Vocationalisation of Secondary and Tertiary Education: Challenges and Possible Future Directions

Pavlova, Margarita; Maclean, Rupert

doi:10.1007/978-94-007-5937-4_3

Cited by 12 publications

(14 citation statements)

References 21 publications

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“…As a way to enhance the quality of delivery of vocational education, and to address the findings of Polesel (2008) that, at least in Australia, most vocational programmes are poor quality and do not provide students with either general or specific vocational competencies, Pavlova and Maclean (2013) suggest the inclusion of a component of general education "which focuses on the development of general/ employability skills . .…”

Section: Programme Integrationmentioning

confidence: 98%

“…For example, Pavlova and Maclean (2013) attribute changes in vocational education to countries shifting focus from social concerns, whereby vocational programmes helped promote the inclusion of less privileged groups, narrowed education gaps and avoided social fragmentation; to a focus on economic issues within which vocational programmes become part of a human resource development agenda in order to enhance economic development. According to Karmel (2007) this has resulted in a VET system that has become industry-led rather than educationally driven.…”

Section: Convergence Of the Vocational And Generalmentioning

confidence: 99%

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Vocational and General Technology Education

Williams

2014

The Future of Technology Education

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This chapter explores the interactions between vocational and general approaches to Technology Education, proposing that the vocational-general divide is not always clear. Often, this reflects the tension between training for specific skills competencies, and educating for more generic core competencies. With schools increasingly being held accountable for the performance of their graduates, and rising unemployment, Technology Education as strictly general education is being questioned and vocational education is being infused with liberal arts characteristics. Globalisation, rapid changes in technologies and work places, and growing understanding of the nature of learning and transfer of learning will all influence the future Technology Education curriculum. While integration of vocational and general approaches is problematic at the level of single classes, at the programme level it may provide meaningful education pathways.

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Section: Programme Integrationmentioning

confidence: 98%

Section: Convergence Of the Vocational And Generalmentioning

confidence: 99%

Vocational and General Technology Education

Williams

2014

The Future of Technology Education

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“…Because of the universalization of basic education and improving the transition rates from basic to secondary education, the enrolment in secondary education has increased in recent years. This is becoming like a massification of secondary education as mentioned by Pavlova and Maclean (2013). Secondary education in Nepal includes three streams, these are general, technical vocational and traditional (Curriculum Development Center, 2076BS).…”

Section: Skill Development Through Secondary Education (Including Dip...mentioning

confidence: 99%

Skilling People in Nepal: Reality Vs Dream

Lamsal

Bajracharya

2022

J. Tech. & Voc. Educ. & Train.

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Skilling people is channeled through formal, informal or non-formal education systems in Nepal. Formal education includes structured curriculum and mode of delivery where knowledge and skills are acquired in a hierarchical layer. Non-formal education includes the skill development activities in a less structured patterns, whereas imparting knowledge and skills from generation to generation falls under the category of informal mode of education. Similarly, skills development in formal system includes four different types of programs in Nepal. These are short-term training program, professional development program, secondary level technical and vocational education program (including diploma level program) and technical higher education program. This paper opens discussion on these programs, uncovers issues and challenges and suggests some measures for the improvement of program design and implementation. While preparing the paper, secondary documents are analyzed. In some cases, author's experiences are also used. This article is expected to contribute knowledge to the skill development efforts in Nepal.

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“…Through a revised policy, Australian government with its industry led TVET has diversified qualifications with occupations (Pavlova & Maclean, 2013). The authors remark on observable relationship between TVET and Gross Domestic Product (GDP) as well.…”

Section: Tvet and Skill Generationmentioning

confidence: 99%