Relevant bibliographies by topics / Economic restructuring and vocational education

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Academic literature on the topic 'Economic restructuring and vocational education'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Economic restructuring and vocational education"

1

Li, Xinqing. "Optimization of vocational education and regional economic restructuring --Huanggang City, Hubei Province, as an example." SHS Web of Conferences 158 (2023): 02007. http://dx.doi.org/10.1051/shsconf/202315802007.

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By explaining the organizational composition and policy provisions of vocational education integration in Huanggang City, the form and practical process of vocational education integration in Huanggang City are described in the form of a textual compendium in the context of the optimization of the economic structure of Huanggang City, thus analyzing the significance of vocational education integration for the improvement of the comprehensive education level of the region, the progress of the regional education ecology and the continuation of education for school-age students in the area. It concludes by making feasible suggestions and measures on the current education situation in Huanggang City, especially on the optimal integration of vocational education, to promote the economic restructuring and accelerated transformation of Huanggang City while making it a branded and unique project.
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MARKOVA, V. M., and M. S. MEFANIK. "FUNCTIONS OF PROFESSIONAL TRAINING OF STUDENTS OF PROFESSIONAL AND TECHNICAL EDUCATION INSTITUTIONS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 82–89. http://dx.doi.org/10.31494/2412-9208-2021-1-3-82-89.

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The article analyzes the functions of vocational training of students of vocational education institutions. The analysis showed that it is possible to distinguish the following functions: cognitive function, personality development function, socialization function, cultural-humanistic function and technological function. Given the above, the implementation of the functions defined by scientists is entrusted directly to specific institutions that are specially created in the system of vocational education as "educational institutions that meet the needs of citizens in quality vocational education, mastery of working professions, qualifications, specialties according to their interests , state of health, abilities ". It is investigated that vocational education is the only field that specializes in the reproduction of the leading component - skilled workers for all branches of intangible and tangible production, as well as for various types of production activities of the future specialist. It is noted that the modern system of vocational education is branched with established traditions, which at the present stage is in a state of restructuring and reorientation in accordance with the requirements of society and the state, trends in such education abroad, new socio-economic conditions of the state. The main powers and activities of the vocational education institution are identified, including: organization of the educational process, educational-methodical, educational-production, educational, production-commercial and financial-economic activity; selection of forms and methods of training of future representatives of production; development of working curricula and programs on the basis of standard curricula and programs, determination of the regional component of the content of vocational education, which are approved in the prescribed manner. The specifics of vocational training of students of vocational education institutions are studied. Key words: vocational education institution, vocational training, vocational education, engineer-teacher, vocational education specialists, students of vocational education institutions, functions of vocational training.
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Mouton, Nelda, G. P. Louw, and G. L. Strydom. "Restructuring And Mergers Of The South African Post-Apartheid Tertiary System (1994-2011): A Critical Analysis." International Business & Economics Research Journal (IBER) 12, no. 2 (January 31, 2013): 151. http://dx.doi.org/10.19030/iber.v12i2.7628.

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Socio-economic and vocational needs of communities, governments and individuals change over the years and these discourses served as a compass for restructuring of higher institutions in South Africa from 1994. Before 1994, the claim to legitimacy for government policies in higher education rested on meeting primarily the interests of the white minority. From 1996 onwards, the newly established government considered education a major vehicle of societal transformation. The main objective had been to focus on reducing inequality and fostering internationalisation. Therefore, the rationale for the restructuring of South African universities included a shift from science systems to global science networks. Various challenges are associated with restructuring and include access, diversity, equity and equality. Thus, the restructuring and mergers between former technikons and traditional universities were probably the most difficult to achieve in terms of establishing a common academic platform, as transitional conditions also had to be taken into account and had a twin logic: It was not only the legacy of apartheid that had to be overcome but the incorporation of South Africa into the globalised world was equally important as globalisation transforms the economic, political, social and environmental dimensions of countries and their place in the world. Initially, the post-apartheid higher education transformation started with the founding policy document on higher education, the Report of the National Commission on Higher Education and this report laid the foundation for the 1997 Education White Paper 3 on Higher Education in which a transformed higher education system is described. Restructuring and mergers also had a far-reaching impact, positive and negative, on the various tertiary institutions. This article also reflects on the impact of restructuring and mergers of higher education and reaches the conclusion that higher education faces many more challenges than initially anticipated prior to transformation.
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Mouton, Nelda, G. P. Louw, and G. L. Strydom. "Restructuring And Mergers Of The South African Post-Apartheid Tertiary System (1994-2011): A Critical Analysis." Journal of International Education Research (JIER) 9, no. 2 (March 27, 2013): 127–44. http://dx.doi.org/10.19030/jier.v9i2.7718.

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Socio-economic and vocational needs of communities, governments and individuals change over the years and these discourses served as a compass for restructuring of higher institutions in South Africa from 1994. Before 1994, the claim to legitimacy for government policies in higher education rested on meeting primarily the interests of the white minority. From 1996 onwards, the newly established government considered education a major vehicle of societal transformation. The main objective had been to focus on reducing inequality and fostering internationalisation. Therefore, the rationale for the restructuring of South African universities included a shift from science systems to global science networks. Various challenges are associated with restructuring and include access, diversity, equity and equality. Thus, the restructuring and mergers between former technikons and traditional universities were probably the most difficult to achieve in terms of establishing a common academic platform, as transitional conditions also had to be taken into account and had a twin logic: It was not only the legacy of apartheid that had to be overcome but the incorporation of South Africa into the globalised world was equally important as globalisation transforms the economic, political, social and environmental dimensions of countries and their place in the world. Initially, the post-apartheid higher education transformation started with the founding policy document on higher education, the Report of the National Commission on Higher Education and this report laid the foundation for the 1997 Education White Paper 3 on Higher Education in which a transformed higher education system is described. Restructuring and mergers also had a far-reaching impact, positive and negative, on the various tertiary institutions. This article also reflects on the impact of restructuring and mergers of higher education and reaches the conclusion that higher education faces many more challenges than initially anticipated prior to transformation.
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Arkhipov, E. E. "Creation of railway transport clusters within the framework of the federal project “Professionalitet”." Transport Technician: Education and Practice 3, no. 3 (November 2, 2020): 246–49. http://dx.doi.org/10.46684/2687-1033.2022.3.246-249.

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In 2021, the implementation of the federal project “Professionalitet” began. The project was developed as part of the Strategy for the Socio-Economic Development of the Russian Federation until 2030 and is aimed at a comprehensive reboot of the system of secondary vocational education by reducing the duration of training and modernizing the infrastructure of colleges and technical schools.Railway transport has become one of the eight sectors of the economy that participate in the implementation of the federal project “Professionalitet”. Industry-specific educational and production centers (clusters) in the 2022–2023 academic year are planned to be opened in nine railway educational organizations of secondary vocational education and will accept about 770 students for training. Approbation of a new model of personnel training for railway transport will be carried out in four specialties, and training programs involve a more intensive educational process and work experience, which will reduce the training time and provide students with in-demand working professions.The effective interaction of Russian Railways with railway clusters will ensure the main goal of the federal project “Professionalitet” — ensuring a comprehensive restructuring of the secondary vocational education system through experimental programs with reduced training periods and modernization of the material and technical base of educational institutions.
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Kholod, Sergii В. "THE INFLUENCE OF THE ECONOMIC SITUATION ON THE CHOICE OF THE VOCATIONAL TRAINING MODEL." Academic Review 1, no. 56 (June 2022): 5–13. http://dx.doi.org/10.32342/2074-5354-2022-1-56-1.

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The article forms a vision of the impact of the economic situation on the choice of higher education institutions of the appropriate model of vocational training. The level of demand for educational services in accordance with the change of their consumers, effective demand in the labor market, the specifics of the global pandemic COVID-19, which led to the emergence of blended learning. The multifaceted nature of development is highlighted. Studies of the state of national education over the past five school years have confirmed its abrupt nature due to the influence of demographic, economic, political factors and the growth of services provided. The current trends in education and its new trends are highlighted: digitalization, prioritization, microlearning, visualization, humanization, immersive learning, additional online educational profession, editing, balance and well-being, proactivity. As an integral part of the educational process, the online format has become the basis for the emergence of blended (hybrid) learning. Applicants for higher education become active participants in the learning process. Changing pedagogical technologies that adapt to the challenges of blended learning have affected the use of digital tools and shifted the emphasis to the active position of higher education seekers. The emergence of a new model of education as a set of learning formats, pedagogical approaches, tools for their implementation requires the restructuring of the educational process. In this sense, it is important to ensure an individual educational trajectory, which makes it necessary to propose such a trajectory and internal perception of its choice. The stages of preparation of various forms of classes for online classes are considered. The detailed algorithm of preparation of educational and methodical materials on the Google Classroom platform is given; selection of the system of notification of applicants; formation of information about the organizational content of the discipline and other auxiliary components. The specifics of preparing and conducting an online lecture with the selection of elements that distinguish it from the offline format are analyzed. The rules of preparation for a practical lesson as a complex process are given. Features of preparation for modular tests, consultations and online exam are considered. It is established that any model of training is associated with the cost of its implementation, which necessitates a change in the structure of these costs for each entity under the influence of economic and political factors and increase the share of costs for technical support of distance learning
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Zenkov, A. R. "RANKINGS AS A TOOL FOR ADAPTING VOCATIONAL EDUCATION TO THE CHALLENGES OF POST-INDUSTRIAL EMPLOYMENT." Social & labor researches 46, no. 1 (2022): 117–27. http://dx.doi.org/10.34022/2658-3712-2022-46-1-117-127.

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Organizational and technological changes taking place against the background of a change in the technological structure have a profoundly transformative effect on the entire spectrum of economic relations, including their socio-labor component; accelerate the processes of restructuring the labor market; set the need to adapt existing public institutions to work in new conditions. Analyzing the dynamics and directions of the development of higher education as a key subject of the system of vocational training, the author turns to the study of the phenomenon of international university rankings, which act as the subject of this study. The relevance of the chosen research perspective is explained by a number of reasons: in just a few decades since its inception, the ratings have successfully integrated into the educational systems of various countries and have found their own niche in this field. The expert community has confirmed the opinion that the entry of universities into international rankings provides countries with opportunities for the formation of world-class labor resources. All this, on the one hand, allows us to consider rankings as a fullfledged subject of the modern system of vocational education. On the other hand, the attitude to rankings as a socio-economic and, partly, cultural phenomenon, both in the public and in the expert environment remains ambiguous. Researchers pay attention to serious flaws in ranking projects, imbalances introduced by participation in rating "competitions" for individual countries and economic systems. The aim of the paper is to study the impact of international university rankings on the state and prospects for the development of university education as the basis of the current system of professional training. The article analyzes the reasons and prerequisites for the emergence of higher education rating practices. The strengths and weak- nesses of the most popular rating projects are evaluated. Particular attention is paid to the study of the practices of participation of the national system of vocational education in rating projects. In this context, the author identifies two areas of development: the creation and promotion of their own rating projects in the global market of educational services, as well as initiatives related to the inclusion of rating projects in national development programs. The author comes to the conclusions about a certain reassessment of priorities in the development of modern university rankings, outlines the further development of the rating movement in the field of education. The methodological basis of the study was institutional, systemic approaches and methods, means of content and comparative theoretical analysis. The results of the study expand the understanding of the phenomenon of international university rankings, which can be used when forming the social policy of the state, programs for the development of higher professional education, as well as for the purposes of harmonizing relations between the labor market and the educational services market.
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Meek, David. "Taking research with its roots: restructuring schools in the Brazilian landless workers' movement upon the principles of a political ecology of education." Journal of Political Ecology 22, no. 1 (December 1, 2015): 410. http://dx.doi.org/10.2458/v22i1.21116.

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How does education mediate the relationship between the co-production of environmental knowledge, and the social reproduction of an alternative society? This article draws upon a political ecology of education framework to analyze how schools advance alternative land management strategies and forms of environmental knowledge. Schools catering to grassroots movements can actualize their emancipatory objectives by institutionalizing hybridized conceptions of educational space-time. This article focuses on a vocational high school in a settlement of the Brazilian Landless Workers' Movement. It analyzes a document known as a 'political pedagogical project' (PPP) which details the identity of the school and how it sees itself as a tool for social and environmental justice. Through an analysis of this PPP, my article explores how the school seeks to educate students to critically reflect upon the relationships between political economic processes and landscape change. The PPP also encourages students to be active participants in the development of a regional agroecological science, and cooperative material relations. From a political ecology of education perspective, activist schools are important sites for the coproduction of environmental knowledge and material relations. They have the potential to help students learn critically about the linkages between power, political economy, and land management.Keywords: Landless Workers Movement; political ecology of education; hybridity, political pedagogical project, agroecology
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Pano, Nikollaq, and Ira Gjika. "American Advocacy to Education System Development: The Case of Albania." International Journal of Innovation and Economic Development 7, no. 6 (January 2022): 24–34. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.76.2003.

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Human capital development highly affects any country’s advancement, regardless of its geographical location. The key role of education in development processes stays at the focus of studies for encouraging further progress. The education’s progress has significantly influenced the historical course of Albania during the last 120 years. The establishment and strengthening of secondary and higher education in Albania are among the areas in which U.S. support has been prominent, impacting the country’s development. Tracing the Albanian secondary education system at the beginning of the last century leads to the American contribution in vocational orientation. American expertise and consultancy enabled radical changes to economics and business higher education after the 1990s. New study programs and improved curricula were the prerequisite to adapt higher education to the needs of an economy in transition and a changing labor market. Education systems in any country face the challenge to provide qualified and trained staff, capable managers, and executives to successfully expand their companies and economic activity in general. This venture was harder for Albania and other ex-socialist countries of Eastern Europe during the last years of the 20th century, because of a different education system and mindset inherited from their past. The restructuring of Albanian business higher education was facilitated as it relied on the American long-standing pragmatic tradition and institutional contribution. The paper addresses the history of the higher education changes observed from an individual and institutional viewpoint. The study aims to point out the achievements of the education system in Albania through the support and the impact of the American school. This would assist in a better understanding of Albanian education policies and contemporary processes in a global market.
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DONKENG NAZO, Armel. "CAMEROON’S HIGHER EDUCATION REFORM FOR SOCIO-ECONOMIC RELEVANCE AND RECOMMENDATIONS BASED ON CHINA’S EXPERIENCE - A SUMMARY." JOURNAL OF SINO-AFRICAN STUDIES 1, no. 1 (October 31, 2022): 195–204. http://dx.doi.org/10.56377/jsas.v1n1.9504.

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This paper is a summary of my doctoral dissertation; it investigates the recent developments and reforms launched by Cameroon Higher Education policymakers to upgrade and align this sector to the needs of the country’s socio-economic development and suggest strategies built from China’s successful experience. This qualitative work was done in the broad discipline of comparative education and therefore compared and shared some best practices that China has accumulated in reforming its HE system. As a developing country assuming a different development model or certain independence from the Western model, China constitutes an example that can only inspire Cameroon differently. Considering this systemic difference with the West, including in its Higher Education (HE) system, the adoption of successful Chinese practices in this research provides new and original perspectives on HE. Findings from document analysis and participants’ perceptions have shown in the study that Cameroonian authorities, in their recent HE policies have stressed on professionalization, curriculum reform, university entrepreneurship, and on university’s third mission. On the Chinese side, strategies in reforming its HE sector were elaborated around prioritization of the HE sector development, a vigorously governmental promotion of the National System of Innovation (NSI), a strategic structuration and organization of the HE sector in poles for more efficient investment, the introduction of market model mechanisms in resources distribution, management, and a permanent effort to align HE to the national development strategies and needs. Among the strategies suggested for Cameroon, this research has insisted on strengthening the NSI, strategic restructuring of HE in poles, the development of public vocational and technological HEIs, and a substantial financial allocation based on market-type mechanisms.
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Dissertations / Theses on the topic "Economic restructuring and vocational education"

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Clark, Judith. "To Hell in a Handcart Educational realities, teachers' work and neo-liberal restructuring in NSW TAFE." Thesis, The University of Sydney, 2003. http://hdl.handle.net/2123/590.

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This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred to their work since the late 1980s. Forty-one teachers were interviewed in tape recorded sessions lasting around one hour each. The respondents were drawn from twenty-seven teaching sections across all the major industry areas represented in TAFE. Twenty of the teachers were from metropolitan locations, twenty-one were regional. Nine managers were also interviewed, from Head of Studies to senior management levels, covering those with local as well as state-wide responsibilities. The changes to TAFE have been driven by a pervasive neo-liberal ideology adopted by both major parties in Australia. This study documents the experience of TAFE teachers as that ideology led to a corporatised vocational education and training system strongly oriented to the market. It also records their responses to the narrowing of curriculum that resulted from the "industry-driven" vocational education and training policies of governments. The study gives voice to their grief, frustration and anger as their working conditions deteriorated and their commitment to quality education was undermined. The study documents the teachers' resistance to the processes of organisational fragmentation, the increasing incidence of cost-driven, rather than educational, decision-making, and the commodification of curriculum driven by a series of policy decisions taken at both national and state level. The study compares these experiences with those of the TAFE managers, whose response to the crisis, while differing from that of the teachers, supports the teachers' commitment to public education as a social good. The study concludes that the NSW TAFE teachers' resistance has continued to act as a brake on the excesses of neo-liberalism. Some possibilities for an alternative vision of technical and further education thus remain.
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Clark, Judith. "To Hell in a Handcart Educational realities, teachers' work and neo-liberal restructuring in NSW TAFE." University of Sydney. Education, 2003. http://hdl.handle.net/2123/590.

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This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred to their work since the late 1980s. Forty-one teachers were interviewed in tape recorded sessions lasting around one hour each. The respondents were drawn from twenty-seven teaching sections across all the major industry areas represented in TAFE. Twenty of the teachers were from metropolitan locations, twenty-one were regional. Nine managers were also interviewed, from Head of Studies to senior management levels, covering those with local as well as state-wide responsibilities. The changes to TAFE have been driven by a pervasive neo-liberal ideology adopted by both major parties in Australia. This study documents the experience of TAFE teachers as that ideology led to a corporatised vocational education and training system strongly oriented to the market. It also records their responses to the narrowing of curriculum that resulted from the "industry-driven" vocational education and training policies of governments. The study gives voice to their grief, frustration and anger as their working conditions deteriorated and their commitment to quality education was undermined. The study documents the teachers' resistance to the processes of organisational fragmentation, the increasing incidence of cost-driven, rather than educational, decision-making, and the commodification of curriculum driven by a series of policy decisions taken at both national and state level. The study compares these experiences with those of the TAFE managers, whose response to the crisis, while differing from that of the teachers, supports the teachers' commitment to public education as a social good. The study concludes that the NSW TAFE teachers' resistance has continued to act as a brake on the excesses of neo-liberalism. Some possibilities for an alternative vision of technical and further education thus remain.
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Matos, Francilene do Rosário de. "O PROGRAMA NACIONAL DE ACESSO AO ENSINO TÉCNICO E AO EMPREGO E A CONCEPÇÃO DE EDUCAÇÃO PROFISSIONAL NA BASE NORMATIVA E NA OBJETIVAÇÃO DA BOLSA-FORMAÇÃO NUMA EXPERIÊNCIA INSTITUCIONAL." Universidade Federal do Maranhão, 2015. http://tedebc.ufma.br:8080/jspui/handle/tede/102.

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Made available in DSpace on 2016-08-17T13:54:02Z (GMT). No. of bitstreams: 1 DissertacaoFRANCILENEDOROSARIODEMATOS2015.pdf: 1191830 bytes, checksum: 3303cd22030f928bda8ae996d36d167c (MD5) Previous issue date: 2015-03-31
The research deals with ""The National Programme for Access to Technical Education and Employment (Pronatec) and the conception of vocational and technological education in basic standards and objectification of bag-training an institutional experience" " in an effort to understand the meaning of the Professional Education, while Brazilian public policy in the context of productive restructuring capitalism. It has links with the research group Policy and Basic Education, State and Educational Management research line of the Post-Graduate Education, Federal University of Maranhão. The methodology is oriented on historical dialectic materialism and uses literature, document analysis and descriptive study. Among the referenced authors are: Braverman, Castells Chesnais, Coriat, Franco, Friedmann, Frigotto, Harvey, Kuenzer, Milk, Lopes, Axe, Manacorda, Marx, Netto, Paiva, Ramos, Saviani, Zarifian, Anderson, Araújo Batista, Cabral Neto, Cardozo, Carnoy, Cunha, Daros, Gold, Fagnani, Gohn, Haddad, Manfredi, Sousa, Rodrigues, Tauile, Veiga, Yanaguita, among others. His argumentative text systematized into four sections, the first being reserved for the demarcation of the object, the methodological approach and the text organization. The second part analyzes the relationship between productive restructuring, work organization and professional qualification. In the third, is a brief history of EFA policies, since the second half of the twentieth century. And, in the fourth section are the data and analysis on the design of EPT Pronatec expressed in the normative basis of the Exchange Training and its objectification in a public institution. The results showed the relationship of design EPT Pronatec to the Brazilian educational reform and the CLAIMS of organized society. Proved instrumental character of the program, supporting economic growth and social control, without any commitment to confronting the hegemonic ideology or overcoming social inequality. The EPT is designed to meet the demands of the market, ensuring the diversity of skill levels of the workforce. The resolutions, implementation and evaluation of the program are alien to the active participation of society. Thus, the design of EPT Pronatec does not break with the historical duality between manual and intellectual work, however, ratified the educational functionality, a fragile conjunction with high school and a disconnect between initial training and technical training.
A pesquisa trata sobre O Programa Nacional de Acesso ao Ensino Técnico e ao Emprego e a concepção de educação profissional na base normativa e na objetivação da bolsa-formação numa experiência institucional , no esforço de compreender o sentido dado à Educação Profissional, enquanto política pública brasileira, no contexto da reestruturação produtiva do capitalismo. Tem vinculação com o grupo de pesquisa Política e Educação Básica, da linha de pesquisa Estado e Gestão Educacional, do Programa de Pós-Graduação em Educação, da Universidade Federal do Maranhão. A metodologia aplicada orienta-se no materialismo histórico dialético e utiliza pesquisa bibliográfica, análise documental e estudo descritivo. Entre os autores referenciados, destacam-se: Braverman, Castells, Chesnais, Coriat, Franco, Friedmann, Frigotto, Harvey, Kuenzer, Leite, Lopes, Machado, Manacorda, Marx, Netto, Paiva, Ramos, Saviani, Zarifian, Anderson, Araújo, Batista, Cabral Neto, Cardozo, Carnoy, Cunha, Daros, Dourado, Fagnani, Gohn, Haddad, Manfredi, Sousa, Rodrigues, Tauile, Veiga, Yanaguita, entre outros. Seu texto dissertativo sistematiza-se em quatro seções, sendo a primeira reservada à demarcação do objeto, o percurso metodológico e a organização do texto. Na segunda, analisa-se a relação entre reestruturação produtiva, organização do trabalho e qualificação profissional. Na terceira, encontra-se um breve histórico das políticas de EPT, desde a segunda metade do século XX. E, na quarta seção encontram-se os dados e análises sobre a concepção de EPT do Pronatec expressa na base normativa da Bolsa-Formação e na sua objetivação numa instituição pública. Os resultados demonstraram a relação da concepção de EPT do Pronatec com a reforma educacional brasileira e as reinvindicações da sociedade organizada. Revelou-se o caráter instrumental do Programa, subsidiando o crescimento econômico e o controle social, sem qualquer compromisso com o enfrentamento da ideologia hegemônica ou a superação da desigualdade social. A EPT é concebida para atender às demandas do mercado, garantindo a diversidade dos níveis de qualificação da força de trabalho. As deliberações, execução e avaliação do Programa são alheias à participação ativa da sociedade. Dessa forma, a concepção de EPT do Pronatec não rompe com a histórica dualidade entre trabalho manual e intelectual, pelo contrário, ratifica a funcionalidade educacional, numa frágil articulação com o ensino médio e uma desconexão entre a formação inicial e a formação técnica.
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Borchers, Tracy Schneider. "A study to define secondary computer literacy programs: Implications for restructuring vocational education policy directions." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1059.

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Wilkinson, James Max. "Vocationalism in Australia: A qualitative study of the impact of restructuring on education." Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/36523/1/36523_Digitised%20Thesis.pdf.

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This research was an exercise in educational policy interpretation and analysis, focussing, in particular, on the policies of vocationalism which have been instrumental in the restructuring of education in Australia. The research findings showed that the policies, being a pragmatic response by a government to a perceived political crisis, lack, as White (1989) argued, an appropriate, underpinning educational theory. The study' s findings of a theoretical model integrating general and vocational education informed by the literature review, the research analysis and by Dewey's educational philosophy, are offered as a possible solution to the problem of vocationalism.
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Cheng, Yi'En. "Restructuring of education, youth, and citizenship : an ethnographic study of private higher education in contemporary Singapore." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:d7ee615b-6d54-4ce5-a518-0f47d69e3c5a.

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In spite of widespread critiques about the neoliberalisation of higher education and its production of citizenship in relation to the market, transformation of students into profit-maximising individuals, and the vitalisation of a self-enterprising subjectivity, many of these claims remain under-examined with respect to cultural production. The objective of this research is to explore the neoliberal production of middle-class citizenship through the lens of educated non-elite local youth in Singapore. By combining geographical, sociological and anthropological insights about education and youth, I develop a theoretically informed ethnographic case study to examine how this segment of young people reproduce themselves as middle-class citizens. The research is based on eleven months of fieldwork at a local private institute of higher education, where I hanged around, talked to, and observed Singaporean young people between ages 18 and 25 studying for their first degree. The ethnographic materials are written up into four substantive papers, demonstrating the ways in which educated non-elite Singaporean youth in private higher education engage with state disseminated ideas around neoliberal accumulation and human capital formation. I argue that these students draw on class-based sensibilities and feelings to produce vibrant forms of normativities, subjectivities, and politics that pose a challenge to dominant assumptions of a "hollowed out" citizenship under neoliberalism. The research makes two overall interventions in geographic and social scientific writings about neoliberal restructuring of higher education and its implications for youth citizenship. First, it cautions against a straightforward claim that neoliberal technologies of control have extended market values into citizenship subjectivity and, with it, the erosion of progressive political projects. Second, it provides a much-needed analysis of middle-class citizenship formation among young people caught at the losing end of a diversifying educational landscape.
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Liang, Yental C. T. "The effects of economic transformation upon selected high school vocational education programs in Southern California." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1165.

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Prosser, Jean Blamire. "Vocational education and training and the labour market : an economic curriculum model." Thesis, University of Surrey, 1993. http://epubs.surrey.ac.uk/916/.

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Zhang, Ning. "Underpinning China's economic growth : a study of urban secondary vocational and technical education 1978-2000 /." Title page, table of contents and abstract only Title page, table of contents and abstract only, 2005. http://web4.library.adelaide.edu.au/theses/09PH/09phz6321.pdf.

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Lee, Ying-fan, and 利影芬. "Vocational education and training and economic development in Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962312.

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Books on the topic "Economic restructuring and vocational education"

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Türk Sanayicileri ve İş Adamları Derneği. Restructuring of the vocational and technical education system in Turkey: Executive summary. Tepebaşı, İstanbul: Turkish Industrialists' and Businessmen's Association, 2001.

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Scantland, Anna Cecile. Education privatization: Major restructuring of educational institutions. Vancouver: Parallel Publishers, 1992.

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Mason, Charlie. Government restructuring of vocational education and training, 1981-1987: Local autonomy or dependence? Bristol [England]: University of Bristol, School for Advanced Urban Studies, 1988.

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Scantland-Lund, Anna Cecile. Educational proposals for major restructuring of educational institutions. Kelowna, B.C: Parallel Publishers, 1999.

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The global financial crisis and educational restructuring. New York: Peter Lang, 2015.

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Wong, Rosalia. An introduction to vocational education. Mandurah, W.A: Equilibrium Books, 2009.

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Moock, Peter R. Vocational and technical education in Peru. Washington, DC (1818 H St. NW, Washington DC 20433): Population and Human Resources Dept., World Bank, 1988.

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Greenhut, Melvin L. Economic impact of vocational education in Texas. College Station, Tex: Center for Education and Research in Free Enterprise, Texas A & M University, 1988.

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Montana Council on Vocational Education. Meeting Montana's economic needs & a Vo-Ed analysis. Helena, Mont: Montana Council on Vocational Education, 1995.

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Montana Council on Vocational Education. Meeting Montana's economic needs & a Vo-Ed analysis. Helena, Mont: Montana Council on Vocational Education, 1995.

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Book chapters on the topic "Economic restructuring and vocational education"

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Liu, Xu, and Steven Cowan. "Vocational Senior Middle School." In Education for Economic and Social Transformation in Rural China, 102–11. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003202363-7.

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Jacinto, Claudia. "Working with Historical, Cultural, and Economic Logics." In The Wiley Handbook of Vocational Education and Training, 513–30. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119098713.ch26.

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Gumport, Patricia J., and Brian Pusser. "University Restructuring: The Role of Economic and Political Contexts." In Higher Education: Handbook of Theory and Research, 146–200. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-3955-7_4.

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Kurek, Sławomir, and Tomasz Rachwał. "Vocational Education and Training in Poland During Economic Transition." In The Future of Vocational Education and Training in a Changing World, 321–40. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18757-0_19.

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Zhao, Zhiqun, and Yunbo Liu. "Vocational Education and Training in Economic Transformation in China." In The Wiley Handbook of Vocational Education and Training, 495–511. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119098713.ch25.

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Anisimova, A. N., and Yu I. Efremova. "Digital Transformation of Vocational Education: Challenges of Modern Society." In Digital Technologies in the New Socio-Economic Reality, 773–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83175-2_95.

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Guo, Zhenyi, and Stephen Lamb. "Comparisons of Social and Economic Context." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 89–103. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8743-0_6.

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Markova, Svetlana M., Marina N. Bulaeva, Natalia V. Bystrova, Anna V. Lapshova, and Svetlana A. Tsyplakova. "Economic Grounds for Integration of the Content of Vocational Education." In Lecture Notes in Networks and Systems, 759–66. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15160-7_76.

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Khasnutdinov, R. R., and O. A. Vladimirova. "Digital Transformation of Russian Vocational Education Based on a Systematic Approach." In Digital Technologies in the New Socio-Economic Reality, 899–906. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83175-2_109.

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Vilppola, Jiri, Maarit Arvaja, Katja Vähäsantanen, and Raija Hämäläinen. "Vocational teachers' identity construction at the interface of work and education." In Workplace Learning for Changing Social and Economic Circumstances, 138–55. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003227946-12.

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Conference papers on the topic "Economic restructuring and vocational education"

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Yang, Xiuli. "Order-oriented Vocational Education for Migrant Labors during China's Industrial Restructuring." In 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icadce-17.2017.169.

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Turan, Nilgun, and Ilker Topcu. "An AHP-based Decision Conference for Restructuring the Turkish Vocational Education System." In The International Symposium on the Analytic Hierarchy Process. Creative Decisions Foundation, 2005. http://dx.doi.org/10.13033/isahp.y2005.012.

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Wang, Zhenguang, and Bingran Wang. "Research on Higher Vocational Education Serve Regional Economic Development." In 2013 International Conference on Advances in Social Science, Humanities, and Management. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/asshm-13.2013.167.

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Taiwo, Adefowora Famola, Adedapo Adewunmi Oluwatayo, Oladipo Adedeji Dare-Abel, Omotayo Olanrewaju Apata, Josephtemitope Alabi, Obinna Nicholas Chima, and Olutunmbi Abdulraouf Williams. "VOCATIONAL EDUCATION: A PANACEA TO ECONOMIC DEVELOPMENT IN NIGERIA." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2441.

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Zou, WeiWei. "Development and Practice of qWork - styleq Vocational English Curriculum in Higher Vocational Education." In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.183.

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Amilia, Dinda Lisna. "Future Economic Involvement of Indonesian Women in Postgraduate Education." In 3rd International Conference on Vocational Higher Education (ICVHE 2018). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200331.162.

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Zhang, Hongwei. "On Ways to Connect Vocational Education with Regional Economic Development." In 3rd International Conference on Science and Social Research (ICSSR 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icssr-14.2014.257.

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Ekasari, Kurnia, Nurafni Eltivia, and Hesti Wahyuni. "Blending Learning: Self Reflection of Accounting Education in the Indonesian Vocational Higher Education." In 1st Annual Management, Business and Economic Conference (AMBEC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200415.031.

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Daryanto, Siswantari. "Development of Study Program in Vocational Secondary School in Accordance with Main Economic Activity in Six Economic Corridors." In 2015 International Conference on Innovation in Engineering and Vocational Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icieve-15.2016.32.

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Lawitta, Riris, Lasmita Sihaloho, and Juli Arianti. "Vocational High School in Indonesia Facing ASEAN Economic Community (AEC)." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.28.

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Reports on the topic "Economic restructuring and vocational education"

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Obiakor, Thelma, and Kirsty Newman. Education and Employability: The Critical Role of Foundational Skills. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/048.

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A great deal of policy attention is paid to the role that education plays in driving employment outcomes. Most of this attention has focused on post-primary education— particularly Technical and Vocational Education and Training (TVET). This paper sets out the less-discussed role that foundational skills, typically built through basic primary education, play in driving employability; how foundational skills affect TVET provision; and what implications this body of evidence has for education policy. We acknowledge the need to consider how education systems build skills which will contribute to countries’ economic aspirations. However, we suggest that the dominant discourse which focuses specifically on TVET and how it can be linked to employer demands is unlikely to be successful for several reasons. Firstly, we show that foundational skills are themselves associated with economic gains for individuals and societies. This, together with the evidence showing extremely low levels of foundational skills in many countries, suggests that focusing on improving foundational skills may be a more cost-effective approach to driving employability than has been previously acknowledged. Furthermore, we show that TVET (and other later forms of education) may struggle to add value where foundational skills are not in place. Focusing large amounts of energy and resources on reforming TVET may not achieve hoped-for impacts if TVET entrants don’t have the necessary foundations to learn. We discuss the popular policy prescription of linking TVET provision to employer needs. As well as noting our concern that this focus fails to acknowledge the binding constraint of low foundational skills, we also set out why employer demand for skills may not be a good indication of actual future skills needs. We therefore suggest a more nuanced discussion on skills for employability which acknowledges economic development goals; the skills that will be needed to achieve them; and, crucially, a country’s starting point. We end the paper by highlighting the fact that unemployment and underemployment are generally caused by a lack of jobs, not a lack of skills. We therefore urge policymakers to be realistic about the extent to which any education policy—whether focusing on foundations, technical, and vocation skills or any other type of skills—can affect employment outcomes. Considering the evidence presented in this paper, we suggest that policymakers in many low- and lower-middle income countries may want to consider a stronger focus on foundational skills. The major reason for focusing on foundational skills is that a quality education is a fundamental right for all children which will allow them to experience lifelong learning. This paper sets out that foundational skills will also be the first step towards achieving a more employable workforce—but also that policymakers should consider the full range of policies that need to be in place to deliver productive employment and economic growth.
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