Vocational education and development: key issues, with special reference to the Arab world

Heeti, Abdul Ghafour Al; Brock, Colin

doi:10.1016/s0738-0593(97)00002-3

Cited by 13 publications

(8 citation statements)

References 5 publications

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“…Al Heeti and Brock (1997) argue, "Issues of development, modernization and related phenomena . Al Heeti and Brock (1997) argue, "Issues of development, modernization and related phenomena .…”

Section: Institutionalized Poverty and A World Culture Of Educationmentioning

confidence: 99%

The Impact of Student Poverty on Science Teaching and Learning

Wiseman

2011

American Behavioral Scientist

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This article investigates the claim that student poverty is the strongest significant predictor of science teaching and learning, even more than school factors. To investigate this phenomenon, this study focuses on education in South Africa. South Africa is a country and educational system characterized by communities of both extreme poverty and wealth, and using cross-nationally comparative quantitative evidence, one can draw a clear distinction and estimate of the impact of student poverty on teaching and learning for both an international and a South African sample. The cross-national comparison contrasts education in South Africa with approximately 40 other countries by using internationally comparative data from the 2003 Trends in International Mathematics and Science Study eighth-grade science assessments and background questionnaires. Using this data, the author tests the hypothesis that student poverty impact is a stable, strong predictor of science teacher pedagogy and student performance in South Africa compared to educational systems around the world and at every level of national development. These cross-national data are analyzed using hierarchical linear modeling, which is a multilevel regression technique that nests student-level indicators of teaching and learning within school communities, and school communities within national systems. Results support the hypothesis that student poverty is the most significant influence on science teaching and learning, which has strong implications for teacher accountability and the impact of school factors on student learning in high poverty communities worldwide. ArticlesAmerican Behavioral Scientist 56 (7)

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Section: Institutionalized Poverty and A World Culture Of Educationmentioning

confidence: 99%

The Impact of Student Poverty on Science Teaching and Learning

Wiseman

2011

American Behavioral Scientist

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“…Public sector employment rates are high especially for educated people, while overall unemployment rates are also high, especially for well-educated entrants to the work force (Kabbani and Kothari 1995;World Bank 2008, 3). The human capital pyramid (manual workers -middle-level technical -professional) is markedly 'pinched' in the middle (Al- Heeti and Brock 1997;Akkari 2004;European Training Foundation 2007). This poor match with the human capital requirements of what are mostly middle-income and increasingly industrialising economies is one that could and should be addressed by technical-vocational education and training, which was described by Kamel (2000, 329) as a 'cornerstone of the national human resource strategy', albeit one hampered by 'social values and labour market distortion'.…”

Section: Voced and Human Resource Development In The Mena Regionmentioning

confidence: 99%

The Lebanese Brevet Professionnel: resurgence of a lower secondary vocational track

Vlaardingerbroek¹,

Jaber²,

El‐Masri³

2008

Journal of Vocational Education & Training

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“…Owing to its being an alternative to mainstream 'academic' education, VTE everywhere is inherently susceptible to being poorly valued (Stevenson 2005). However, this second-rate image is particularly problematical in Arab society, where since time immemorial manual work has been viewed with disdain, being perceived as the domain of the lowest social classes and of slaves; VTE accordingly tends to be marginalised as a low-status track for poor academic achievers (Al Heeti and Brock 1997, Herrera 2003, Oketch 2007. Careers guidance in most regional education systems is moreover poorly developed, and both students and parents tend to be somewhat ignorant about VTE (Al Heeti andBrock 1997, Aypay 2003).…”

Section: Introductionmentioning

confidence: 99%

“…However, this second-rate image is particularly problematical in Arab society, where since time immemorial manual work has been viewed with disdain, being perceived as the domain of the lowest social classes and of slaves; VTE accordingly tends to be marginalised as a low-status track for poor academic achievers (Al Heeti and Brock 1997, Herrera 2003, Oketch 2007. Careers guidance in most regional education systems is moreover poorly developed, and both students and parents tend to be somewhat ignorant about VTE (Al Heeti andBrock 1997, Aypay 2003). As a result of the poor patronage of VTE, a skills gap has arisen where these societies remain dependent on imported labour for a variety of both menial and skilled technical jobs, while at the same time there is high unemployment among their own citizens, especially of young people, academic and VTE graduates included (Al Heeti and Brock 1997, Wilkins 2001, Akkari 2004, Kabbani and Kothari 2005.…”

Section: Introductionmentioning

confidence: 99%

“…Careers guidance in most regional education systems is moreover poorly developed, and both students and parents tend to be somewhat ignorant about VTE (Al Heeti andBrock 1997, Aypay 2003). As a result of the poor patronage of VTE, a skills gap has arisen where these societies remain dependent on imported labour for a variety of both menial and skilled technical jobs, while at the same time there is high unemployment among their own citizens, especially of young people, academic and VTE graduates included (Al Heeti and Brock 1997, Wilkins 2001, Akkari 2004, Kabbani and Kothari 2005.…”

Section: Introductionmentioning

confidence: 99%

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