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 The general technological competency model for vocational teachers in Kazakhstan

2021 ◽  
Vol 13 (4) ◽  
pp. 574-588
Author(s):  
Zaure Shagataeva ◽  
Yernazar Kaspaevich Sarbassov ◽  
Erkegul Seminar ◽  
Marianna Amangeldyevna Sydykbekova ◽  
Ardak Tolegenovna Kydyrbaeva
Keyword(s):  
Vocational Education ◽  
Online Survey ◽  
Numerical Data ◽  
Education And Training ◽  
Training System ◽  
Educational Process ◽  
Vocational Education And Training ◽  
Vocational Teachers ◽  
Technological Competency ◽  
And Training

Like in many Global South countries, the vocational education and training system in Kazakhstan has some weaknesses, including low-competent educators poorly applying digital technologies in their instructional repertoire, which highlights the need for motivating teachers towards incorporating technologies representing students' everyday life in the educational process. Meanwhile, there are no practically applicable competency frameworks for Kazakhstani vocational teachers to date. This paper aimed to gather students’ opinions on which skills are more or less important for vocational educators to outline a technological competency framework for Kazakhstani vocational teachers based on Digital Competency Profiler, with content validity tested by five experts. A set of nineteen items measured on a five-point Likert scale, organized into technical, communicational, informational, and epistemological domains, was uploaded to an online survey platform and distributed among Master degree students enrolled in vocational programs in Kazakhstan. Based on survey data, the construct validity of the model was assessed by confirmatory factor analysis, which yielded high entire reliability and internal consistency. The learners assigned importance to all the four domains. However, they estimated vocational teacher’s ability to utilize productivity tracking tools as almost futile, which allegedly indicates the surveyees’ insufficient awareness about those applications and their purposes. Generally, the participants tend to prioritize vocational educators’ capacities to process mathematical computations, visualize numerical data, and operate with electronic text files and projectors, as well as their readiness for effective communication through messengers and electronic mail. The framework that emerged from this research can be used as a blueprint for synchronizing and improving educational programs in Kazakhstan.   Keywords: education; survey; technology; ICT; vocational education and training.

scholarly journals Comparative analysis of indicators the assessment of the effectiveness of vocational education and training

2021 ◽  
Author(s):  
Ю.В. Маркелова
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
Educational Organizations ◽  
Scientific Methods ◽  
Expert Assessments ◽  
General Scientific ◽  
High Level ◽  
And Training

Рассматриваются задачи, которые встают перед государством при разработке сопоставимых индикаторов оценки эффективности системы среднего профессионального образования. Показана проблема сопоставимости различных показателей и их влияние на оценку среднего профессионального образования. Проанализированы перспективы разработки сопоставимых индикаторов для понимания степени, в которой образовательная система обеспечивает максимально возможную отдачу при минимально возможном вкладе, а именно показывает высокий уровень эффективности системы. Использовались общенаучные методы познания: аналитический метод, конкретизации теоретических знаний, метод экспертных оценок, обобщение. Результаты исследования отражают возможность дополнения мониторинга качества подготовки кадров в образовательных организациях, реализующих образовательные программы среднего профессионального образования сопоставимыми индикаторами оценки технического и профессионального образования и обучения по версии UNESCO для оценки эффективности системы СПО России. The tasks that the state faces when developing comparable indicators for assessment effectiveness of the vocational education and training are considered. The influence of various indicators on the assessment of the effectiveness of vocational education and training system is shown. The prospects of developing comparable indicators for understanding the degree to which the educational system provides the maximum possible return with the minimum possible contribution, namely, it shows a high level of system efficiency, are analyzed. General scientific methods of cognition, analytical method, concretization of theoretical knowledge, method of expert assessments, terminological analysis, generalization were used. The results of the study reflect the possibility of supplementing the monitoring of the quality of personnel training in educational organizations implementing educational programs of vocational education and training system with comparable indicators for evaluating technical and vocational education and training according to the UNESCO version to assess the effectiveness of the Russian VET system.

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.

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