The General Conference of the International Labour
Organisation,
Having been convened at Geneva by the Governing Body of the
International Labour Office, and having met in its Forty-sixth Session on 6 June
1962, and
Having decided upon the adoption of certain proposals with
regard to vocational training, which is the fourth item on the agenda of the
session, with a view to superseding the Vocational Training Recommendation,
1939, the Apprenticeship Recommendation, 1939, and the Vocational Training
(Adults) Recommendation, 1950, and
Having determined that these proposals shall take the form
of a Recommendation, and
Noting that the United Nations Educational, Scientific and
Cultural Organisation has in preparation a recommendation on technical
education,
adopts this twenty-seventh day of June of the year one
thousand nine hundred and sixty-two, the following Recommendation, which may be
cited as the Vocational Training Recommendation, 1962:
This Recommendation applies to all training designed to
prepare or retrain any person for initial or later employment or promotion
in any branch of economic activity, including such general, vocational and
technical education as may be necessary to that end, except:
training for management or for supervisory posts
above the level of foreman in industry or the equivalent in other
branches of economic activity;
training for seafarers, which continues to be
governed by the Vocational Training (Seafarers) Recommendation, 1946;
training in agriculture, which continues to be
governed by the Vocational Training (Agriculture) Recommendation, 1956.
Training is not an end in itself, but a means of
developing a person's occupational capacities, due account being taken
of the employment opportunities, and of enabling him to use his
abilities to the greatest advantage of himself and the community; it
should be designed to develop personality, particularly where young
persons are concerned.
Training is a single whole characterised by the
interdependence of its various parts.
Training is a process continuing throughout the
working life of the individual according to his needs as an individual
and as a member of the community.
Training should be free from any form of
discrimination on the basis of race, colour, sex, religion, political
opinion, national extraction or social origin.
Training requires the continuous co-operation of all
the bodies and persons concerned with any aspect of it, as set forth in
Paragraph 11.
Each country should have a network of training
facilities, adjusted as regards number, location and curricula to the
economic requirements and employment possibilities of the country as a
whole or, where more appropriate, of each region or locality, to meet
the training needs of the residents of the country.
The network should be so designed as to facilitate
transfer from one type of training to another and access to successive
stages and different levels of training, so that an individual may be
able to reach the highest level of training within his capacity and in
accordance with his inclination.
The avenues of entry to occupations, particularly the
trades, should be sufficient to meet the requirements of all branches of
economic activity and the varied abilities, interests and circumstances
of individual trainees.
Where national circumstances do not permit the
development of a full national network, the country concerned should
consider collaborating with neighbouring countries in developing a
common network or in establishing one or more common training
institutions.
The respective responsibilities of public authorities
concerned with training matters should be clearly defined.
The public authorities and the various public and
private bodies in each country which deal with training should, while
allowing free play to initiative and ensuring adaptability to the
requirements of the different branches of economic activity, regions and
localities, co-operate in developing fully co-ordinated training
facilities:
on the basis of a general programme centrally
planned;
on a voluntary basis with the assistance of
appropriate machinery; or
by a combination of these methods.
Whichever method is adopted, the measures to be taken
to develop the facilities referred to in subparagraph (2) should, while
respecting the freedom of occupational choice of the candidates, include
measures for:
the determination of the scope and character of
training requirements and of the facilities available;
the determination of the occupations for which
training should be given priority without neglecting other
occupations and the training of the persons required for them;
the determination of the occupations for which
standards of qualification are considered necessary or desirable,
the setting and application of such standards, the establishment of
appropriate training curricula, and the setting and application of
standards for the examinations on completion of training in these
occupations;
the setting and application of standards relating
to the conditions and methods of training;
the setting and application of standards for
training institutions, particularly those offering training for
occupations in respect of which standards of qualification have been
set;
the setting and application of standards of
qualification for teaching staff in training institutions;
the provision, according to circumstances, of
technical help and financial assistance to the institutions and
undertakings providing training.
Where a general programme has been adopted, the
competent authorities should ensure that the measures taken to give
effect to it include the measures set out in subparagraph (3).
Where co-ordination is developed voluntarily, the
measures set out in subparagraph (3) should be the responsibility of the
authorities and bodies referred to in subparagraph (2) in their fields
of competence.
The standards referred to in subparagraph (3) should,
whenever possible, be applicable throughout the territory of the Member.
When this is not possible, recommended standards
should be drawn up to serve as a guide to the setting of standards which
are as uniform as possible throughout the country.
In developing the fully co-ordinated training
facilities referred to in subparagraph (2), due account should be taken
of the following:
the occupational interest and the cultural and
moral requirements of the individual, the labour requirements, and
the economic and social interests of the community;
national education and training policies;
existing and projected facilities for general
education, vocational guidance, and selection;
existing and projected training facilities,
including facilities for vocational and technical education;
the structure of and trend of development in the
employment market;
national economic policy and development;
the demographic situation and anticipated
changes;
anticipated changes in techniques and methods of
organisation of work;
the existence of any population groups which,
because of geographic isolation, ethnic differences or for any other
reason, call for special consideration.
The fully co-ordinated training facilities should be
kept under review and steps should be taken as necessary to keep them
abreast of changing requirements.
The development of the fully co-ordinated training
facilities should be undertaken on a national scale with the
collaboration of the authorities concerned with the different aspects of
the problem which are mentioned in subparagraph (8) and of other
interested parties.
Co-operation at the national level should be achieved
by means of some appropriate body or bodies fully representative of the
interests concerned.
The body or bodies should be assisted by similarly
representative bodies set up as necessary at the regional and local
levels.
Advisory committees representative of branches of
economic activity or of occupations should be established to collaborate
with the bodies referred to in Paragraph 5 in assessing training
requirements for the occupations with which they are concerned and
developing training programmes for these occupations.
Training in publicly operated training institutions
should be given without charge to the trainee.
This should not however preclude institutions from
making a charge where the trainee is not under an obligation to attend
the course or does not require training in order to obtain or retain
employment.
During training in training institutions which is
provided or approved by the competent authority, adults not in receipt
of remuneration and young persons in need should, in so far as economic
and financial resources permit, receive adequate allowances from the
competent authority fixed with due regard to:
any unemployment benefit or any other allowance
which they may receive;
other factors, such as family responsibilities,
cost of living in the district concerned, special personal expenses
connected with the training such as expenses for transport or
housing, and, in special cases, age;
the need to encourage adults to undertake and
complete training in accordance with the requirements of the
employment market and the requirements of the community for trained
persons.
Persons training in undertakings should be adequately
remunerated, in accordance with criteria established by law or
regulation, by collective agreement or by the rules of the undertaking
concerned.
Attendance at publicly operated training institutions
and at approved private institutions of a similar nature and
participation in other approved forms of training should be facilitated
as circumstances require by the grant of economic assistance in such
forms as free meals, provision of working clothes, tools, equipment and
textbooks, free transport or reduction in the cost of transport,
maintenance or family allowances, scholarships, loans or bursaries, or
provision of lodging.
Measures should be taken to ensure that the
conditions of work of persons, particularly young persons, who are
receiving training, whether in an undertaking or a training institution,
are satisfactory, and in particular that the work done by them is
suitably restricted so that it is essentially of an educative character.
The work of trainees in training institutions should
not be primarily intended for commercial profit.
Training institutions and undertakings in which
training is given should be responsible for ensuring that rules and
standards governing safety and the protection of the trainees while at
work exist and are observed.
Training for occupations for which national standards
of qualification have been set should include examinations for which the
standards have been uniformly fixed at a high level of reliability and
validity, and the necessary measures should be taken to ensure the
observance of these examination standards.
The certificates issued as a result of such
examinations should be recognised throughout the country.
Even when no national standards of qualification
exist, it is desirable that persons who have completed any systematic
course of training should receive a certificate to that effect from the
training institution or undertaking; such a certificate should state the
essential and main elements of the training given.
Persons completing a training course should be assisted
by the placement authorities of the country concerned in obtaining work
corresponding to the skill and knowledge they have acquired, the free choice
of the place of work being guaranteed.
All those concerned with training and particularly
public authorities, educational bodies and employers' and workers'
organisations should take every opportunity of mutual assistance and
consultation in planning, developing and operating training schemes, and
in dealing with training questions generally.
Provision should be made for all those responsible
for training to visit the training site regularly in order to keep
abreast with the conditions in which the training is being given.
Representatives of employers' and workers'
organisations should be included in the bodies responsible for governing
publicly operated training institutions and for supervising their
technical operation; where such bodies do not exist, representatives of
employers' and workers' organisations should be brought in other ways
into close association with the running of such institutions.
Co-operation should be maintained and promoted
between training institutions, or the competent authority providing the
instruction, and undertakings, especially in cases where training is
given partly within an undertaking and partly in training institutions
outside the undertaking.
Without prejudice to the generality of subparagraph
(1) and to the extent possible in the national circumstances:
educational and training bodies, employers' and
workers' organisations and others directly concerned should
collaborate in:
defining the occupations for which standards
of qualification are considered necessary or desirable;
establishing such standards and the
appropriate training curricula;
conducting the appropriate examinations and
determining the nature and status of the qualifications
obtainable;
there should be the fullest co-operation in the
collection and dissemination of information about training
opportunities referred to in Paragraph 12, in which the primary and
secondary schools, technical and vocational education institutions,
educational authorities, vocational guidance services, employment
counselling services, public employment services, employers' and
workers' organisations, professional institutions and undertakings
should participate;
the assistance provided by the public employment
services should also include:
the study of employment market trends;
the assessment of current and future manpower
needs;
Information about training opportunities for every
occupation should be continuously collected and be available to all
interested persons and agencies.
This information should deal with such matters as:
the types of training available;
the duration of the various types of training;
the conditions for access to the various types of
training;
the characteristics of each type of training in
relation to the prospects of employment or promotion;
the nature and conditions of any financial or
other assistance obtainable by persons while undergoing training;
the examinations following such training and the
qualifications obtainable.
The methods by which such information may be
disseminated should include as appropriate all or any of the following:
interviews, lectures, brochures, articles, posters, films, film strips,
radio and television talks, visits to undertakings, and occupational
exhibitions.
Candidates for training, and in particular those who
have not yet received any training, should be able to have the benefit
of individual guidance from the competent vocational guidance or
employment counselling bodies before they enter a line of training or
choose an occupation.
Workers should have the possibility of benefiting,
within the framework of the employment services, from an employment
counselling system with a view to their guidance, their retraining or
their further training.
The selection of trainees should be conducted in
conformity with the requirements and specific nature of individual
occupations, without prejudice to the freedom of occupational choice.
The selection procedure should be so designed as to
reduce to a minimum the risk of accepting persons for training in
occupations for which they are not suited and the consequent risk of
wastage of training and human effort.
The selection procedure should include provision for
ascertaining that trainees have the physical and mental capacity
required for the training and occupation in view.
When medical examinations form part of the selection
procedure, they should be based on the specific requirements of the
training and occupation in view.
When psychological tests form part of the selection
procedure, they should be suited to the conditions of the country
concerned, be sufficiently reliable, and be valid in terms of criteria
directly related to the requirements of the occupation in view.
Prevocational preparation should provide young
persons who have not yet entered employment with an introduction to a
variety of forms of work; it should not be pursued to the detriment of
general education, nor should it replace the first phase of actual
training.
The prevocational preparation should include such
general and practical instruction appropriate to the ages of the young
persons as are calculated to:
continue and supplement the education already
received;
give an idea of and develop a taste and esteem
for practical work and develop an interest in training;
disclose vocational interests and aptitudes, and
thus assist in vocational guidance;
facilitate future vocational adjustment.
The prevocational preparation should include,
wherever possible, familiarisation with the equipment and materials
common to a number of occupations.
The training curriculum for each occupation should be
worked out on the basis of a systematic analysis of the work, skills,
knowledge, and health and safety factors involved in that occupation,
due account being taken of developments and foreseeable changes therein.
The training curriculum should be periodically
reviewed to keep it up to date.
The training curriculum should provide for all
trainees a sound basis of theoretical and practical knowledge.
In addition to instruction in the work, skills,
knowledge, and health and safety factors involved in the occupations
concerned, and in the elements of social legislation, trainees should as
far as possible be provided with background knowledge related to the
occupations and to the branches of economic activity in which they wish
to engage, with a view, in particular, to facilitating promotion.
Subjects of general educational value should be
included in the curriculum for long-term training and, so far as the
time available permits, for short-term training.
Curricula and training plans should be so drawn up as
to facilitate the future adaptability of the trainee within the general
framework of the occupation concerned.
For this purpose care should be taken in long-term
training:
to enable the trainee to acquire a wide grasp of
the theoretical principles underlying the practice of his
occupation;
to avoid specialisation in the early period of
training so as to provide the trainee with a broad basis of skill
and knowledge on which subsequent specialisation can be built with a
minimum of additional training or retraining.
Undertakings not in a position to furnish their
trainees with all the theoretical and practical knowledge required for a
particular occupation should as necessary:
arrange for the deficiency to be made up in
training institutions on the basis of one or more of the following:
day release;
release for periods of several weeks at a
time every year;
alternating substantial periods of training
within the undertaking with substantial periods of study in the
training institution;
other suitable training arrangements in
accordance with national regulations;
establish and operate joint training schemes
involving the use of their several facilities or the establishment
of a common training centre.
Trainees from undertakings attending training
institutions under the arrangements referred to in subparagraph (1)
should be released for this purpose during working hours without loss of
pay.
Undertakings should co-operate in the implementation of
training schemes established by training institutions by providing
substantial periods of practical on-the-job training for institution
students.
Supplementary courses in further general education
and technical knowledge relating to the occupations in which they are
engaged should be available up to the age of 18 years for all young
workers who are not receiving other training.
The young workers should be enabled to attend these
courses on the conditions provided for in Paragraph 19 (2).
Supplementary courses should be available to all workers
who wish to improve their general, technical or commercial knowledge in
order to facilitate their promotion and thus to improve their social and
economic standing.
The duration of training should be determined having
regard to:
the level and type of skill and knowledge to be
attained;
the methods and means of training to be employed;
the minimum entrance qualifications required and the
qualifications actually possessed by the trainees on entrance;
in the case of adults, their past work experience and
the need to qualify them as rapidly as possible for employment.
Special attention should be given to the training of
young persons and adults with physical or mental disabilities as well as to
the training of young persons with little ability.
Training methods should be adapted to the nature of the
course, the educational level, age and status of the trainees and their previous
experience.
As a general rule, active and participatory methods
should be preferred to the one-way communication of knowledge.
Training should be as realistic as possible.
Practical training in training institutions should:
be given in conditions and surroundings as similar as
possible to those of an undertaking;
if possible and necessary, include or be completed by
periods of practical experience in an undertaking so that trainees may not only
become familiar with a working atmosphere but are also enabled to acquire normal
work speed and skill on the job.
Practical training not given on the job should include
the performance of the operations involved in the occupation and, in suitable
cases, real work experience.
Such work experience should be appropriate to the needs
of the training, and there should be proper safeguards against the employment of
trainees in competition with the ordinary workers.
In training on the job, work assigned to trainees should
have real training value.
Training exercises should be so designed that trainees
can see the practical application of what they are doing and the usefulness of
any article produced.
Complex operations should be broken down into their
simple elements.
Trainees should be enabled to acquire facility in
performing one operation before proceeding to the next and should move from the
simple to the complex.
Theory, including general education given as part of a
training course, should be taught as far as possible in relation to the
occupation in view.
Technical and related instruction should be linked with
the practical training and, when possible, be integrated with it.
The pace of instruction should be adjusted to the
trainees' capacity to learn, and should allow for revision from time to time.
Steps should be taken to provide systematic technical
supervision of trainees, particularly in the case of training on the job.
A careful record should be kept of the training and
progress made and, in addition, the trainees should be encouraged to keep their
own detailed record of the training received and to develop the habit of
checking their own performances.
Instructional aids should be used whenever appropriate
to facilitate the learning process.
The responsible training authorities should keep abreast
of newly developed training techniques and instructional materials and aids, and
should ensure their use.
When training facilities, particularly in isolated
areas, do not meet the training needs of the local population, they should be
supplemented as appropriate by one or more of the following:
correspondence courses adapted to local circumstances;
itinerant teachers and mobile demonstration units;
instruction by radio, television or other means of mass
communication;
release of trainees from undertakings for several weeks
at a time every year to attend courses at a training institution in another
locality;
other measures enabling training to be obtained in some
other locality, such as grants, scholarships and assistance with travel or
accommodation.
Employers should establish policies in regard to the
action required to meet their need for trained personnel.
Individual employers or groups of employers should be
encouraged to develop systematic training schemes in accordance with their
employment requirements, to such an extent as the technical operating conditions
of their undertakings permit.
Employers should consult and co-operate with
representatives of workers employed in their undertakings in the preparation and
carrying out of training schemes therein.
The responsibility within an undertaking for training
matters should be clearly allocated either to a special training department or
to one or more persons on a full-time or part-time basis depending on the nature
and extent of the training requirements of the undertaking.
The functions of departments or persons responsible for
training should include:
suggesting training policies;
ensuring in consultation with the departments concerned
that training schemes are prepared;
participating in the selection of trainees;
ensuring the training of instructional staff;
supervising training within the undertaking;
making arrangements on behalf of the undertaking
concerning any instruction that has to be given outside the undertaking and for
the co-ordination of such instruction with that given within the undertaking;
establishing and maintaining progress records of
trainees;
ensuring that the training takes proven methods into
account;
undertaking, encouraging or sponsoring research and
follow-up studies to ensure that training is efficient and up to date.
Where appropriate, undertakings should arrange for their
trainees to be given a substantial initial period of broad basic training wholly
in a training institution, with a view to reducing the over-all duration of the
training period and increasing training efficiency.
At all stages of their training, whether within or
outside the undertaking, trainees should remain, with respect to their training,
under the general supervision and control of the training department or person
responsible for training.
In deciding where training should be given within an
undertaking, the following factors should be taken into consideration:
the nature and duration of training;
the number, age, knowledge and experience of the
trainees;
the adequacy of training on the job for the occupation;
the congestion, noise or other distractions, safety
factors and risks of damage to equipment in the normal workplace;
any saving in time, teaching staff and equipment;
the cost of separate accommodation;
the need to facilitate the transition from training to
work to the greatest extent possible;
the technical possibilities of the undertaking.
Separate instructional accommodation or at least an
instructional area set apart in the normal workplace and having the equipment
necessary for training should be provided, whenever practicable, in the early
stages of training.
Undertakings should provide for the reception of all new
entrants on arrival and organise a period of induction for them.
Special care should be taken with the initiation of
young workers in the light of their need for training.
Systematic long-term training for a recognised
occupation taking place substantially within an undertaking or under an
independent craftsman should be governed by a written contract of apprenticeship
and be subject to established standards.
In deciding whether a particular occupation should be
recognised as apprenticeable, account should be taken of such matters as:
the degree of skill and theoretical technical knowledge
required for the occupation in question;
the period of training necessary for the acquisition of
the required skill and knowledge;
the suitability of apprenticeship training for imparting
the required skill and knowledge;
the current and anticipated employment situation within
the occupation in question.
The contract of apprenticeship should be entered into
either with an individual employer, a group of employers, or a body such as an
apprenticeship committee or service specially entrusted with the control of
apprenticeship, as may be most appropriate to the national circumstances.
Where the apprentice is a minor, a parent, guardian or
legal representative should be included in the contract as a party.
The parties responsible for providing the apprenticeship
should either themselves be properly qualified to give the training or be in a
position to arrange for the training to be given by a person or persons so
qualified, and the facilities available for training the apprentice should be
such as will enable him to secure complete training for the occupation being
taught.
The competent authority should remain in regular contact
with the undertaking or person providing the training, and should ensure, by
means of regular inspection or supervision, that the objectives of the
apprenticeship are being achieved.
The contract should:
contain an express or implied obligation to train in a
particular occupation in return for an obligation of the same nature to serve as
an apprentice during the period of apprenticeship;
incorporate such of the standards and regulations
established for the occupation in question as may be necessary or desirable in
the interests of the parties;
provide for such other mutual rights and obligations as
may be relevant and not otherwise covered, including especially the observance
of all safety regulations;
provide for the settlement of disputes between the
parties.
According to the circumstances in the country concerned,
an occupation may be recognised as apprenticeable, and the standards referred to
in Paragraph 46 and any regulations concerning apprenticeship may be established
by:
statutory enactments;
decisions of bodies specially entrusted with the control
of apprenticeship;
collective agreements; or
a combination of these various methods.
Particular account should be taken of the following
matters in the standards and regulations governing apprenticeship in respect of
each recognised apprenticeable occupation:
the educational qualifications and minimum age governing
entry into apprenticeship;
provision for special cases of workers whose age exceeds
the specified maximum age;
the duration of apprenticeship including the period of
probation, having regard to the degree of skill and theoretical technical
knowledge required;
measures for determining the extent to which the normal
duration of the apprenticeship might be reduced in the light of any prior
training or experience the apprentice may have had or of his progress during the
apprenticeship;
the schedule of work processes, the theory and related
instruction to be given, and the time to be spent on each unit;
the provision of day release, or such other forms of
release as may be appropriate, for attendance at a training institution;
the examinations to be held during or on the expiry of
the apprenticeship;
the qualifications or certificates obtainable on
completion of apprenticeship;
any control of the number of apprentices necessary to
ensure adequate training, avoid overcrowding in the occupation, and meet the
manpower needs of the particular branch of economic activity concerned;
the rate of remuneration payable to the apprentice and
the scale of increases during the apprenticeship;
the conditions of remuneration in case of absence
through sickness;
accident insurance;
holidays with pay;
the nature and extent of the supervision to be exercised
over the apprenticeship, particularly with a view to ensuring that the rules
governing the apprenticeship are observed, that the training is in keeping with
established standards and that there is reasonable uniformity in the conditions
of apprenticeship;
the registration of apprentices and apprenticeship
contracts with appropriate bodies;
the form and content of the apprenticeship contract.
Apprentices should receive comprehensive safety
instruction so as to develop safe working habits in the use of tools and
machinery and learn to observe general safety measures, taking into account new
hazards as they arise.
Entry into apprenticeship should in every case be
preceded by comprehensive vocational guidance and by a medical examination
related to the requirements of the occupation for which training is to be given.
Where the occupation in view calls for special physical
qualities or mental aptitudes, these should be specified and verified by special
tests.
It should be possible by agreement among all parties
concerned to transfer an apprentice from one undertaking to another when this is
considered necessary or desirable for the completion of his training.
Where several types of apprenticeship exist, it should
be possible by agreement among all parties concerned for an apprentice to
transfer from one type to another when his aptitudes show that this would be to
his advantage.
Permanent arrangements for accelerated training should
be organised:
to assist in meeting urgent needs for trained manpower
and in quickening the rate of industrialisation;
as a permanent means of adapting manpower to technical
progress;
for those categories of the population who need to
achieve occupational competence quickly in order to obtain employment suitable
to their age and capacity;
to further the development of occupational and social
upgrading.
These permanent arrangements for accelerated training
should be planned in accordance with appropriate pedagogical methods, be
implemented by instructors specially trained for the purpose and be based on
concrete techniques directly related to industrial work.
The acceleration of training should be achieved by:
applying strict selection procedures in order to ensure
as far as possible that all trainees admitted have the ability to acquire the
necessary knowledge and proficiency in the limited time set for the course,
preference being given to candidates who also possess occupational experience of
value to the new occupations;
using a detailed syllabus setting out the graduated
exercises and related theory which will provide trainees with the skills and
knowledge immediately essential for obtaining employment and based on exhaustive
analyses of the occupation and of the work involved in it;
concentrating on practical training and teaching the
indispensable theoretical technical knowledge in the course of practical
training;
limiting the number of trainees in each class to such an
extent that, having regard to the time available, each one may receive constant
and close supervision thoughout all stages of his instruction;
applying such of the other methods and means of training
referred to in Paragraphs 25 to 37 as may be found particularly appropriate.
After finishing an accelerated training course the
trainee should as soon as possible be placed in employment where, after
induction, his training should be completed if necessary by on-the-job training.
Persons who have completed accelerated training and who
are thereafter taking part in the production process should have the opportunity
to participate in courses which should be organised for the purpose of
increasing their versatility and skills.
Supervisors should receive special training to ensure
that they are fully equipped for their duties.
Such training should include as necessary:
further general education;
further technical training and experience;
instruction in:
leadership and human relations, including industrial
relations and procedures for the avoidance and settlement of disputes;
administrative procedures;
teaching method;
occupational safety and hygiene;
co-ordination at the different levels of the
undertaking;
adaptation to duties of responsibility;
methods of work;
labour legislation;
specialised spheres of
activity such as planning, work study and costing.
Supervisors should be sufficiently informed about
vocational counselling to recognise its role and importance and the necessity
for it to be given by specialists in this field.
In principle initial supervisor training should be given
before the assumption of supervisory duties; if this is not practicable, it
should be given immediately after the assumption of such duties.
Further training should be given to supervisors on a
continuing basis; it should include the provision of information about
developments generally within the undertaking and in the supervisor's own
technical field and should provide the basis for promotion in appropriate cases.
The selection of teaching staff should be carried out
with due regard to:
general education, technical qualifications and
experience, character and personality, and aptitude for teaching;
the persons they will be called upon to teach;
the nature of the teaching;
any applicable national standards.
Teaching staff responsible for general education
subjects should be recruited from among persons with the qualifications normally
required of teachers of these subjects in general educational institutions.
Teaching staff responsible for theoretical technical
courses should be recruited, according to the type of training involved:
from among persons who have been trained for and have
had several years' practical experience in the occupation they are to teach, in
addition to having a sound theoretical knowledge of it and a good background of
general education, as well as teaching ability; or
from persons with appropriate practical experience as
well as a degree or diploma awarded after appropriate training in a university,
technical institution or teachers' training college or by a body approved by the
public authorities.
Teaching staff responsible for practical courses should
be recruited from among persons with the qualifications specified in clause (a)
of Paragraph 62.
When it is not possible to recruit, for practical
courses, teaching staff with all the desirable qualifications, greater
importance should be attached to technical competence, occupational experience
and teaching ability than to a high level of general education.
Teaching staff responsible for courses in supervisory
functions should be recruited from among persons who have been trained as
supervisors and have had several years' experience in that capacity in addition
to having a good background of technical training and general education.
Use should be made as far as possible of the experience
of persons from industry, commerce or the professions by employing them as
part-time teachers of special subjects in training institutions.
In principle initial teacher training should be given
before the assumption of teaching duties; if this is not practicable it should
be given immediately after the assumption of such duties.
Teaching staff employed either full time or part time in
training institutions or in undertakings should receive special training,
including teaching practice, for the purpose of developing their teaching
ability and, where necessary, their technical qualifications and general
education.
The provision of such teaching practice for the teaching
staff of training institutions should be facilitated by combining teacher
training institutions as far as possible with ordinary training institutions.
Teaching staff in training institutions and undertakings
should receive special training on the subject of safety, with emphasis on safe
working conditions and the safe use of tools and appliances used in the
occupations in which they instruct.
Further training should be made available to teaching
personnel on a continuing basis; it should include provision for them to keep
abreast with teaching and technical developments and to qualify for promotion.
The following should also be taken into consideration as
a means of further training:
the organisation of periodical visits to undertakings or
training institutions and of special courses such as in-service, weekend or
holiday courses for individual teachers or groups of teachers;
the grant, in special cases, of travelling or research
scholarships or special leave with or without pay.
Teachers of general education and theoretical technical
subjects should, as part of their training, acquire knowledge of the branch of
activity which their trainees are intended to enter or have already entered.
Full-time teachers responsible for practical courses in
training institutions should be enabled to carry out practical work in
undertakings from time to time.
The training of staff responsible for courses in
supervisory functions should include further instruction in the subjects listed
in Paragraph 58 as may be required, and instruction in methods and techniques of
supervisory training.
In order to attract and retain an efficient teaching
staff in training institutions, the conditions of employment of such staff
should compare favourably with those enjoyed by persons with similar knowledge
and experience employed elsewhere on other than teaching duties, due account
being taken of the extra qualifications required for teaching.
A similar policy should be applied to teaching staff
within undertakings.
Where national standards of qualification for teaching
staff in training institutions have been established, undertakings giving
training should be encouraged to apply such standards when appropriate to their
own teaching staff.
Persons concerned with the direct supervision or
technical administration of training institutions should, if possible, have had
both production and teaching experience.
The teaching staff of training institutions should be
regularly inspected or supervised by the competent authorities with a view to
assisting them in their work and improving the instruction given.
Industrialising countries should aim at developing their
training systems progressively in accordance with the provisions of this
Recommendation.
They should pay primary attention to establishing an
inventory of their current and future manpower needs and resources.
A plan should be drawn up for the establishment and
development of training facilities to meet these needs, giving due priority as
circumstances require to:
the creation of a body of competent teaching staff;
the provision and equipment of the necessary training
premises;
the development of the most appropriate training
schemes, including literacy courses for illiterate trainees.
The plan should be put into operation in accordance with
the priorities established.
Industrialising countries should take special measures
to meet the training needs of:
persons in rural areas in which it is intended to
establish industrial activities;
persons who have left rural areas and seek industrial
employment in urban areas.
Such measures should include the establishment,
particularly in rural areas, of special training institutions, such as simple
training work-shops covering a few basic trades, and the adaptation of training
methods to suit the level of education and degree of advancement of the rural
groups in the localities concerned.
The training in rural areas should take account of the
possibility of developing new economic activities which utilise the natural
resources of the area and are in keeping with the cultural traditions of the
local population.
Industrialising countries should examine the
desirability of:
establishing joint training facilities with adjacent
countries;
obtaining international assistance in the implementation
of their training plans.
Countries should co-operate in the field of training to
the greatest extent possible and, where desired, with the help of international
organisations.
Such co-operation should extend to such measures as:
the organisation of seminars and working parties on
training matters of mutual interest;
making available training facilities to enable selected
personnel from other countries, either on an exchange basis or otherwise, to
acquire skill, knowledge and experience not available in their own country;
the organisation of visits abroad for persons concerned
with training to enable them to become familiar with training practices in other
countries;
the loan of experienced personnel from one country to
another to help organise training;
the exchange of qualified personnel;
the preparation and supply of textbooks and other
materials for training;
the systematic exchange of information on training
questions;
helping the industrialising countries to create and
develop their national training systems and to acquire their own qualified
teachers and instructors.
Consideration should be given to:
the desirability and possibility of progressively
assimilating training levels for the same occupation within a group of countries
with a view to facilitating access to training abroad as well as occupational
mobility;
the possibility of reciprocal recognition of examination
certificates in territories where training levels for the same occupation are
comparable;
the preparation and exchange of occupational information
such as job descriptions which may be particularly useful in the training of
migrants.
