Pub Date : 2019-09-02DOI: 10.1080/14480220.2019.1690737
A. Abdelkarim
ABSTRACT While TVET literature focuses on the potential role of the sector in socio-economic development, seldom is attention given to how socio-economic conditions and policies affect the development of the sector. This paper endeavours to contribute to filling this gap. It argues that examining the factors that influence access, equity and outcomes of TVET and education may not be possible without being embedded in their socio-economic context. A main finding of the paper is that cluttered socio-economic conditions and the public governance system in Sudan have resulted in a weak TVET system – severely deficient finance, contraction, inadequacy and irrelevance of provision, and uncoordinated institutional governance. Industrial employers’ response is to rely largely on informal apprenticeship, which, while helping the poor and creating employment, may not be a replacement for formal TVET provision. A further finding is that the sector is neglecting rural and conflict-ridden regions and girls.
{"title":"TVET in Sudan: government negligence, employers’ response and challenges of reform under cluttered socio-economic conditions","authors":"A. Abdelkarim","doi":"10.1080/14480220.2019.1690737","DOIUrl":"https://doi.org/10.1080/14480220.2019.1690737","url":null,"abstract":"ABSTRACT While TVET literature focuses on the potential role of the sector in socio-economic development, seldom is attention given to how socio-economic conditions and policies affect the development of the sector. This paper endeavours to contribute to filling this gap. It argues that examining the factors that influence access, equity and outcomes of TVET and education may not be possible without being embedded in their socio-economic context. A main finding of the paper is that cluttered socio-economic conditions and the public governance system in Sudan have resulted in a weak TVET system – severely deficient finance, contraction, inadequacy and irrelevance of provision, and uncoordinated institutional governance. Industrial employers’ response is to rely largely on informal apprenticeship, which, while helping the poor and creating employment, may not be a replacement for formal TVET provision. A further finding is that the sector is neglecting rural and conflict-ridden regions and girls.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2019.1690737","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48178529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/14480220.2019.1690745
C. Gwandure, E. Boshoff
ABSTRACT The study examined the alignment between group processes theory and practice from an experiential perspective in a South African work context. Training and development programmes focus on groups and teams to improve performance. The perspective of this study was that training and development programmes should develop teams within a life paradigm. Participants were 13 university graduates who held various positions in organisations. All participants were recruited from Johannesburg, were female and ages ranged from 24 to 31 years. A questionnaire developed for this study based on Wheelan`s integrative model of group development was used to collect information from participants. The snowballing method was used to access participants. Thematic content analysis was used to analyse data. The results revealed that theory was aligned to group training experience in organisations. Future studies could assess team-building initiatives and effectiveness at each stage of group development.
{"title":"Alignment between theory and practice in group development processes in the workplace: an experiential perspective","authors":"C. Gwandure, E. Boshoff","doi":"10.1080/14480220.2019.1690745","DOIUrl":"https://doi.org/10.1080/14480220.2019.1690745","url":null,"abstract":"ABSTRACT The study examined the alignment between group processes theory and practice from an experiential perspective in a South African work context. Training and development programmes focus on groups and teams to improve performance. The perspective of this study was that training and development programmes should develop teams within a life paradigm. Participants were 13 university graduates who held various positions in organisations. All participants were recruited from Johannesburg, were female and ages ranged from 24 to 31 years. A questionnaire developed for this study based on Wheelan`s integrative model of group development was used to collect information from participants. The snowballing method was used to access participants. Thematic content analysis was used to analyse data. The results revealed that theory was aligned to group training experience in organisations. Future studies could assess team-building initiatives and effectiveness at each stage of group development.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2019.1690745","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42764264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/14480220.2019.1685161
Robert Jjuuko, Cuthbert Tukundane, Jacques Zeelen
ABSTRACT Increasingly studies claim that building young people’s vocational interest in agriculture, as a sector of meaningful employment, is a central dilemma of Africa’s education and labour market systems. With Ugandan students’ voices, this article examines some of the methodological dilemmas of agricultural education and training. The article draws from evidence generated through a qualitative case study of a public agricultural college. We undertook the study in line with our conceptual argument for mainstreaming young people’s voices in the search for solutions to improve agricultural education practice. The study explored and analysed students’ experiences and perceptions of the college’s vocational pedagogy. Findings that uncover weak agricultural vocational pedagogy at the case study college are analysed and discussed to inform our recommendation for the embedding of craftsmanship virtues in vocational education practice to optimise students’ achievement.
{"title":"Exploring agricultural vocational pedagogy in Uganda: students’ experiences","authors":"Robert Jjuuko, Cuthbert Tukundane, Jacques Zeelen","doi":"10.1080/14480220.2019.1685161","DOIUrl":"https://doi.org/10.1080/14480220.2019.1685161","url":null,"abstract":"ABSTRACT Increasingly studies claim that building young people’s vocational interest in agriculture, as a sector of meaningful employment, is a central dilemma of Africa’s education and labour market systems. With Ugandan students’ voices, this article examines some of the methodological dilemmas of agricultural education and training. The article draws from evidence generated through a qualitative case study of a public agricultural college. We undertook the study in line with our conceptual argument for mainstreaming young people’s voices in the search for solutions to improve agricultural education practice. The study explored and analysed students’ experiences and perceptions of the college’s vocational pedagogy. Findings that uncover weak agricultural vocational pedagogy at the case study college are analysed and discussed to inform our recommendation for the embedding of craftsmanship virtues in vocational education practice to optimise students’ achievement.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2019.1685161","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43298014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/14480220.2019.1685159
Dale T. Eesley, R. Briggs
ABSTRACT Research shows that innovation training can increase the number of innovative ideas that are proposed and successfully executed by an organization. Training satisfaction is also a strong predictor of the degree to which people use the knowledge they gain in training. To improve innovation training processes, therefore, it would be useful to have a theoretically sound, empirically validated instrument to measure innovation training satisfaction. We propose and validate such an instrument derived from the Yield Shift Theory of satisfaction in a field study of innovation training satisfaction in the U.S.A and China. The findings of the study demonstrated the convergent and discriminant validity of the instrument, and the results were consistent with the causal relationships proposed by the theory, suggesting that the theory may be a useful explanation for satisfaction effects and as a way to measure training satisfaction. We discuss the implications of the findings for research and practice.
{"title":"Satisfaction with innovation training processes and outcomes: a field study across two cultures","authors":"Dale T. Eesley, R. Briggs","doi":"10.1080/14480220.2019.1685159","DOIUrl":"https://doi.org/10.1080/14480220.2019.1685159","url":null,"abstract":"ABSTRACT Research shows that innovation training can increase the number of innovative ideas that are proposed and successfully executed by an organization. Training satisfaction is also a strong predictor of the degree to which people use the knowledge they gain in training. To improve innovation training processes, therefore, it would be useful to have a theoretically sound, empirically validated instrument to measure innovation training satisfaction. We propose and validate such an instrument derived from the Yield Shift Theory of satisfaction in a field study of innovation training satisfaction in the U.S.A and China. The findings of the study demonstrated the convergent and discriminant validity of the instrument, and the results were consistent with the causal relationships proposed by the theory, suggesting that the theory may be a useful explanation for satisfaction effects and as a way to measure training satisfaction. We discuss the implications of the findings for research and practice.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2019.1685159","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43222313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/14480220.2019.1690746
B. Clayton, R. Harris
There can be little doubt that demands for skilling, re-skilling and upskilling are currently central in policy-makers’ thinking in many nation states. Such demands are generated by a relentless stream of technological advancements, demographic shifts and the need to be competitive in a global market. Within this constantly changing environment, work and workplaces are transforming and while some occupations and skills are becoming obsolete, others are emerging. Responsibility for addressing this situation rests to a large extent with VET systems as vocational education is seen by a majority of countries to be pivotal in ‘developing the productive capacity of people, their societies and their economies’ (Wheelahan & Moodie, 2016, p. 9). In recent times in Australia falling apprentice numbers and quality issues with VET have beenparticularly concerning for government andother VET stakeholders. TheCommonwealth Government’s response has been to initiate a review of the sector. The recently published report, Strengthening skills: Expert review of Australia’s vocational education and training system (Australian Government, 2019; Joyce, 2019), highlights a number of key areas requiring reform if VET is to fulfil its role of skilling the Australian workforce for the future. The areas for improvement include enhancing quality assurance processes, accelerating qualification development, simplifying the funding of VET and providing greater access for disadvantaged Australians. Also stressed within the report are the development of clearer pathways for young people to VET from school and the provision of better information on potential careers. The introduction of a National Skills Commission and a National Careers Institute feature amongst the review’s recommendations and form key components of a comprehensive blueprint to reinvigorate the VET system. In his summary, the author of the report claims that:
{"title":"New strategies for strengthening VET: challenges and opportunities","authors":"B. Clayton, R. Harris","doi":"10.1080/14480220.2019.1690746","DOIUrl":"https://doi.org/10.1080/14480220.2019.1690746","url":null,"abstract":"There can be little doubt that demands for skilling, re-skilling and upskilling are currently central in policy-makers’ thinking in many nation states. Such demands are generated by a relentless stream of technological advancements, demographic shifts and the need to be competitive in a global market. Within this constantly changing environment, work and workplaces are transforming and while some occupations and skills are becoming obsolete, others are emerging. Responsibility for addressing this situation rests to a large extent with VET systems as vocational education is seen by a majority of countries to be pivotal in ‘developing the productive capacity of people, their societies and their economies’ (Wheelahan & Moodie, 2016, p. 9). In recent times in Australia falling apprentice numbers and quality issues with VET have beenparticularly concerning for government andother VET stakeholders. TheCommonwealth Government’s response has been to initiate a review of the sector. The recently published report, Strengthening skills: Expert review of Australia’s vocational education and training system (Australian Government, 2019; Joyce, 2019), highlights a number of key areas requiring reform if VET is to fulfil its role of skilling the Australian workforce for the future. The areas for improvement include enhancing quality assurance processes, accelerating qualification development, simplifying the funding of VET and providing greater access for disadvantaged Australians. Also stressed within the report are the development of clearer pathways for young people to VET from school and the provision of better information on potential careers. The introduction of a National Skills Commission and a National Careers Institute feature amongst the review’s recommendations and form key components of a comprehensive blueprint to reinvigorate the VET system. In his summary, the author of the report claims that:","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2019.1690746","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43309087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/14480220.2019.1685862
Brenna McWilliams, L. E. Rohr, E. Sanli, H. Carnahan
ABSTRACT Correct rope rescue techniques are critical for safey. These tasks can be anxiety provoking yet it is not clear how anxiety affects learning. An anxious environment was created by practising difficult skills at height. Participants practised preparing rope rescue hauling systems in a general classroom setting (Low practice group) or trained at a 14m height (High practice group). Retention tests to assess learning were completed one week later. All participants were tested at height and in the classroom. Movement time and a performance checklist were recorded. Perceived anxiety was measured with a Likert scale. Performance during practice was worse for the High practice group compared with the Low practice group. Perceived anxiety decreased with practice. During retention, anxiety was greater when performing at height. Movement time was longest for the complex system when performing at height. Training at height does not influence this effect.
{"title":"Learning to prepare hauling systems for rope rescue","authors":"Brenna McWilliams, L. E. Rohr, E. Sanli, H. Carnahan","doi":"10.1080/14480220.2019.1685862","DOIUrl":"https://doi.org/10.1080/14480220.2019.1685862","url":null,"abstract":"ABSTRACT Correct rope rescue techniques are critical for safey. These tasks can be anxiety provoking yet it is not clear how anxiety affects learning. An anxious environment was created by practising difficult skills at height. Participants practised preparing rope rescue hauling systems in a general classroom setting (Low practice group) or trained at a 14m height (High practice group). Retention tests to assess learning were completed one week later. All participants were tested at height and in the classroom. Movement time and a performance checklist were recorded. Perceived anxiety was measured with a Likert scale. Performance during practice was worse for the High practice group compared with the Low practice group. Perceived anxiety decreased with practice. During retention, anxiety was greater when performing at height. Movement time was longest for the complex system when performing at height. Training at height does not influence this effect.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2019.1685862","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47686949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/14480220.2019.1690744
Onu M. Francis, F. Ifeanyieze, M. Ikehi, Chiamaka Ojiako, Ashagwu O. Okadi, C. Nwankwo, L. U. Ekenta
ABSTRACT Nigeria is a developing nation, having ample resources that could help grow and sustain agricultural enterprises and ensure job creation. However, the increasing number of graduates of vocational courses becoming job seekers is worrisome. This study examines the perceptions of Nigerian university students about vocational studies and their entrepreneurial aspirations after graduation. The study examines the opinions of 251 respondents through the lens of Archer’s agency and structure theory. The study considers the transition issues from learning skills to earning income for a living. Findings of the study reveal that most graduates of vocational agriculture are less likely to establish a farm/enterprise of their own and the majority want to obtain certificates required for securing employment in paying jobs. The study recommends setting up and maintaining a transition phase for graduates of vocational courses to provide the opportunity to practise learned skills and encourage the possibility of inspiring entrepreneurship.
{"title":"Vocational agriculture and entrepreneurship aspirations among university students in Nigeria","authors":"Onu M. Francis, F. Ifeanyieze, M. Ikehi, Chiamaka Ojiako, Ashagwu O. Okadi, C. Nwankwo, L. U. Ekenta","doi":"10.1080/14480220.2019.1690744","DOIUrl":"https://doi.org/10.1080/14480220.2019.1690744","url":null,"abstract":"ABSTRACT Nigeria is a developing nation, having ample resources that could help grow and sustain agricultural enterprises and ensure job creation. However, the increasing number of graduates of vocational courses becoming job seekers is worrisome. This study examines the perceptions of Nigerian university students about vocational studies and their entrepreneurial aspirations after graduation. The study examines the opinions of 251 respondents through the lens of Archer’s agency and structure theory. The study considers the transition issues from learning skills to earning income for a living. Findings of the study reveal that most graduates of vocational agriculture are less likely to establish a farm/enterprise of their own and the majority want to obtain certificates required for securing employment in paying jobs. The study recommends setting up and maintaining a transition phase for graduates of vocational courses to provide the opportunity to practise learned skills and encourage the possibility of inspiring entrepreneurship.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2019.1690744","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47606599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-05DOI: 10.1080/14480220.2019.1629724
Y. Sawada
ABSTRACT Development economists have considered physical infrastructure to be a precondition for industrialization and economic development. Infrastructure investments play a particularly important role in expanding overall employment opportunities either directly by absorbing workers or indirectly by crowding in private investments, technology adoption, and production activities through which new jobs are created. As investments in infrastructure increasingly address the integration of technology and sustainability principles, the nature of jobs and skill requirements are also changing. On one hand, augmented public funding can favor infrastructure investments that have higher employment elasticity to ensure adequate job creation. On the other hand, the advent of the Fourth Industrial Revolution calls for a more skill-intensive workforce. Using findings from existing studies on infrastructure and data from Asian Development Bank, this paper discusses changing infrastructure investments in a rapidly changing technological environment and how developing countries can reap employment creation benefits through innovations.
{"title":"Infrastructure investments, technologies and jobs in Asia","authors":"Y. Sawada","doi":"10.1080/14480220.2019.1629724","DOIUrl":"https://doi.org/10.1080/14480220.2019.1629724","url":null,"abstract":"ABSTRACT Development economists have considered physical infrastructure to be a precondition for industrialization and economic development. Infrastructure investments play a particularly important role in expanding overall employment opportunities either directly by absorbing workers or indirectly by crowding in private investments, technology adoption, and production activities through which new jobs are created. As investments in infrastructure increasingly address the integration of technology and sustainability principles, the nature of jobs and skill requirements are also changing. On one hand, augmented public funding can favor infrastructure investments that have higher employment elasticity to ensure adequate job creation. On the other hand, the advent of the Fourth Industrial Revolution calls for a more skill-intensive workforce. Using findings from existing studies on infrastructure and data from Asian Development Bank, this paper discusses changing infrastructure investments in a rapidly changing technological environment and how developing countries can reap employment creation benefits through innovations.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2019.1629724","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47648275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-05DOI: 10.1080/14480220.2019.1632566
Akiko Sakamoto
ABSTRACT Asia is known as an economic success story but for many people growth has not been inclusive. The increased mechanization of work and other trends are likely to deepen existing social inequalities. Skills can help address these challenges, but a new and broader perspective is needed in skills development policy. This article argues that while efforts to improve access and the quality of skills provision need to be revamped, greater attention should be focused on the impact of skills development in terms of improved employment and business outcomes. The extent to which skills are actually utilized and whether workers are rewarded for their skilling efforts are influenced by the context of work. A future skills policy aimed at achieving inclusive growth requires a more integrated perspective of enhancing the skills eco-system (both supply and demand) that goes beyond the traditional boundaries of skills policies.
{"title":"Reconceptualizing skills development for achieving inclusive growth: the horizon of a new generation of skills policy","authors":"Akiko Sakamoto","doi":"10.1080/14480220.2019.1632566","DOIUrl":"https://doi.org/10.1080/14480220.2019.1632566","url":null,"abstract":"ABSTRACT Asia is known as an economic success story but for many people growth has not been inclusive. The increased mechanization of work and other trends are likely to deepen existing social inequalities. Skills can help address these challenges, but a new and broader perspective is needed in skills development policy. This article argues that while efforts to improve access and the quality of skills provision need to be revamped, greater attention should be focused on the impact of skills development in terms of improved employment and business outcomes. The extent to which skills are actually utilized and whether workers are rewarded for their skilling efforts are influenced by the context of work. A future skills policy aimed at achieving inclusive growth requires a more integrated perspective of enhancing the skills eco-system (both supply and demand) that goes beyond the traditional boundaries of skills policies.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2019.1632566","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43826895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-05DOI: 10.1080/14480220.2019.1629730
G. Postiglione, Min Tang
ABSTRACT Technological acceleration, increased global engagement, and national aspirations to restructure its economy and promote innovation have persuaded China to intensify an emphasis on skills acquisition through technical-vocational education and training (TVET). After a background of China’s experience, this paper examines the case of Gansu, the poorest province, and how the German Two Track TVET model can help address six of Gansu key difficulties, including cooperation with enterprises, internships, graduate employment, teacher upgrading, quality standards, and poverty alleviation. Among the lessons for Gansu are incentives for enterprises, systematic selection and contract protection for internships, employment stability and professional development, examination boards and skill certification of graduates, and information systems with guidance for underserved groups.
{"title":"International experience in TVET-industry cooperation for China’s poorest province","authors":"G. Postiglione, Min Tang","doi":"10.1080/14480220.2019.1629730","DOIUrl":"https://doi.org/10.1080/14480220.2019.1629730","url":null,"abstract":"ABSTRACT Technological acceleration, increased global engagement, and national aspirations to restructure its economy and promote innovation have persuaded China to intensify an emphasis on skills acquisition through technical-vocational education and training (TVET). After a background of China’s experience, this paper examines the case of Gansu, the poorest province, and how the German Two Track TVET model can help address six of Gansu key difficulties, including cooperation with enterprises, internships, graduate employment, teacher upgrading, quality standards, and poverty alleviation. Among the lessons for Gansu are incentives for enterprises, systematic selection and contract protection for internships, employment stability and professional development, examination boards and skill certification of graduates, and information systems with guidance for underserved groups.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2019.1629730","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43669172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：