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Severe economic depression and the difficulty to acquire employment with adequate income have significant impact on a nation’s social welfare. The need to provide ample educational opportunities is more imperative than ever, particularly in emerging economies. Technical Education and Vocational Training in Developing Nations is a comprehensive reference source for the latest literature on optimizing the implementation of curriculum development and instructional design strategies for technical and vocational education. Featuring innovative coverage across a range of relevant topics, such as curriculum deficiency, teacher competencies, and accessible learning, this book is ideally designed for policy makers, academicians, researchers, advanced-level students, technology developers, and educators interested in the improvement of professional learning programs.
Textbook on principles of curriculum development in technical education and vocational education - discusses curriculum planning and content with respect to decision making, assessment of the current educational system, labour supply and labour demand, goal-setting, etc., and identifies methods of implementation regarding the selection of teaching and training materials, modular training and evaluation techniques. Bibliography after each chapter, diagrams, questionnaires and statistical tables.
Technical and vocational education and training at technical schools are major contributing factors in combating poverty, unemployment, and inequality. The primary purpose of technical and vocational education and training is to prepare students and learners for the world of work and for a smooth transition from education institutions into the workplace. As the Fourth Industrial Revolution continues to create more radical changes in the labor market, experts are calling for a reform of education, including vocational education and training and adult and professional education. New Models for Technical and Vocational Education and Training is an essential scholarly research book that examines TVET and CET colleges and programs that provide intermediate skills to enhance students’ chances of employability and entrepreneurship in Industry 4.0. The book explores knowledge in respect to workforce preparation, digital skills development, teaching and learning of TVET, flexibility and articulation of TVET to respond to work-integrated learning, and reskilling and upskilling to avoid skill mismatches. It is ideal for TVET schools, academicians, curriculum designers, managers, training officers, administrators, vocational professionals, researchers, and students.
Technical and vocational education and training (TVET) research has become a recognized and well-defined area of interdisciplinary research. This is the first handbook of its kind that specifically concentrates on research and research methods in TVET. The book’s sections focus on particular aspects of the field, starting with a presentation of the genesis of TVET research. They further feature research in relation to policy, planning and practice. Various areas of TVET research are covered, including on the vocational disciplines and on TVET systems. Case studies illustrate different approaches to TVET research, and the final section of the book presents research methods, including interview and observation methods, as well as of experimentation and development. This handbook provides a comprehensive coverage of TVET research in an international context, and, with special focus on research and research methods, it is a cutting-edge resource and reference.
Definitive Readings in the History, Philosophy, Theories and Practice of Career and Technical Education brings together definitive writings on CTE by leading figures and by contemporary thinkers in the history, philosophy, practice and theories of the field. Filling a much needed void in existing literature, this book equips scholars and practitioners with knowledge, skills, and attitudes to succeed in the field of CTE.
As the economic growth and social development of a nation is reliant on its workforce, it is essential to increase the workforce’s employability through technical and vocational education. Through these programs, the nation’s workers will be able to acquire skills and flexibility in order to navigate across sectors of the economy and industry. However, due to gender disparities and socioeconomic statuses within society, women from a lower economic background are unable to gain access to these programs, hindering their career development and economic independence. Gender Issues in Technical and Vocational Education Programs is an essential critical resource that probes the issue of gender equity in specialized educational programs, such as vocational or technical education programs. It also presents global initiatives that are being undertaken to enhance the access to technical and vocational education programs to all citizens. Divided into two sections, this publication provides comprehensive coverage on understanding human resource skilling through vocational and training programs and promoting gender equity through skill development, making it an ideal resource for academicians, researchers, social scientists, educators, policymakers, government officials, and professionals.
Selected by the American School Board Journal as a “Must Read” book when it was first published and named one of 60 “Books of the Century” by the University of South Carolina Museum of Education for its influence on American education, this provocative, carefully documented work shows how tracking—the system of grouping students for instruction on the basis of ability—reflects the class and racial inequalities of American society and helps to perpetuate them. For this new edition, Jeannie Oakes has added a new Preface and a new final chapter in which she discusses the “tracking wars” of the last twenty years, wars in which Keeping Track has played a central role. From reviews of the first edition:“Should be read by anyone who wishes to improve schools.”—M. Donald Thomas, American School Board Journal“[This] engaging [book] . . . has had an influence on educational thought and policy that few works of social science ever achieve.”—Tom Loveless in The Tracking Wars“Should be read by teachers, administrators, school board members, and parents.”—Georgia Lewis, Childhood Education“Valuable. . . . No one interested in the topic can afford not to attend to it.”—Kenneth A. Strike, Teachers College Record
Empowerment is the overarching idea used in this book. The term has a variety of meanings in different sociocultural and political contexts, including “self-strength, control, self-power, self-reliance, own choice, life of dignity in accordance with one’s values, capable of fighting for one’s rights, independence, own decision making, being free, awakening, and capability” (The World Bank, 2002, p. 10). However, the World Bank report observed that most definitions focus on issues of “gaining power and control over decisions and resources that determine the quality of one’s life” (p. 10). This interpretation of empowerment provides a useful starting point for the development of the series of interconnected arguments explored here. Establishment of the basis for understanding, identifying and developing strategies through education necessary for individuals to be able to make choices that inf- ence the quality of their lives is the main aim of this book. There are a number of assumptions and boundaries that frame this analysis. First, the book focuses on “agents”; however, empowerment is often conceptualised in terms of relationships between agency and structure (e. g. , Alsop, Bertelsen, & H- land, 2006). Agency could be defined as “an actor’s or group’s ability to make purposeful choices – that is, the actor is able to envisage and purposively choose options” (p. 11).
Rapid changes in the workplace, including progress in the areas of science, technology, engineering, and mathematics, make the contribution of career and technical education more significant than ever. In the fifth edition of his foundational text, Dr. Gordon is joined by new coauthor Deanna Schultz. Continued focus on the history, philosophy, structure, and evolution of career and technical education highlights in-depth coverage on emerging trends relevant to all areas of the field. The pedagogical structure of the text presents abundant information in an accessible format. The authors’ introduction to the origins of and early leadership in CTE lays the groundwork for later discussions of representation of women and underrepresented minorities in the discipline, as well as the implications of a multigenerational workforce and global community on the way educational programs are designed for career readiness. In addition to comprehensive updates, this edition features a section exploring work-based learning, information on current legislation, and a new chapter on community and technical colleges.
China is experiencing an unprecedented phenomenon: breakneck industrialization on a scale and at a pace not seen before. It is trying to achieve in just a few decades what Western nations took more than a century to do. The arrival in the country’s cities of tens of millions of rural dwellers, at most semi-skilled, has put huge strain on the country’s system of vocational education, known as TVET. How have the Chinese authorities and their education administrators responded? Is China’s TVET system adapting to the rapidly evolving needs of its industry? Using the province of Yunnan as a subject, this detailed case study is a closely argued and sanguine analysis of the operation of TVET in China. The authors deployed a set of internationally comparable criteria to offer a searching assessment of current performance, at the same time documenting areas of strength and weakness. The question the authors’ methodology answers is how well China’s TVET system is performing compared to technical and vocational education structures in other countries. In fact, they discover that in Yunnan, a province representative of the challenges faced nationwide, much has indeed been done, from a wholesale overhaul of programs to make them relevant to industry requirements, to major investment in infrastructure. Teacher training has been reformed, and take-up of professional master’s and doctoral courses has been encouraged. Joint initiatives with bodies such as UNESCO have improved training and vocational education at high school level. While there is a strong international history of such comparative evaluations, which are essential for policy makers to benchmark their administration, few studies have included China despite the enormous amount of value that can be learned from that country’s experience. This work will provide vital material for researchers, governments and development agencies alike.