The Burden of Educational Exclusion

Zeelen, Jacobus; Linden, Josje van der; Nampota, Dorothy; Ngabirano, Maximiano

doi:10.1163/9789460912849

Cited by 16 publications

(5 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The stigma narratives and related structures developed around the VET space related to lower levels of knowing and TVET being for dropouts described elsewhere (i.e. Metelerkamp & Monk, 2023;Zeelen et al, 2010), are obvious points of epistemic injustice. Exclusions related to not including informal spaces (based in the same narratives) are less obvious.…”

Section: Discussionmentioning

confidence: 99%

“…McGrath et al (2020) suggest that, in the context of VET, in order for such a transformation to occur, there must be a corresponding and a priori transformation in the approach taken to learning and teaching and researching. Drawing on human rights education (Tomaševski, 2001), critical capability theory (DeJaeghere, 2018;Powell & McGrath, 2019), critical adult education (Freire, 1970;Zeelen et al, 2010), McGrath et al (2020 propose a liberatory and empowering type of learning that situates the agentic needs of the learner within a broader context of learning and living, with particular attention required for vulnerable and marginalised people(s). They frame this in terms of addressing the complex challenges associated with obtaining decent work and sustainable livelihoods amongst the significant and growing threat of climate change.…”

Section: Tvet and Environmental Educationmentioning

confidence: 99%

See 1 more Smart Citation

TVET SI: Designing the Future - Youth innovation, informality and transformed VET

Monk,

Muhangi,

Akite

et al. 2023

SAJEE

View full text Add to dashboard Cite

This article argues that Vocational Education and Training (VET) can be a valuable space to develop the innovation required to deal with the wicked problems of the world; however, radical and rapid transformation in approaches to VET is needed. While we use a case study from Gulu, Uganda, the fi ndings can be applied more broadly. A new approach cannot be taken in isolation from other social circumstances, and desperately needs to include epistemic contributions both in relation to content and approach so that it bolsters and supports the initiatives, designs and dreams of the intended participants, especially women. We argue that epistemic injustice is a major limiting factor for environmental learning and innovation. We share potential opportunities from our research to shift towards a climate and socially conscious social skills ecosystem capable of designing a positive future. Keywords: Transformative Vocational Education and Training (VET), social skills ecosystem, epistemic justice, environmental sustainability, intersectionality and VET

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Tvet and Environmental Educationmentioning

confidence: 99%

TVET SI: Designing the Future - Youth innovation, informality and transformed VET

Monk,

Muhangi,

Akite

et al. 2023

SAJEE

View full text Add to dashboard Cite

show abstract

“…Thus, at the heart of the colonial education-work nexus was a strong dynamic that education for public employment was the most attractive route, with there being relatively few artisan or technician opportunities in the small formal sectors, and little scope to become a successful commercial farmer. This set up many long-lasting problems with the relationship between learning, living and working, including a powerful positional sense of the importance of academic education over vocational (Zeelen et al, 2010;Allais, 2020a and b). Most African economies still have public sector employment as a considerable component of formal employment.…”

Section: Colonial Experiencesmentioning

confidence: 99%

“…Third, the massive growth in secondary education has resulted in massified poorquality education. This cannot adequately prepare learners for VET and formal employment but encourages many learners to stay on in academic education in the hope that this can lead to the tiny number of professional jobs available (Zeelen et al, 2010;Allais, 2020a and b). Across Africa, the lure of professional jobs has also led to massive expansions of public higher education and a rapid rise of private provision.…”

Section: The State Of Contemporary African Vetmentioning

confidence: 99%

Transitioning Vocational Education and Training in Africa

McGrath¹,

Ladaah²,

Lotz‐Sisitka³

et al. 2023

View full text Add to dashboard Cite

EPDF and EPUB available Open Access under CC-BY-NC-ND licence. This book takes an expansive view of vocational education and training. Drawing on case studies across rural and urban settings in Uganda and South Africa, the book offers a new way of seeing this through an exploration of the multiple ways in which people learn to have better livelihoods. Crucially, it explores learning that takes place informally online, within farmers’ groups and in public and private education institutions.

show abstract

“…A legacy of colonialism is that education is regarded as a route out of poverty into white collar jobs. Consequently, Uganda has a powerful historically grounded narrative that VET is for ‘failures’ (Zeelen et al, 2010). This weakens local connectivities around skills.…”

Section: Ugandamentioning

confidence: 99%

Conceptualising regional skills ecosystems: Reflections on four African cases

Wedekind

Russon

Ramsarup

et al. 2021

Int J Training Development

View full text Add to dashboard Cite

In this article we address the debate on regional skills formation systems in Africa. We draw on the social ecosystems model (SEM) developed by Hodgson and Spours to analyse data from four case studies that reflect the complexities of African economies, rural and urban, formal and informal. The SEM model helps us focus on the three dimensions of a strong skills ecosystem: collaboration between a range of actors, key institutions and system leaders within the region (the horizontal); top‐down policies, regulations, and funding streams that enable or constrain the regional skills ecosystem (the vertical); and the points where these two interact, often through mediation activities. In the case of the last of these three, our cases point to the importance of nurturing organisations which can provide SEM leadership, particularly in more fragile ecosystems. Yet, in none of the cases, are public vocational institutions playing the strong anchor role envisaged in the model. The significance of the paper lies in three ways it develops the SEM in relation to regional skills ecosystems. First, we problematise the notion of a facilitatory state and place it within wider national and global webs of power. Second, we insist that the local or regional is always embedded in and networked into myriad national and international levels. This requires a more complex understanding of how social skills ecosystems operate. Third, the notion of an anchor institution requires further elaboration. In most social ecosystems these institutions need to be built or strengthened and a clearer understanding is required of the processes of institutionalisation and what mechanisms make it possible to build this capacity and sustain it over time.

show abstract

The Burden of Educational Exclusion

Cited by 16 publications

References 1 publication

TVET SI: Designing the Future - Youth innovation, informality and transformed VET

TVET SI: Designing the Future - Youth innovation, informality and transformed VET

Transitioning Vocational Education and Training in Africa

Conceptualising regional skills ecosystems: Reflections on four African cases

Contact Info

Product

Resources

About