ISSDPA Manila Declaration


The UN Millennium Development Goals (MDGs) have become the anchor around which United Nations and other inter-governmental organizations, like CPSC, have since tried to link-up their development activities. The Colombo Plan Staff College for Technician Education (CPSC) believes that one of the ways of alleviating poverty is to provide capacity building in relevant technical and vocational skills. Consistent with this stand, CPSC endorses the UNESCO-UNEVOC 2004 Bonn Declaration which reiterates that Technical and Vocational Education and Training (TVET) is the “master key” for the alleviation of poverty, promotion of peace, and conservation of the environment, in order to improve the quality of human life and promote sustainable development.

The principal route out of poverty is work and this can be assured through generating employment and/or promoting self-employment. This may be realized by promoting entrepreneurship, sustainable livelihood, technical skills development, and advancement in ICT skills . Policy directives towards these ends ensure appropriate and sustainable implementation of poverty reduction programmes of the public and private sector.
In many parts of the region, innovative initiatives have been developed to achieve the MDGs. Many of these, if shared with other countries, can offer new insights for planning and implementing effective anti-poverty programs.

Successful experiments may be transplanted into various national and cultural setting with provisions for local creativity and innovations.


Colombo Plan Staff College for Technician Education (CPSC), through this International Symposium, aims to provide a venue for discussion and sharing of knowledge and experiences in dealing with the dimensions, issues and approaches in providing relevant and effective skills development interventions for poverty alleviation and in exploring possible solutions to address these concerns.


The objectives of the International Symposium are:
To share best practices in skills development for poverty alleviation;
To learn lessons from experiences and past failures;
To develop curriculum framework for capacity building exercise;
To examine issues and challenges for gainful employment towards poverty alleviation.

International Symposium on
January 25-26, 2008 Philippines

M a n i l a D e c l a r a t i o n


THIS DECLARATION DRAWS special attention to the following specific recommendations of the International Symposium on
Skills Development for Poverty Alleviation:

  1. Strengthen and expand capacity building for the training of trainers in member countries for developing TVET skills needed for poverty alleviation;
  2. Build a strong, broad-based coordinated ICT Skills for education and gainful employment towards developing information capital;
  3. Provide training and development interventions for modularized employable skills for responsiveness to the needs of industries and the labor market;
  4. Advocate strategic public-private-community partnership (PPCP) models at national and local level to address specific programs for poverty alleviation.
  5. Develop skills standards, certification and accreditation for quality assurance and harmonization in TVET to satisfy the labor market needs;
  6. Strengthen and expand capacity building programs specially for women, rural youth, informal economy workers and unorganized sectors towards gainful employment;
  7. Strengthen inclusiveness and regional cooperation in TVET development approaches targeting the marginalized sectors;
  8. Increase human capital and induce self-employment and entrepreneurship development to address the problem of poverty in all sectors;
  9. Improve access to life skills for learners and adults including technical and vocational skills and generic skills;
  10. Expand outreach program integrating flexible learning systems (i.e distance education, e-learning, open learning, and life-long learning programs) to ensure greater access to quality programs.
  11. Strengthen the policy, legal and financial frameworks to provide an enabling environment to alleviate poverty;
  12. Innovate new ideas of utilizing existing resource and architecture to augment the efforts in poverty alleviation.

2008-02 sdpa manila-declaration

ICT in Education


Countries in the Asia & and the Pacific region are at different stages of ICT development, in terms of both infrastructure and application of ICT in teaching and learning. Within any such country, there may be an uneven development from region to region, area to area and even from institution to institution. The Asia and the Pacific Region has a wide range of ICT development stages in education. ICTs applied in education offer huge potential to stimulate and realize the human capital inherent in the number of people in the Asia Pacific region. The ADB in 2004 affirmed that there has been a wide recognition of the growth of ICT and its increasing
importance in social and economic development. This has profound implications to education – both in how information technologies can be used to strengthen education, and how education can be more effectively used to encourage in wider scale
the use of the ICTs in the region. Without improved efficiencies in the present education delivery systems among developing nations, it is unlikely that these countries would be able to develop the additional human capital needed to achieve selfreliance in building a competitive economy in the context of the engaging cutthroat competition in the globalizing economy. Undertaking significant investments in education through ICTs gives an edge to countries in so far as taking advantage of the benefits of applicable
technologies, practices and solutions in education and training. In developed countries, the question goes beyond whether ICT can support education but how much, what, where and how, ICT can provide value to the existing system. It is thus crucial to
discuss and deliberate upon how ICT can be rapidly diffused into Technical and Vocational Education and Training (TVET) systems in less developed countries in the Asia Pacific region by knowing what practices, models, strategies and approaches are in place
to successfully integrate ICT in education in a sustainable manner. The International Symposium will provide a venue
for educators, teachers and administrators in training institutions, schools, universities and colleges to identify, and share best practices as well as learn the current and emerging trends in applying ICTs in education and training.


The broad themes of the symposium are:

  • Issues and Challenges in ICT in education
  • Integrating ICT in Teaching and Learning

The symposium will also cover case presentations from various countries represented and organizations with successful models in integrating ICT in education.


  • To share best practices and emerging trends in ICT in education;
  • To identify and examine issues, challenges and opportunities in integrating ICT in education;
  • To facilitate the learning of lessons in integrating ICT in the existing teaching and learning systems;
  • To develop strategies and approaches towards successful diffusion of ICT in TVET systems

Public-Private Partnership in TVET


Public-Private Partnerships have a key role to play in the development of the Asia Pacific region. As a "culture of partnership working" extends further throughout international organizations, governments and the private sector, innovative solutions are being developed all the time. The range of opportunities is as wide as the range of the entire region itself - partnerships for education, urban development, improved government services delivery, and industrial ecology are some of these opportunities.

The United Nations General Assembly promulgated the Millennium Development Goals (MDGs) in 2002, developing a global partnership for development being one of the eight goals. As a form of blueprint agreed by all the world's countries and leading development institutions, it upholds the cooperation with the private sector to make available the benefits of new technologies-especially information and communication technologies. Likewise, the 2004 Bonn Declaration as well as the 2008 Manila Declaration advocates public private partnerships which are pivotal to human-centered sustainable development.

As a continuation of the advocacy to build and suggest models for cooperation and partnerships in TVET, CPSC, in collaboration with the UNESCO-UNEVOC International Centre in TVET in Bonn, Germany/ Capacity Building International (InWEnt)/ European Training Foundation organized an International Symposium on “Public Private Partnership in TVET: Challenges, Opportunities and Best Practices” on 1st and 2nd of December, 2008 with the input and cooperation of various international and regional organizations, and government agencies and private institutions & organizations.

Objectives of the Symposium

  • The Objectives of the symposium were:
  • To determine the approaches and innovations in public-private partnership;
  • To share best practices and models of public-private partnership; and
  • To examine PPP challenges and opportunities

On the whole, the symposium provided a venue for government officials, heads or representatives of private institutions and non-government organizations, policy makers, educators, and senior administrators to identify and share different approaches and best practices in public private partnership for sustainable TVET in the Asia Pacific region.


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