher training and education for Technical and Vocational Education,

2 - Urge member states of the Region to increase their efficiency of the injoined efforts made to implement activities within the framework of the project work plan;

3 - Establish executive programmes in order to achieve the UNESCO objectives and to make the results of these programmes accessible to the regional network.

4 - Profit from distinguished human and material resources in UNEVOC centers taking part in UNEVOC network for sustained teacher training and education for Technical and Vocational Education, through the organization of determined sessions to deal with the new technical changes.

B - Difficulties and problems that face the Arab states in preparing teacher training programmes for Technical and Vocational Education:

The necessity to consider seriously the difficulties that face teacher training and education programmes for Technical and Vocational Education plans and projects to develop human resources. A summary of these problems and difficulties is reported in the second working session: Monday 25/3/1996

C - Factors of teacher training and the teachers tasks:

1 - Necessity to find joint criteria that the Arab states could use in teacher training and education for Technical and Vocational Education;

2 - Orientation of teacher training programmes for Technical and Vocational Education towards the integral pattern based on a large fundamental ground of databases and practical competencies, whenever it is possible.

3 - Training Technical and Vocational Teacher in order to enable him to teach theoretical and practical subjects within training and educational programmes;

4 - Teacher Training programmes factors should include orientation, guidance and career education;

5 - Teacher Training programmes factors should include the capacity to train students on work and self-employment methods as well as on small productive and services projects;

6 - Necessity to have recourse to new technologies to develop the students the professional capacities of technical and vocational teachers to develop self-learning capacities and to reinforce scientific reasoning skills in solving problems;

7 - Let the teachers have communication skills in Arabic, in addition to another foreign language within the framework of a teacher training programme for Technical and Vocational Education;

8 - Link teacher training factors to the world of work;

9 - Reinforce the role of the private sector and big enterprises in the training of technical and vocational teacher and in establishing a natural partnership in this field.

D - The role of the universities in teacher training for Technical and Vocational Education for the successive educational stages (Basic, secondary and post-secondary):

1 - Call universities and specialized research centers to prepare and plan teacher training programmes for Technical and Vocational Education;

2 - The necessity for universities to conduct studies and evaluation researches and follow-up of teacher training programmes for Technical and Vocational Education;

3 - Reinforce the role of specialized educational institutions concerned with the training of technical and vocational teachers, at the university level (the first university degree) and, establish a suitable mechanism of coordination between these institutions at the national and the regional level.

4 - Underline the role of specialized universities and institutions in introducing the concepts of the cooperation with the labour market, the evaluation of the performance and, the achievement of the objectives of technical and vocational curricula;

5 - Amend the basis of admission to universities and institutes and, stress on the desire to exercise teaching, the personal factors and the academies achievements;

6 - Allow technical and vocational teachers to profit from teaching sources and facilities available in universities in order to increase the interaction between universities, technical and vocational institutions and work institutions.

E - Development of teaching methods within Teacher Training programmes for technical and vocational Education in order to meet the needs of the twenty-first century.

1 - Stress on the linkage of the content and the nature of training curricula with the national economy and, the nature of the work available in every country;

2 - Stress on the insertion of the concept of sustained evolution, innovation and follow-up in training curricula and link these curricula to the world of work;

Determine the rate or the volume of vocational theoretical sides compared to practical sides so that to allow trained teachers to get acquainted with the practical basis of different vocational processes and to be able to answer the students questions related to this field;

4 - The importance to determine required capacities and competencies of those concerned with teacher training for Technical and Vocational Education and, to consider seriously these methods of guidance and supervision so that to emphasize on the efficient and complete integral planning method of the programme;

5 - Insertion of job analysis with the planning and development of training programmes, in order to meet the progress and innovations;

6 - Stress on the enhancing of the concept of productive training with teacher training curricula for Technical and Vocational Education, in order to ensure better fields of activity for students and trainees;

7 - Necessity for vocational curricula to be flexible so that they can contain/hold/comprehend the evolution though teacher training and education for technical and Vocational Education;

8 - Emphasize on the fact that teacher training curricula for Technical and Vocational Education include a pragmatic programme in teaching and training institutions before acceding to work. This programme should, for its part, contain an evaluation of the teacher’s capacities in order to guide him, as far as his performance in teaching or training is concerned.

9 - Give employees, and professional associations a share in defining the components and contents of teacher training programmes for Technical and Vocational Education;

10 - Use new technologies such as computers, simulators, learning sources and interactive programmes in the teacher training and his interaction with the labour market.

11 - Necessity for Teacher education and training programmes to include courses that embody self-learning methods, as well as teamwork and productive projects;

12 - Train teachers on using teacher guides in developing learning contents and methods within the training programmes;

13 - Orientate teaching methods and curricula within teacher training programmes for Technical and Vocational Education to face the changing needs of the twenty first century;

14 - Introduce the cooperative teaching and training system to the factories and enterprises, in such manner that practical applications would be ensured by factories and enterprises in collaboration with those concerned with teacher training and employers.

1 - Tighten the cooperation and coordination between institutions concerned with teacher training for Technical and Vocational Education and, work on the integrity of regional and international organizations workplans in the Arab States.

2 - Work jointly to put teaching and training programmes in the Arab States, in order to allow these states to profit from these programmes and to reinforce the programmes already established in the Arab Region.

3 - Urge the states to apply unified guidelines and criteria in teacher training programmes for Technical and Vocational Education, so that they include the following:

- Direction/Administration and Supervision;
- Educational plans and curricula;
- Evaluation and follow-up;
- School buildings and equipments;
- Teaching sources and new technologies used in the teaching and training process.

4 - Apply joined mechanisms in implementing the leading projects and programmes to support teacher training and education especially as far as new technologies and specialisations are concerned;

5 - Contribute to support leading programmes and projects, as well as activities that serve this objective, such as: the exchange of visits and experiences, the use of technology at the international and regional level and the enhancing of the bilateral and subregional cooperation, within the framework of UNEVOC Network;

6 - Establish a national database that includes data, information, studies and researches related to Technical and Vocational Education and that serves as the basis of an Arab network that allows the exchange of documents, information and experiences between the Arab Countries, in order to reinforce the development and innovation process of Technical and Vocational Training.