Relevant bibliographies by topics / Formal vocational education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Formal vocational education'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Formal vocational education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Formal vocational education"

1

Emad, Gholam Reza. "Tracing legitimate learning in formal vocational education." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 959–63. http://dx.doi.org/10.1016/j.sbspro.2010.03.134.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Tawo, Roseline E., Hannah M. Denga, and Daniel I. Denga. "Formal Vocational Training and Poverty Reduction." International Journal of Learning: Annual Review 14, no. 3 (2007): 227–32. http://dx.doi.org/10.18848/1447-9494/cgp/v14i03/45262.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Adkisson, Anthony C., and Catherine H. Monaghan. "Transformative Vocational Education." International Journal of Adult Vocational Education and Technology 5, no. 1 (January 2014): 23–34. http://dx.doi.org/10.4018/ijavet.2014010103.

Full text
Abstract:
How our culture thinks about particular events as linear, normal, and expected does not always fit with the experiences of every learner, particularly underserved urban adult learners. As adult educators in this context, are there ways we might improve or change our pedagogy of instruction by developing a better understanding of transitional life moments for vocational learners. What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches learning for underserved adult learners transitioning into a vocational education classroom, after years of disengagement with formal learning institutions with the need to update their technology skills? In this article, we discuss the need to use alternative conceptions of transformative learning to understand vocational learners as they make decisions to participate in vocational education programs. We explore the key issues for adult educators including implications for practice and research.
APA, Harvard, Vancouver, ISO, and other styles
4

Hadiwijaya, Denden Sudarman, and Ahmad Hilal Hadiwijaya. "PENDIDIKAN VOCATIONAL SKILLS." THORIQOTUNA: Jurnal Pendidikan Islam 2, no. 1 (June 24, 2019): 68–87. http://dx.doi.org/10.47971/tjpi.v2i1.120.

Full text
Abstract:
This article aims to determine how important the vocational skill education for students in the Darussalam Islamic Boarding School of Kersamanah Garut. The background of this research is that ideally the person who was educated both formal and non-formal schools at least have the skills of life that it faces, especially in the world of work. In fact there are a lot of unemployment among educated either issued by the formal and non-formal education is still unused and still many educational institutions interventioned with offices and civil service, and there are still doubts in the world of work on the output issued boarding. Therefore it is necessary to study "Education Vocational Skills (Case Study In Darusaalam Islamic Boarding School Kersamanah Garut)", This study aims to describe and analyze the development of vocational skills in applied as future supplies students. It uses the method to achieve the goal of research is to reserch descriptive qualitative method. Data retrieval is done by interview, observation and documentation. Results from this study showed that the Darussalam Islamic Boarding school is a boarding school that equip students with vocational skills through extra-curricular activities in the form of education life skills oriented vocational education skills such as : organizational and clerical schools , or in the form of a course in which there are education vocational skills such as : automotive , sewing and culinary art , or other training by bringing in trainers from outside schools , in order to motivate students to become productive graduates who are able to enter public life line
APA, Harvard, Vancouver, ISO, and other styles
5

Magee, Gregory. "Education Reduces Recidivism." Technium Social Sciences Journal 16 (February 10, 2021): 175–82. http://dx.doi.org/10.47577/tssj.v16i1.2668.

Full text
Abstract:
The research addresses how and why formal education lowers recidivism rates. Formal education means much of the learning comes from a book or other learning material delivered by a trained teacher. The two types of formal education discussed are academic and vocational education. Statistics for lowered recidivism rates resulting from education are essential to support this topic. How education, either academic or vocational, can prevent crime was the first avenue of the research topic that is explored. There are countless opportunities higher education provides to individuals. Next, a direct correlation between education and crime was looked at from a statistical view regarding the recidivism rate. The progress education has on the prison system exposes the results. A simple examination of statistics regarding the recidivism rate of the selected participants involved in the prison education system will resemble what success or effectiveness has come from education being implemented.
APA, Harvard, Vancouver, ISO, and other styles
6

Suebnusorn, Wanwisa. "Non-Formal Vocational Education for Pineapple Farmers: Promoting ‘Relevance’ of Education to Rural Economy." Journal of Education and Research 6, no. 2 (December 30, 2018): 26–40. http://dx.doi.org/10.3126/jer.v6i2.22147.

Full text
Abstract:
Canned-pineapple is one of the most important exports of Thailand. Unfortunately, the more pineapples the farmers cultivate, the more they are likely to fall into debt and become poorer. Therefore, in 2011, the Phetchaburi College of Agriculture and Technology in collaboration with Kuiburi Fruit Canning Company Limited initiated a non-formal vocational education program tailored to the pineapple farmers who were normally in the age between 40 and 60. The primary aims of the program were to build trust between the farmers and the factories and to equip the farmers with necessary skills for pineapple planting as per the demands of the pineapple-processing factories. Through field visits, semi-structured interviews, and a focus-group interview with the stakeholders, this study sheds lights on the relevance of education to the demands of rural economy which transcends the traditional preparation of employees for rural economic sectors. The well-educated farmers who understand their roles in the farming stage of the food industry’s value chain are as important as formal workers or employees in the breeding, the post-harvest, the production process, as well as the marketing and logistics stages of the value chain. Therefore, non-formal vocational education for the rural labour market should by no means be confined to formal workers in the downstream of the value chain. Informal workers or farmers in the upstream of the value chain have crucial impact on its subsequent stages. Above all, being empowered by relevant non-formal vocational education, the roles of farmers in advancement of rural economy should be extended beyond farming.
APA, Harvard, Vancouver, ISO, and other styles
7

Ahmed, Tutan, and Raghabendra Chattopadhyay. "Return to general education and vocational education & training in Indian context." International Journal of Educational Management 30, no. 3 (April 11, 2016): 370–85. http://dx.doi.org/10.1108/ijem-10-2014-0135.

Full text
Abstract:
Purpose – Measurement of returns to vocational education has always remained a matter of controversy (Psacharopoulos, 1994; Bennell and Segerstrom, 1998; Ziderman, 1997). Based upon the return evidence many World Bank projects were scrapped (Middleton and Ziderman, 1997, Bennell and Segerstrom, 1998). However, there is again a growing interest for Vocational Education in different countries as well as in international body like UNESCO (Debroy, 2009; King, 2009; McGrath, 2012). Unfortunately there is little justification for this growth from the returns to Vocational Education literature. India is one among the countries where fervent around vocational education and training (henceforth VET) is quite discernible at present. The paper aims to discuss these issues. Design/methodology/approach – Standard Minerian, extended Mincerian and Heckman two-stage methods are used to measure returns to VET vis-à-vis returns to general education in Indian context while taking care of selection bias problem. It is measured at different levels of education since the characteristics of VET changes significantly at different levels of education. This work also considers different classifications of VET (Formal, Hereditary, On the Job). National Sample Survey (NSS) data which recently has included data on VET is used for this measurement. Findings – It shows that the returns to formal VET and On the Job training (OJT) are quite high in the primary level. There is a gradual decline in these returns when compared with general education at higher levels, namely, secondary and tertiary level. At tertiary level effect of formal VET or OJT on income becomes almost insignificant. On the other hand, hereditary training and other category of VET have significantly negative impact and insignificant impact on income, respectively. Research limitations/implications – This work suggests that the investment in VET in present context is justified however there is a requirement to focus on specific area within the VET for this investment. Investment in higher level of formal VET as well as in the OJT set up can provide better return to the individuals. However, NSS data does not provide income data for the self-employed persons. Hence, self-employed category remains outside the purview of this study. Practical implications – In general, formal VET and OJT are profitable for individual in wage employment. However, this profitability declines when the effect of the training is measured at a higher level of general education. Formal vocational training/OJT for the primary and secondary school dropouts are clearly profitable. However, OTJ seems to be providing a return similar to what is provided by formal training. A poor performance of formal VET indicates an institutional gap and reflects present cry from industry for “quality” manpower. Originality/value – To author’s knowledge there is no study on return evidence from various types of VET in Indian context. This study is a deviance from the existing literature on VET in following ways. First, this study suggests that investment in VET can be profitable. Second, many earlier works missed out to consider different types of VET and compare them with general education at different levels. Putting all types of VET into one basket and then analyzing returns has the risk to misleading the policies. Different VETs have completely different dynamics and hence it is required to treat them separately.
APA, Harvard, Vancouver, ISO, and other styles
8

Emad, Gholam Reza, and Wolff-Michael Roth. "Quasi-communities: rethinking learning in formal adult and vocational education." Instructional Science 44, no. 6 (August 26, 2016): 583–600. http://dx.doi.org/10.1007/s11251-016-9386-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Popov, Oleg, and Alzira Manuel. "Vocational Literacy in Mozambique: Historical Development, Current Challenges and Contradictions." Literacy and Numeracy Studies 24, no. 1 (March 18, 2016): 23–42. http://dx.doi.org/10.5130/lns.v24i1.4899.

Full text
Abstract:
The study analyses the historical development of vocational literacy in basic education and Non-Formal Vocational Education (NFVE) in Mozambique, as well as current challenges and contradictions. The theoretical lens of Cultural-Historical Activity Theory (CHAT) is employed in the study. Methodologically the study was executed through an analysis of oral, printed and e-resources produced by the main stakeholders and also the reflective experiences of the authors in their extensive educational work in the country. The findings reveal poorly developed vocational literacy education in schools and non-formal settings in spite of recurrent political declarations about its importance. There is a strong dependence by formal and particularly NFVE sectors on the technical and financial support provided by international organisations. Vocational literacy courses are characterized by a lack of adequate equipment and poor practice. As a consequence, theoretical or elementary forms of vocational knowledge are dominant in the courses, resulting in the dissatisfaction of both learners and educators. Vocational literacy development proved to be a complex field that faces many challenges and is characterised by diverse internal contradictions.
APA, Harvard, Vancouver, ISO, and other styles
10

Fraser, C. R. P. "Industrial Relations Education in Canada: The Perspective of Vocational/Technical Educators." Relations industrielles 33, no. 2 (April 12, 2005): 205–16. http://dx.doi.org/10.7202/028862ar.

Full text
Abstract:
This paper discusses the relevancy of industrial relations education in the formal education Systems in Canada, and through analysis of a survey of vocational and technical educators, examines their perceptions of IR education in Canada generally, and in vocational/technical institutions specifically.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Formal vocational education"

1

Scott, Anne Isobel. "The concept of alternance within the formal curriculum." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335999.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bertogna, Vinicius. "A educação profissional no Brasil: a questão do dualismo ainda permanece?" Universidade do Oeste Paulista, 2009. http://bdtd.unoeste.br:8080/tede/handle/tede/27.

Full text
Abstract:
Made available in DSpace on 2016-01-26T18:49:32Z (GMT). No. of bitstreams: 1 Dissertacao.pdf: 421700 bytes, checksum: 21af1bf0b53258939f4dcd386c7fd93c (MD5) Previous issue date: 2009-11-04
The present thesis discusses the professional education in Brazil and the dualism question, analyzing its building history since Brazil s colonization and the formal education managed by the Jesuits, beginning when Brazil was an empire and independent, developing into a republic, and emphasizing the promulgation of the first Law of Guidelines and Bases of National Education, in 1961, its reform in 1971 and the new Law in 1996, bringing new focuses to the organization and ruling of professional education in the country. The methodology used was literature and documents using the collections available in various media. Highlight in the text the approach to the Senai and the Centro Paula Souza as examples of model maintenance education for vocational training. We aimed our objective, through a scientific and systematic study, checking that all changes during the history, the existence of dualism and its remaining in the model of professional education understood as important to the development of Brazil.
A presente dissertação trata da educação profissional no Brasil, com o objetivo de abordar o dualismo de classes, analisando-se sua história de construção desde o Brasil-colônia, marcada pela educação formal administrada pelos jesuítas; passando pelo Brasil-império; e se desenvolvendo no Brasil-república, com destaque para a promulgação da primeira Lei de Diretrizes e Bases da Educação Nacional, em 1961, sua reforma de 1971 e a nova LDB, em 1996, que trouxe novos enfoques para organização e normatização da educação profissional no país. A metodologia utilizada foi a pesquisa bibliográfica e documental utilizando-se de acervos disponíveis em vários veículos de comunicação. Destaca-se no texto o enfoque em relação ao Senai e ao Centro Paula Souza como exemplos de manutenção do modelo de ensino destinado à formação profissional. Ressalta-se que objetivo deste trabalho foi atingido mediante estudo científico e sistemático que permitiu confirmar, com base em todas as mudanças transformadoras durante a história, a existência do dualismo e sua permanência no modelo de educação profissional considerado essencial para o desenvolvimento do Brasil.
APA, Harvard, Vancouver, ISO, and other styles
3

Woodard, William A. "Maintaining technical currency among computer professionals: a multiple-case investigation of the role of formal and informal learning." Diss., Virginia Polytechnic Institute and State University, 1991. http://hdl.handle.net/10919/53608.

Full text
Abstract:
Virtually all government and industry information and control systems rely upon computer professionals for systems development and maintenance. With the national workforce growing at only one percent annually and enrollments in computer and information sciences college programs declining, the need exists to obtain a continued contribution of good work from our existing workforce. A multiple-phase, multiple-case study research project was performed to develop an understanding of how technical currency is maintained, not as a discrete phenomenon, but within the setting of the work environment, considering project experiences, organizational relationships, professional preparation and continuing professional education, and individual motivation. Previous research indicated that project experiences contributed to, or provided a vehicle for, maintaining technical currency. Maintaining technical currency was found to require a continuous process involving organizational relationships, the individual's perceived value in the organization, constant assessments and evaluations of current and desired project involvement or position attainment, repeated and varied learning episodes, and actual project experiences. Individuals were motivated to take specific actions, such as participating in training courses, when such action was expected to yield a benefit. Project experiences alone were not sufficient to maintain technical currency, although they were an essential element. While formal education in preparation for a career was critical, formal courses did not contribute as significantly as other forms of continuing professional education to maintaining technical currency. A Technical Currency Model was generated that explains how individuals expend energy in one or more of five focus areas depending on their motivation at the time: (a) technical qualification for a project or position; (b) political qualification for a project or position; (c) performing on a project or in a position; (d) determining that change is appropriate; and (e) seeking the next project or position.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
4

Kusi-Mensah, Rita. "A Gendered Analysis of Formal Vocational Education, Skills Development, and Self-employment in Accra, Ghana: Exploring enterprise development and outcomes of women’s self-employment in the feminized trades." Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/17344.

Full text
Abstract:
This research is an exploration of the extent to which formal vocational education in the domestic trades (catering and dressmaking) for women in Ghana leads to sustainable self-employment in the urban informal sector (UIS) in Accra. The research adopts a qualitative methodological approach using interpretive analysis to gain an in-depth understanding of the primary data collected. A case study approach is adopted to articulate emerging themes in a manner that is comprehensive and intelligible. Two conceptual frameworks are employed: firstly, the research builds on the work of McCauley et al (1995), to ascertain the developmental dimensions of VE catering job roles that provide graduates with the capabilities and opportunities needed for sustainable self-employment. Secondly, the concept of Gender Role Socialization is drawn on to ascertain the gender-specific factors that influence women’s engagement in VE and constrain women’s MSE growth. The research identified three key factors which affect VE graduates gaining employment and prospects for sustainable self-employment. They are: 1) The VE programme pursued and the presence or absence of a transformative environment of skill utilization. 2) The attainment of post-graduation specialist training or advanced certification which provide VE graduates with enhanced prospects for employment. 3) Post-graduation quality workplace development experience (QWDE). Gender-specific factors include traditional Ghanaian expectations of “womanhood”, and the streaming of women towards occupational paths that maintain their gendered role obligations within the household and family. These include ‘domestic provisioning’; male prerogative as principal decision-maker in the household; weak inheritance rights and access to property.
APA, Harvard, Vancouver, ISO, and other styles
5

Surkienė, Elena. "Mokymosi pasiekimų vertinimo ypatumai neformaliajame profesiniame suaugusiųjų mokymo centre." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_172900-22983.

Full text
Abstract:
Pastaraisiais metais Lietuva patyrė daugybę pokyčių – visuomenėje, pramonės šakose, politikoje, neaplenkė jie ir švietimo. Įdiegus naujus darbo metodus bei technologijas, iškilo būtinybė plėtoti visą gyvenimą trunkančio mokymosi idėjas, nes ekonominė bei socialinė kaita tokia didelė, kad norint išlikti paklausiam darbo rinkoje, teks ne kartą keisti specialybę ar nuolat kelti kvalifikaciją. Dabartinė profesinio rengimo sistema jau nebesugeba pilnai patenkinti darbo rinkos poreikių. Daugelyje Europos šalių jau yra įdiegtos, kitur dar ruošiamasi diegti (tame tarpe ir Lietuvoje) neformaliojo mokymosi pripažinimo sistemas. Tyrimo tikslas - atskleisti mokymosi rezultatų vertinimo ypatumus neformaliajame profesiniame suaugusiųjų mokyme. Siekiant realizuoti darbe užsibrėžtus tikslą bei uždavinius, buvo taikyti šie tyrimo metodai: 1. Teoriniai: mokslinės literatūros, publikacijų bei norminių dokumentų, reglamentuojančių neformalų profesinį rengimą, analizė; 2 .Diagnostiniai: parengti du klausimynai ir atlikta neformalaus profesinio mokymo centro besimokančių suaugusiųjų bei mokymo vadovų anketinė apklausa, kurios metu tirti neformaliajame profesiniame mokyme taikomi vertinimo metodai bei nuomonės apie jų taikymo tikslingumą; 3. Matematiniai statistiniai metodai: tyrimo duomenų apdorojimui, procentinių dažnių, suderinamumo kriterijų apskaičiavimui bei demonstracijai buvo naudojamos kompiuterinės programos SPSS 12.0 ir Microsoft Office Excel 2003. Tyrimo tikslinės grupės: privačios... [toliau žr. visą tekstą]
During recent years Lithuania has experienced many changes in society, trade and education. After implementing new work methods and technologies it became essential to spread the ideas of Life Long Learning, as economical and social shifts made people change their specialities or constantly improve their professional skills. The present system of vocational training doesn’t meet marketing needs. Many European countries are going to (e.g. Lithuania) or have already implanted the acceptance systems of non-formal education. The aim of the research is to reveal the peculiarities of progress assessment in non-formal adult education during the process of vocational training. While seeking to reach the goal and the tasks two research methods were applied: 1. Theoretical: the analysis of nonfiction material, publications and standard documents regulating non-formal professional training; 2. Diagnostic: two questionnaires were prepared to be given to adult learners and their educators about the methods of progress assessment and their implementation in non-formal education during the process of vocational training in education centre. 3. Mathematical statistical methods: computer programs SPSS 12.0 and Microsoft Office Excel 2003 were applied for data-processing, rate percentage and estimate as well as demonstration of criteria compatibility. The objective groups consisted of respondents of education centre belonging to private enterprise that were following the programs of public... [to full text]
APA, Harvard, Vancouver, ISO, and other styles
6

Burokas, Rytis. "Mokymosi visą gyvenimą efektyvumas kaip strateginio konkurencingumo veiksnys. ES struktūrinės paramos panaudojimo tyrimas (2004–2006)." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20140623_173959-12805.

Full text
Abstract:
Mokymosi visą gyvenimą samprata šiuolaikinėje visuomenėje reikalauja naujo traktavimo būdo: tai ne tradicinis kvalifikacijos kėlimas, o naujas žinių vadybos būdas. Nagrinėjamas industrinio kapitalo virsmas į žmoniškąjį kapitalą, kuris vaidina vis svarbesnį vaidmenį. Europos Sąjungos strateginiai dokumentai, reglamentuojantys mokymosi visą gyvenimą yra orientuoti į žiniomis pagrįstus modelius, tačiau šalys narės skirtingai įgyvendina šias koncepcijas (nagrinėjama Europos šalių geroji patirtis). Struktūrinė Europos Sąjungos fondų parama atvėrė galimybę sustiprinti mokymosi visą gyvenimą efektyvumą, tačiau paramos panaudojimas Lietuvoje žmoniškųjų išteklių plėtrai buvo daugiau chaotiškas (strategiškai neapgalvotas), nenukreiptas į modelių struktūrines permainas.
Conception of Lifelong learning in contemporary society demands new approach: its not traditional training in service, but new method of knowledge management. Industrial capital converts to human capital, what plays more important role. Strategically documents of Europe union, which regulate lifelong learning, are orientated to knowledge based models, but European countries implement these models in different ways. Structural support of EU funds made an opportunity to strengthen/enhance the effectiveness of lifelong learning in Lithuania, but the use of support was chaotic and not directed to changes of models structure.
APA, Harvard, Vancouver, ISO, and other styles
7

Ozar, Ryan H. "Accommodating Amish Students in Public Schools: Teacher Perspectives on Educational Loss, Gain, and Compromise." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531913852929844.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Park, Yoonhee. "The Relationships Among Investment in Workplace Learning, Organizational Perspective on Human Resource Development, Organizational Outcomes of Workplace Learning, and Organizational Performance Using the Korea 2005 and 2007 Human Capital Corporate Panel S." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245431229.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Du, Yixiong. "La transmission du patrimoine culturel immatériel par le biais de la formation : étude comparative du mode de formation professionnelle des artisans de la céramique en Chine et en France." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100193.

Full text
Abstract:
De nos jours, la transmission du patrimoine culturel immatériel reste une problématique internationale qui touche à la fois la question de conservation de notre passé et la question actuelle du développement de l’économie créative. Cependant, cette transmission se réalise à travers de différents biais éducatifs, qui pourraient être formels ou non formels, qui pourraient viser à former les professionnels ou les amateurs. Cette présente thèse a choisi le patrimoine artisanal et sa transmission comme le sujet de recherche, avec une attention particulière portée sur les formations formelles et non formelles, qui sont considérées comme les dispositifs de transmission professionnelle du patrimoine artisanal, le chercheur s’est approché vers un terrain spécifique, celui de l’artisanat de la céramique et a mené une étude comparative sur les formations formelles et non formelles, organisées dans les deux sociétés contrastées dont celle de la Chine et celle de la France, qui transmettent cet artisanat. En analysant les discours de 28 céramistes dont 14 céramistes indépendants (7 Chinois et 7 Français) et 14 céramistes salariés (7 Chinois et 7 Français), cette thèse vise à faire comprendre quels sont actuellement les modes (formels et non formels) de formation professionnelle en artisanat de la céramique, les plus respectivement favorisés par les céramistes praticiens en Chine et en France. Des perspectives sont dégagées sur les similarités et les écarts dans les comportements et les routines des activités de transfert, d’appropriation des savoirs et des savoir-faire concernés et de création à partir des savoirs et des savoir-faire transmis de chacun des modes de formation, employés dans ces deux contextes sociaux dissemblables que sont ceux de la Chine et de la France
Today, the transmission of intangible cultural heritage remains an international issue that touches not only the preservation of the past but also the practical question of the development of creative economy. However, this transmission can be realized via various educational channels, whether it is formal or non-formal, which could aim to train professionals or amateurs. This thesis decided to choose the artisanal heritage and its transmission as the research subject, with a particular focus on formal and non-formal formations, which are considered as devices for the professional transmission of the artisanal heritage. The author advanced the topic towards a specific field, that of the craft of ceramics and carried out a comparative study on formal and non-formal formations, organized under the context of two contrasting societies, that of China and France, which transmit this craft. By analyzing the talks of 28 ceramists, including 14 independent ceramists (7 Chinese and 7 French) and 14 ceramists-employees (7 Chinese and 7 French), this thesis aims to offer a clear understanding on what are the prevailing modes (formal and non-formal) of vocational training in the craft of ceramics, that favored mostly by the ceramic practitioners in China and France. Observations and perspectives have been made on the similarities and differences in terms of practices and routines of transfer, acquisition, and creation of knowledge and the know-how of each of the training mode, adopted under the different social contexts of China and France, which are marked by sharp contrasts
APA, Harvard, Vancouver, ISO, and other styles
10

Freitas, Luciane Albernaz de Araújo. "Sobre a identidade profissional dos docentes da educação profissional técnica de nível médio - forma integrada : perspectivas a partir dos pressupostos da educação ambiental transformadora." reponame:Repositório Institucional da FURG, 2016. http://repositorio.furg.br/handle/1/6023.

Full text
Abstract:
Submitted by Raquel Vergara Gondran (raquelvergara38@yahoo.com.br) on 2016-04-03T00:41:31Z No. of bitstreams: 1 0000010506.pdf: 1488977 bytes, checksum: 53a70d379af4cbe0ac44ea2261f83ad5 (MD5)
Made available in DSpace on 2016-04-03T00:41:31Z (GMT). No. of bitstreams: 1 0000010506.pdf: 1488977 bytes, checksum: 53a70d379af4cbe0ac44ea2261f83ad5 (MD5) Previous issue date: 2016
A presente tese investiga a necessidade de ressignificação da identidade profissional dos docentes da Educação Profissional Técnica de Nível Médio - Forma Integrada no IFSul – Campus Pelotas, possibilitada pelo Decreto Nº 5154/04, bem como as possibilidades e potencialidades da construção de um organismo coletivo na perspectiva gramsciana que possibilite tal ressignificação, no sentido de que os professores venham a constituir-se como intelectuais orgânicos vinculados a classe que vive do trabalho. A relevância dessa pesquisa está atrelada ao fato de a integração de que trata o referido decreto ser considerada uma base para a travessia em direção ao ensino médio politécnico e a superação da dualidade estrutura, que se faz presente no sistema educacional brasileiro desde a época do Brasil Colônia e que tem por função trabalhar em prol da manutenção da estratificação social à medida que oferece educações distintas: uma para a elite com o intuito de formar dirigentes e outra para a classe trabalhadora com o propósito de formar dirigidos, de forma mais contundente no nível médio de ensino. Educação profissional constitui-se como arena de disputa ideológica que historicamente encontra-se a serviço da classe hegemônica, mas que pode assumir-se como contra-hegemônica corroborando para a superação do modelo civilizatório o qual está imbricado com os pressupostos da concepção de Educação Ambiental Transformadora, visto que essa desempenha papel complexo, não se limitando ao compromisso apenas com as mudanças ambientais, mas também com as questões sociais, na busca permanente de um novo modelo civilizatório. Neste sentido o papel do professor torna-se tanto mais importante, quanto mais ele possa contribuir para elevar o nível cultural da população, chegar a uma representação coerente da realidade, atingir maior grau de politização, para que realize a sua passagem, como classe, do senso comum a uma concepção de vida superior. Dentro desta perspectiva definiu-se como tese que a integração do ensino técnico ao médio, está, entre outros fatores, condicionada à permanente ressignificação da identidade profissional dos docentes, processo indispensável para que eles se constituam como intelectuais orgânicos vinculados à classe que vive do trabalho, tendo sua concretude possibilitada por meio de um “organismo coletivo”. Para tanto se acredita na constituição de um organismo coletivo no chão da escola sustentado por princípios éticos, determinados no interior da coletividade e assumidos por cada um de seus componentes singulares, viabilizando a constituição da vontade coletiva nacional-popular do qual os professores possam sentir-se parte precisa ser compreendida como elaboração de uma vontade e pensamento coletivos, obtidos através do esforço individual concreto, oportunizando a emergência da unidade necessária para alcançar o objetivo. A estratégia investigativa aconteceu em dois momentos. O primeiro momento com a realização de entrevistas semiestruturadas com um membro da diretoria de ensino, os supervisores pedagógicos, os coordenadores dos cursos técnicos integrados do IFSul – Campus Pelotas e os coordenadores das três subáreas que compõem a área da formação geral. O segundo momento teve como foco de análise os professores dos cursos de CVI e DIN, ambos pertencentes à Coordenadoria da Área de Design, os quais participaram de um grupo focal. Após a caminhada realizada nesta pesquisa torna-se possível afirmar que a construção do organismo coletivo no chão da escola é possível e contempla uma potencialidade significativa para a necessária ressignificação da identidade docente dos professores.
This thesis investigates the need to redefine the significance of the professional identity of teachers from the Vocational Technical Secondary Education - Integrated Form at IFSul - Campus Pelotas, made possible by Decree No. 5154/04, as well as the possibilities and potential for building a collective organism in the Gramscian perspective that enables such redefinition, in the sense that the teachers are constituted as organic intellectuals belonging to the working class. This research relevance is related to the fact that integration, according to the referred decree, is considered a basis for the crossing towards to secondary polytechnic education and the overcoming of duality structure, which is present in the Brazilian educational system since the time of colonial Brazil, and which has te function to work for the maintenance of social stratification, while offers distinct educations: one for the elite in order to train leaders, and another for the working class for the purpose of forming followers, more decisively in secondary level teaching. Vocational education is constituted as an arena of ideological struggle, which historically lies in the service of the hegemonic class, but it can be assumed as counter-hegemonic, corroborating to overcome the civilizational model which is imbricated with the assumptions of the Transformative Environmental Education, since this plays a complex role, not limited only to the commitment to environmental changes, but also with social issues, in constant search of a new civilization model. In this sense the teacher's role becomes even more important, they can help more to raise the cultural level of the population, reaching a coherent representation of reality, achieving a greater degree of politicization, which conducts their passage, as a class, from the common sense to a higher conception of life. Within this perspective it was defined as thesis that the integration of technical education to secondary education, is among other factors, conditional to the permanent redefinition of the professional identity of teachers, essential process so that they are constituted as organic intellectuals belonging to the working class, having their concreteness made possible through a "collective organism". For that we believe in the constitution of a collective body on the school's floor sustained by ethical principles, determined within the collectivity and assumed by each one of its individual components, enabling the establishment of the national-popular collective will, from which teachers may feel part of, and it needs to be comprehended as elaboration of a collective will and thought, obtained through concrete individual effort, providing the emergency of the necessary opportunity to achieve the goal. The investigative strategy happened in two moments. The first moment with semi-structured interviews with a member of the direction, pedagogical supervisors, coordinators of integrated technical courses at IFSul - Campus Pelotas and the coordinators of the three sub-areas that comprise the area of general education. The second moment had analysis focus on teachers from CVI and DIN courses, both belonging to the Coordinationg Body of Design Area, who participated in a focus group. After the progress made in this research, it becomes possible to say that the construction of the collective body on the school's floor is possible and offers a significant potential for the necessary redefinition of the professional identity of teachers.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Formal vocational education"

1

Christensen, B. R. Getting a free education. Sacramento, CA: Effective Living Pub., 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Great Britain. Equal Opportunities Commission. Formal investigation into the publicly-funded vocationaltraining system in England and Wales. Manchester: E.O.C., 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gumne, Ngwang. Non formal education practices and institutions in the Bamenda Highlands. [S.l: s.n., 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Education, Alberta Alberta. Off-campus education handbook. Edmonton, AB: Alberta Education, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Maryland State Council on Vocational-Technical Education. Feasibility of a formal apprenticeship program in Maryland public schools. [Annapolis, Md.]: State Council on Vocational-Technical Education, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hudson, Lisa. Labor force participation in formal work-related education in 2000-01: Statistical analysis report. Washington, D.C: U.S. Dept. of Education, National Center for Education Statistics, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Open learning and formal credentialing in higher education: Curriculum models and institutional policies. Hershey PA: Information Science Reference, 2016.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Asociación de Investigación y Estudios Sociales (Guatemala). Propuesta preliminar sobre educación para el trabajo. Ciudad de Guatemala, Guatemala, C.A: ASIES, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

János, Szüdi. Az iskolarendszeren kívüli oktatás: Magánoktatás, képzés, átképzés. Budapest: Közgazdasági és Jogi Könyvkiadó, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Vergara, Mario Espinoza. Educación para el trabajo en áreas rurales de bajos ingresos: Una estrategia viable de educación no-formal. Montevideo: Oficina Internacional del Trabajo, CINTERFOR, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Formal vocational education"

1

Maurer, Markus. "Integrating Work-Based Learning into Formal VET: Towards a Global Diffusion of Apprenticeship Training and the Dual Model?" In Handbook of Vocational Education and Training, 1–17. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_48-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Maurer, Markus. "Integrating Work-Based Learning into Formal VET: Towards a Global Diffusion of Apprenticeship Training and the Dual Model?" In Handbook of Vocational Education and Training, 551–67. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_48.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Olmos-Rueda, Patricia, and Óscar Mas-Torelló. "Building Up a VET System: Formal VET." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 21–39. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8475-2_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Nokelainen, Petri, Heidi Kaisvuo, and Laura Pylväs. "Self-Regulation and Competence in Formal and Informal Contexts of Vocational and Professional Education." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 775–93. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41713-4_36.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kerre, Bonaventure Wanjala. "17. The role and potential of technical and vocational education in formal education systems in Africa." In Enterprise in Africa, 202–10. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 1999. http://dx.doi.org/10.3362/9781780440774.017.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hemstock, Sarah Louise, Helene Jacot Des Combes, T. Martin, F. L. Vaike, K. Maitava, L. A. Buliruarua, V. Satiki, Nixon Kua, and T. Marawa. "A Case for Formal Education in the Technical, Vocational Education and Training (TVET) Sector for Climate Change Adaptation and Disaster Risk Reduction in the Pacific Islands Region." In Climate Change Adaptation in Pacific Countries, 309–24. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50094-2_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Keshishian, Jared E., and James M. Pedersen. "Vocational Education and Technology." In Emerging Realities and the Future of Technology in the Classroom, 71–84. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6480-6.ch005.

Full text
Abstract:
Every generation has seen advances in technology. While many technologies can be viewed as an amazing triumph, a fad, or have a connotation of changing the “normal,” two things are certain: that new technologies need to be understood and how they can impact a society. This application of knowledge is hopefully used for the advancement of the society and not the opposing effect. As such, it is the advancements in technology throughout history that brought about the need for vocational education in the United States, especially during the Industrial Revolution. However, educators today are finding it overwhelmingly necessary to expand on vocational education in the United States, more than ever, and a new generation seeks ways of earning a living that include less formal education that will not incur substantial debt.
APA, Harvard, Vancouver, ISO, and other styles
8

Kaya, Tülay. "Vocational Education in Turkey." In Global Adaptations of Community College Infrastructure, 94–109. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5861-3.ch007.

Full text
Abstract:
With the emergence of nation states in the 19th century, schools were transformed into platforms not only for building modern citizens, but also for gathering the manpower needed by various industries. Turkey was one of the countries where educational institutions were structured in accordance with the construction process of the nation state. Modern Turkey was founded after the fall of the Ottoman Empire in 1923, and education became instrumental in the process of reconstructing its society in a transforming world. In the early Republican period, reference was made to Europe in the main. From the 1950s onwards, however, it is possible to observe a shift in the educational center of reference towards the USA. This background to the historical process is critical for understanding the current form of vocational education in Turkey. In this chapter, the story of vocational education in the historical process is told, and the current state of formal secondary and post-secondary education institutions is discussed.
APA, Harvard, Vancouver, ISO, and other styles
9

"Vocational streams in the mainline formal education system." In How the Japanese Learn to Work, 62–86. Routledge, 2012. http://dx.doi.org/10.4324/9780203015759-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Beddie, F., and S. Halliday-Wynes. "Informal and Non-Formal Learning in Vocational Education and Training." In International Encyclopedia of Education, 240–46. Elsevier, 2010. http://dx.doi.org/10.1016/b978-0-08-044894-7.01585-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Formal vocational education"

1

Wendo, Risang Janur, Maryono Maryono, and Supriyanto Supriyanto. "Formal Dance Education at State Vocational High School 8 In Surakarta." In Proceedings of the Third International Conference of Arts, Language and Culture (ICALC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icalc-18.2019.11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Özdemir, Lutfiye, and Orhan Polat. "Common Formal Education Proposal in Preventing Immigration for Sustainable Development in Rural Areas: A Pilot Study." In International Conference on Eurasian Economies. Eurasian Economists Association, 2016. http://dx.doi.org/10.36880/c07.01770.

Full text
Abstract:
This study was conducted to determine the effect of training in the prevention of migration as an obstacle for sustainable rural development. In this context, the causes of migration from rural areas to the cities were investigated and evaluated the educational status of people living in the villages. For this purpose, research has been implemented in rural part of Turkey’s Central Anatolia, Mediterranean and Black regions. Research data were collected by applying a questionnaire to the region inhabitants. A total of 123 questionnaires were evaluated. On statistical analysis, Cronbach's alpha value was found to be .833. Consequently, accessed findings are: 1) People living in region have low educational levels. 2) None of the participants had received any training related to agriculture in high school. 3) The proportion of participants receiving vocational training in related to agriculture, except for state schools is low. 4) Lack of education is one of the important reasons of the migration from rural to urban areas. 5) If enough agricultural education is given to region habitants, natural resources to ensure the survival of future generations are protected.
APA, Harvard, Vancouver, ISO, and other styles
3

Fajarwati, Linda, Lutfi Ariefianto, and Arief Tukiman Hendrawijaya. "The Development of Teaching Materials Based on Vocational Skills on an Equality Program." In Proceedings of the 1st Non Formal Education International Conference (NFEIC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/nfeic-18.2019.13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Nainggolan, Elizon, Nasib Lumban Gaol, Edidon Hutasuhut, and Feriyansyah Feriyansyah. "A Descriptive Study on Character of Non-Formal Education Students." In Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.3-11-2018.2285749.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Blândul, Valentin Cosmin. "Some Aspects Regarding Personality of Teachers who Attend Different Non-formal Continues Training Programs." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/06.

Full text
Abstract:
Being an effective teacher today in Romania is one of the most noble but, at the same time, more complex professions. The beauty of teaching is given by helping children and young people acquire the knowledge they will need in life and to develop a harmonious and creative personality that will enable them to successfully integrate into the world in which they live. Therefore, attending different programs of continuous professional training is not only an obligation, but also a duty of a self-respecting professor, he respects his profession, but also his students. Forms of training and continuing vocational training providers are numerous, so that the teachers concerned have a variety of choices. That why, in the present paper, we will planning to analyze some of the opportunities Romanian teachers have to improve in their specialty and also a possible socio-professional profile of those interested in the field.
APA, Harvard, Vancouver, ISO, and other styles
6

KASPERIŪNIENĖ, Judita, and Sigitas DAUKILAS. "SMART EDUCATIONAL TECHNOLOGY IN THE LEARNING PROCESS AT A RURAL VOCATIONAL TRAINING INSTITUTION - A CASE STUDY." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.128.

Full text
Abstract:
Smart educational technology in the learning process at a vocational training institution directly correlates to the pedagogical and methodological preparation of teachers and their practical experience. The pedagogical preparation determines better learning outcomes, effective social and cultural expressions, and more qualitative guidance of the didactic process. In addition, teachers with the help of technology have the opportunity to draw attention to each student, help the learner to know himself and his or her field of professional expression. This case study examined the ability of vocational teachers to use various technologies in class. Study was conducted in five rural vocational training schools in Lithuania. Twenty five vocational teachers were interviewed using focus group interview format about their smart educational technology usage in teaching and contacting their students. Teachers were observed manipulating, transforming and allocating appropriate digital media, adapting teaching content and easily forming teaching-learning networks to achieve educational goals. Overall, the process described here showed that regardless of how long vocational teachers work at a rural school and what subjects they teach, mostly teachers communicated and collaborated through technologies with their students while presenting vocational teaching content. Finally, the technological competence of vocational teachers reflected the teacher's ability to carry out a certain vocational teaching process: the ability to perform technological operations, the skill to work with various materials, equipment and the mentoring capacity.
APA, Harvard, Vancouver, ISO, and other styles
7

Duarte, Ana Paula, Ana Goncalves, António Joyce, Kaleigh Nunes, Maria Herrando, Christophe Cantau, Eduardo Reis, Esther Rodríguez, and Denis Rouault. "VOCATIONAL TRAINING ON SUSTAINABLE BUILDINGS MAINTENANCE AND REFURBISHMENT – PRELIMINARY RESULTS OF FORMAR PROJECT." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Cochrane, Todd. "hybrid Design based research for Agile Software development (hDAS) in ISD contexts: a discovery from studying how to design MUVEs for VET." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11167.

Full text
Abstract:
hDAS methodology in phases determines the tailored hDAS method. Enacting the hDAS method then leads to discoveries for and from method and methodology, which leads to further tailoring of the method. I posit, a class of ADDIE like ISD processes that intrinsically trend towards increasing complexity in their design, in order to meet newly formed theoretic perspectives. Using hDAS addresses an on-going increase in complexity of ISD, through a paradigmatic change, in which the outcome of the design is also the design process adapted to current theoretical understanding and discipline needs. The way forward, as formalised in hDAS, is tailoring of ISD through DBR and Agile software development. In this paper a context for hDAS is presented by reflection on hDAS in ISD that uses: ADDIE, Agile and explicitly tests educational theory. hDAS resolves gaps identified for each of these. By enacting hDAS a tailored ISD method is induced that meets the current theoretic and vocational understanding for the instructional situation
APA, Harvard, Vancouver, ISO, and other styles
9

Yakovleva, Elina, Galina Voiteleva, and Irina Krasilova. "Demonstration Examination in the System of Secondary Vocational Education as a New Format of Competence Assessment of Future Elementary School Teachers." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0745.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Paape, Björn, Christoph Maus, Iwona Kiereta, Lars Entgens, Alina Hüben, Laura Plohmann, Patrick Schöner, and Hanja Zillingen. "Serious Games in Vocational White-Collar Lessons – A Methodological End in Itself or a Competency-Promoting Learning Method?" In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.48.

Full text
Abstract:
It is indisputable that games are suitable for lessons, and in this context “serious games” have a special role. The goal of the current study is to establish whether serious games are efficient in the area of vocational white collar education, whereby the following research question is asked: To what degree do serious games lead to superior learning results in comparison to traditional group work? In order to answer this question, four groups were formed, two of which took part in a serious game on the topic of “stock market” and two took part in a group work approach to the same topic. Within these different formations, the respective approach was applied at two different DQR (German Qualifications Framework) levels. Subsequently, the learning results were measured by using a uniform learning test. By means of a twofactor variance analysis, both the impact of the method as well as the DQR level were measured. Although no generally increased effectiveness of serious games as a methodology could be found over the methodology of “group work”, the analysis does show a significantly positive change in the learning effectiveness of serious games among the DQR levels, so that we can assume that serious games show increased effectiveness over group work at lower DQR levels. In line with this finding, we can speak of a “meaningful supplement” with regard to the use of serious games. However, this does not signify that this method is generally better than that of group work: a precise analysis of classes is needed in order to ascertain whether method competence has been trained sufficiently in order to make effective use of serious games.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Formal vocational education"

1

Herbert, George. How Can Middle-income Countries Improve Their Skills Systems Post- COVID-19? Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.082.

Full text
Abstract:
Vocational training systems in middle-income countries are going to face multiple challenges in the post-COVID era, notably, challenges related to (1) automation; (2) the transition to a green economy, and (3) demographic pressures. Of these, automation - linked to the burgeoning ‘fourth industrial revolution’ that is set to transform the global economy - represents the most serious challenge and is the only one of the three challenges discussed in any depth in this paper. Whilst estimates of the likely scale of automation in the coming years and decades vary widely, it appears likely that waves of automation will lead to a dramatic decline in many kinds of jobs that largely involve routine, repetitive tasks. These trends pre-date COVID-19, but the disruption caused by the pandemic provides an opportunity to prepare for these challenges by implementing vocational training system reforms as part of the Build Back Better agenda. Reforms to vocational training systems will be crucial to ensuring middle-income countries respond appropriately to accelerating labour market changes. However, they should only form a limited part of that response and need to be integrated with a wide range of other policy measures. Vocational training reform will need to occur in the context of major reforms to basic education in order to ensure that all workers are equipped with the cross-cutting cognitive and socio-emotional skills they will require to perform hard-to-automate tasks and to be able to learn and adapt rapidly in a changing economy. Middle-income countries will also likely need to progressively expand social protection schemes in order to provide a safety net for workers that struggle to adapt to changing labour market requirements.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Formal vocational education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography