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There is growing interest worldwide in reforming national systems of financing technical and vocational education and training (TVET). Based on examples of countries and industries with innovative arrangements, this book covers many new practices, both successful and unsuccessful: public funding schemes, tax incentives and co-financing. It should be of particular interest to policy-makers wishing to make better decisions on funding TVET.
This volume revisits educational equality and equity issues, especially, in education finance-related topics consisting of 15 chapters and organized in two parts. The first part of the volume entitled “Education Finance”, focuses on equity aspects of resource allocation and its influence on education. The second part, entitled “Educational Equality and Equity”, focuses on the conceptualization, and the measurements of educational inequity, and inequality with special emphasis on the cost of inequality. The field of education finance has been significantly influencing policy-makers in many countries in recent years. This volume is focused on equity and equality in education finance in an international frame. This book would be of interest to (1) scholars at the fields of education finance, economics of education, and educational policy, (2) graduate students at the course of school finance or economics of education, and (3) local and global policy makers at the fields of education policy, and education finance.
Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? How can workbased learning be used? How can teachers and trainers be effectively prepared? How should ...
Many developing member countries (DMCs) of the Asian Development Bank (ADB) suffer from a shortage of qualified workers. Technical and vocational education and training (TVET) and skills development often provide a slow, inflexible, inadequate, and inefficient response to the needs of labor markets. This good practice guide supports ADB's education sector staff and other planners in their dialogue with governments and other stakeholders of education in the DMCs aimed at analyzing the TVET sector and its directions. The publication highlights strategic questions and presents investment design issues, including the strengths and weaknesses of different forms of training and financing. It discusses the lessons learned from ADB's experiences in the sector and their implications for future TVET projects. Checklists provide a practical tool for evaluating proposed investments.
One of a series of studies on vocational education and training, this review focuses on the apprenticeship system in England and concludes with policy recommendations.
This six-volume handbook covers the latest practice in technical and vocational education and training (TVET). It presents TVET models from all over the world, reflections on the best and most innovative practice, and dozens of telling case studies. The handbook presents the work of established as well as the most promising young researchers and features unrivalled coverage of developments in research, policy and practice in TVET.
Provides state-of-the-art reviews of policy issues and developments in the ways that countries define students with disabilities, difficulties and disadvantages; approaches to career guidance; changes underway in higher education; and policy options for making investments in lifelong learning pays.
Effective public governance and management continue to be key to the vocational education and training (VET) sector. This Handbook and CD-ROM suggests that the VET institutions' responsiveness to market demand and their ability to operate flexibly and cost-efficiently are strongly determined by the degree of their management, financial and academic autonomy, as well as by the competence of their staff. Based on experiences in Australia, New Zealand and the United Kingdom, the Handbook is not country specific but provides general approaches to the management of VET institutions. It is accompanied by a CD-ROM that provides summaries of national management practices in the VET sector and of national policies, reports and legal documents, as well as real-life management instruments applied by VET institutions. The Handbook consists of 11 modules with 43 learning units, while the CD-ROM provides access to more than 400 documents. The Handbook and CD-ROM are intended as self-learning materials for VET managers, as resource material for management development programmes in the VET sector and as an outline for performance review of VET institutions.
How should lifelong learning be financed? The author attempts to answer the question by creating a framework for analyzing different education financing mechanisms in light of particular characteristics of lifelong learning. The framework compares the different financing alternatives on four dimensions: (1) who ultimately pays for the education, (2) who finances its immediate costs, (3) how payments are made, and (4) who collects the payments. The author uses specific characteristics of lifelong learning to determine which among the financing alternatives are most useful. The characteristics are that the individual should decide what and where to study, carry a significant part of the financial burden, and be encouraged to continue learning through all life stages. The author analyzes the financing alternatives according to who ultimately pays for the education. Hence, the alternatives are classified either as cost-recovery or cost-subsidization alternatives. Cost-recovery alternatives include traditional loans, a graduate tax, human capital contracts, and income-contingent loans. Subsidization alternatives are those in which the state directly subsidizes institutions or in which the state gives vouchers to students. The author concludes that combining income-contingent loans and human capital contracts with vouchers is the most efficient and equitable method for financing lifelong learning. The author discusses the role of governments and multilateral organizations in improving the financing of lifelong learning. He assesses shifting toward cost-recovery alternatives, focusing on collection of payments, and aiming for the involvement of private capital as key issues that should be addressed to ensure that lifelong learning will be available for all equitably and efficiently.