Vocational Education and Training for African Development: A Literature Review

Autor/inn/en	McGrath, Simon; Ramsarup, Presha; Zeelen, Jacques; Wedekind, Volker; Allais, Stephanie; Lotz-Sisitka, Heila; Monk, David; Openjuru, George; Russon, Jo-Anna
Titel	Vocational Education and Training for African Development: A Literature Review
Quelle	In: Journal of Vocational Education and Training, 72 (2020) 4, S.465-487 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGrath, Simon) ORCID (Lotz-Sisitka, Heila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2019.1679969
Schlagwörter	Vocational Education; Transformative Learning; Educational Change; Economic Development; Political Influences; Labor Market; Social Differences; Equal Education; Access to Education; Employment Opportunities; Foreign Countries; Sustainable Development; International Organizations; Economic Factors; Labor Force Development; Poverty; Feminism; Educational Practices; Personal Autonomy; Community Development; Educational Theories; Africa + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Pädagogische Transformation; Bildungsreform; Wirtschaftsentwicklung; Political influence; Politischer Einfluss; Labour market; Arbeitsmarkt; Sozialer Unterschied; Education; Access; Bildung; Zugang; Bildungszugang; Berufschance; Beschäftigungschance; Ausland; Nachhaltige Entwicklung; International organisation; International organisations; International organization; Internationale Organisation; Ökonomischer Faktor; Arbeitskräftebestand; Armut; Feminismus; Bildungspraxis; Individuelle Autonomie; Community; Development; Entwicklung; Educational theory; Theory of education; Bildungstheorie; Afrika
Abstract	The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, communities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical approaches to VET are not up to this challenge. In the context of Africa, we seek to address this problem through a presentation of literatures that contribute to the theorisation of this new vision. They agree that the world is not made up of atomised individuals guided by a "hidden hand". Rather, reality is heavily structured within political economies that have emerged out of contestations and compromises in specific historical and geographical spaces. Thus, labour markets and education and training systems have arisen, characterised by inequalities and exclusions. These specific forms profoundly influence individuals' and communities' views about the value of different forms of learning and working. However, they do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01