The shape of Aboriginal learning and work opportunities in desert regions

2008 ◽  
Vol 30 (1) ◽  
pp. 177 ◽  
Author(s):  
Metta Young ◽  
John Guenther
Keyword(s):  
Vocational Education ◽  
Land Tenure ◽  
Labour Force ◽  
Well Being ◽  
Educational Interventions ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Aboriginal Peoples ◽  
Desert Regions ◽  
And Training

Abstract Education is one of the most powerful instruments for reducing poverty and inequality, and lays a foundation for sustained economic growth. Aboriginal peoples of Australia experience ‘overwhelming’ disadvantages across every indicator of social and economic well being when compared with non-Aboriginal peoples. This disadvantage is experienced across all sectors of education, and although Aboriginal students are participating at high rates in vocational education and training, their pass rates and qualification outcomes remain well below those of non-Aboriginal Australians. This paper maps the participation and outcomes for Aboriginal desert dwellers in the vocational education and training sector and relates these to factors such as: (1) compulsory school access, (2) remote area labour markets, (3) the state of housing and infrastructure on discrete desert settlements, and (4) the policy and program initiatives influencing land tenure, income security and labour force status. The provision of education services across desert regions epitomises the tensions generated when the drivers of desert living – remoteness, dispersed sparse and mobile populations, variable climate, geography, cultures, languages and histories – interact with the differing factors that shape mainstream vocational education. Although innovations in program delivery more consistent with learner needs and aspirations can and do emerge, they are often framed as pilot projects or materialise in parallel program interventions such as youth work or land care. This paper explores the nature of these tensions and identifies the characteristics of educational interventions that can improve outcomes for Aboriginal desert dwellers no matter where they choose to live.

scholarly journals The relevance of dual model of TVET system for the developing world

2019 ◽  
Vol 14 (4) ◽  
pp. 299-315
Author(s):  
Abhishek Abhishek
Keyword(s):  
Developing Countries ◽  
Vocational Education ◽  
Value Chain ◽  
Labour Force ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
Dual Model ◽  
Global Value Chain ◽  
And Training

Under the Global Production Networks (GPN) / Global Value Chain (GVCs), the MNCs usually locate their units in accordance with the skill of the labour force which they get. If some of the Asian countries managed to attract huge amount of foreign direct investment, initially in labour-intensive manufacturing and then in other sectors, moving up the global value chain. It is because their education in general and Technical and Vocational Education and Training system in particular was well-suited at the time. As, for developing countries, skilling at a mass-level will not only help to attract Foreign Direct Investments by increasing the productivity of the labour force but also to mitigate inequality and reduce poverty as it will up to an extent solve the crisis of employability. For the developing countries the dual-corporatist, Technical Vocational Education and Training (TVET) system of Germany offers so many things to learn. The paper which is divided in three parts argues that, instead of having the wages as low as possible and engaging in a race to bottom, a country with a well-functioning TVET system can make itself a favourite manufacturing destination. The first part of the paper looks at the opportunities provided by GPNs/GVCs to developing countries and the issue of skills. The second part of the paper gives a brief account of the German TVET system. The last part of the paper highlights some of the lesson which the developing countries can draw from the German model.

scholarly journals Developing the Youth through Technical Vocational Education and Training for Sustainable Development in Nigeria

2019 ◽  
pp. 1-9
Author(s):  
Deebom, MtormaBari TamBari
Keyword(s):  
Sustainable Development ◽  
Vocational Education ◽  
National Development ◽  
Well Being ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Positive Contribution ◽  
Poverty Level ◽  
Technical Vocational Education ◽  
And Training

Nigeria is a country characterized with natural resources in its abundance which can cater for the well-being of the citizens, yet the citizens especially the youths are living below poverty level as many are victims of unemployment and cannot offer meaningful and positive contribution to the development of the nation. The unemployment rate is as a result of the abandonment of Technical Vocational Education and Training (TVET) that can offer skills to the youths for self-reliance and employment. In this vein, this paper seeks to address how a developed TVET programme can develop the youths in order to build the nation for sustainable national development in Nigeria. The following outlines provide a guide to the content of this paper; the concept of sustainable development, the meaning of TVET and its role in sustainable development, how to develop TVET for sustainable development in Nigeria. Others were the definition of youth and the concept of TVET for youth development. The researcher suggests that TVET can be developed for sustainable development in Nigeria through making a flexible TVET policies, establishment of TVET special training centres on local basis, improvement of the linkages between training institutions and the industries, provision of adequate training facilities, giving of grants to individual who successfully complete TVET training, granting of soft loans to established business, establishment and effective management of financial institutions such as Micro-Finance Banks, Bank of Industries (BOI), employment in both public. The implementation of these strategies will enhance the development and sustainability of TVET programmes in Nigeria. Based on the discussion made in this paper, the study recommends that the period of National Youth Service Corps (NYSC) should be converted to be a compulsory training period for all graduates on different types and kinds of TVET skills, For non-graduates youths, there should be a skill training organized and supervised through government agencies such as Niger Delta Development Commission (NDDC), National Directorate of Employment (NDE) and other commissions, Government should grant soft loan to those venturing into TVET as this will enable the establishment of the acquire skills. Also, loan should be given to graduates who have completed a training programme for easy establishment.

scholarly journals TVET Approaches: A Diagnosis through the Lens of Human Capital, Right Based and Capability Approach

2019 ◽  
Vol 4 ◽  
pp. 12-23
Author(s):  
Binayak Krishna Thapa ◽  
Aishwarya Rani Singh
Keyword(s):  
Human Capital ◽  
Human Rights ◽  
Vocational Education ◽  
Human Development ◽  
Capability Approach ◽  
Well Being ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Technical And Vocational Education ◽  
And Training

The key approaches utilised for the understanding and implementation of a Technical and Vocational Education and Training (TVET) are primarily human capital and human rights approaches. While human capital approach advocates enhanced skills for the productivity, human rights approach systematically demands distributed enhancement of skills through short- or long-term trainings for all. The former approach connotes economic growth through better employment and income opportunity, whereas the latter situates itself for distributive opportunity, social inclusion and social justice. Both approaches target increasing employment and enhancing chances for better livelihood and well-being. These two approaches, however, are not the ultimate and only approaches for understanding the technical and vocational education and training. The major limitations of these approaches are that they conceptualize employment, income, better opportunity and even distribution to be ends or goals, while in this paper, the authors argue that the mentioned concepts are just means to a general end that is human development. Given this context, this paper offers an alternative lens to look at technical and vocational education and training. This alternative lens is arguably capability approach. The capability lens potentially explains how skill enhancement improves the ‘being’ and ‘doing’ of a person who engages in taking training and how the trained person can implement the learned skills to improve his/her well-being. In this regard, this approach helps understand how TVET can directly be linked with human development. This paper finally argues that TVET is also a tool for human development, albeit it is primarily, still concerned with productivity, employment and better incomes.

scholarly journals Aspiration–Attainment Gaps Predict Adolescents’ Subjective Well-Being After Transition to Vocational Education and Training in Germany

2021 ◽  
Author(s):  
Désirée Nießen ◽  
Alexandra Wicht ◽  
Clemens M. Lechner
Keyword(s):  
Job Satisfaction ◽  
Vocational Education ◽  
Occupational Status ◽  
Well Being ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Subjective Well Being ◽  
Growth Curve Models ◽  
And Training ◽  
Income Satisfaction

An occupational aspiration–attainment gap (AAG) is defined as a discrepancy between the socioeconomic status (SES) of the aspired and the attained occupation. We investigated how experiencing an occupational AAG after transition to vocational education and training (VET) affects three domains of subjective well-being (SWB)—namely, general life satisfaction, job satisfaction, and income satisfaction—among adolescents in Germany. Using longitudinal data from the German Socio-Economic Panel (SOEP), we could track respondents’ SWB across their transition to VET and over a period of 1 to 2 years after VET entry. Results from latent growth curve models revealed that both under- and overachievement of aspirations reduced in particular initial levels of SWB (especially job satisfaction and income satisfaction) after VET entry. Strong discrepancies between aspirations and attainment (AAG ≤ |5| ISEI [International Socio-Economic Index of Occupational Status] score points) in particular led to higher dissatisfaction. Individuals with an AAG tended to experience a slightly larger increase in SWB during VET than those who met their aspirations. Overall, our results suggest that the decisive factor for adolescents’ SWB is not the SES of the VET position they attain, but rather whether that position is the exact type of position to which they aspired, irrespective of whether the status of that occupation is lower or higher than the one they aspired to.

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