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Stakeholders in the education sector in Kenya are concerned about low students’ participation in Technical Training Institutions. Despite the Government of Kenya’s efforts to upgrade infrastructure in these institutions, students’ participation has remained low yet the realisation of Vision 2030 depends on middle level training. Therefore this study was conceptualised to establish strategies adopted by Technical Training Institutions to support students access in these institutions. This...
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An Act of Parliament to provide for the establishment of a technical and vocational education and training system; to provide for the governance and management of institutions offering technical and vocational education and training; to provide for coordinated assessment, examination and certification; to institute a mechanism for promoting access and equity in training; to assure standards, quality and relevance; and for connected purposes
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Apprenticeship in developed and industrialised nations is increasingly understood and practised as learning which connects workplace activity and formal study. The concept of 'expansive apprenticeship' defines frameworks for workforce development where participants acquire knowledge and skills which will help them in the future as well as in their current roles; 'restrictive' apprenticeships limit opportunities for wider, lifelong learning. In developing world economies, apprenticeships are...
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This paper is a follow-up of the paper ECER-presented in 2012, ‘A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda’ (Author & Co-author, 2012). This paper gave a description of research in the field of Vocational Education and Training (VET) in 2011. This new paper gives an overview of the field of VET research in 2012. In this article the VET research presented at the European Conference of Educational Research 2012 (Cádiz) is reviewed,...
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The demographic youth bulge, representing large cohorts of youth, coupled with lack of pathways to education and employment and therefore social mobility, have become issues of great concern. As a result, youth employment and technical and vocational skills development have grown in prominence on international and national agendas in recent years. However, skills development strategies often overlook the informal sector despite the fact that in developing countries, income-generating...
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Studies have shown that artisan training courses in Africa are not cost-effective, and do not improve quality of life. The studies on artisanship education and their effects are discussed.
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Since Eritrea became independent in 1993, efforts have been underway to revise and update the conventional education curriculum. With a determination to quickly bridge the growing knowledge gap between Eritrea and the rest of the world, the Eritrean Government has decided on media education as a sustainable alternative. This choice is in line with developments emerging from many African, Asian and Latin American countries as the only option in line with the philosophy of UNESCO and the...
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Purpose – As the development agenda for sub-Sahara Africa (SSA) gains momentum, it has become necessary to refocus attention on effective and sustainable human resource development strategies for the construction sector in the region that include craft skills. Aims to provide insight into the availability and quality of construction craft skills in Zambia, and the SSA region in general. Design/methodology/approach – Using Zambia as a country case study, results of a survey that was designed...
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Who We Are The Forum for African Women Educationalists (FAWE) is a pan-African Non-Government Organisation founded in 1992 by five women ministers of education to promote girls’ and women’s education in sub-Saharan Africa in line with Education for All. The organisation’s members include female ministers of education, university vice-chancellors, education policy-makers,
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Welche Ursachen und Mechanismen behindern die Gleichstellung? Welche Handlungsansätze fördern Chancengerechtigkeit? Was sind nachhaltige gleichstellungspolitische Initiativen?
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TVET in sub-Saharan Africa (GOVET-BIBB-BMBF)
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Citations
- Chapter 09. Inclusion
- Chapter 03. Overview (1)
- Chapter 04. Conception (2)
- Chapter 05. TVET Actors (3)
- Chapter 06. Themes (5)
- Chapter 07. Systematic Review (5)
- Chapter 08. Models (1)
- Chapter 10. State Authorities (3)
- Chapter 11. Non-state Providers (2)
- Chapter 12. Standards (6)
- Chapter 13. Policy Implementation (7)
- Appendix 1. Annotated Bibliography (7)
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Citations
Theme
Location
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Africa
(27)
- Eastern Africa (16)
- Middle Africa (1)
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Southern Africa
(7)
- Botswana (3)
- Malawi (1)
- Mozambique (1)
- Namibia (1)
- South Africa (1)
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Western Africa
(9)
- Benin (3)
- Burkina Faso (2)
- Gambia (1)
- Ghana (6)
- Liberia (1)
- Nigeria (3)
- Senegal (1)
- Sierra Leone (2)
Publication year
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Between 1900 and 1999
(3)
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Between 1960 and 1969
(1)
- 1967 (1)
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Between 1980 and 1989
(1)
- 1985 (1)
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Between 1990 and 1999
(1)
- 1997 (1)
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Between 1960 and 1969
(1)
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Between 2000 and 2024
(33)
- Between 2000 and 2009 (5)
- Between 2010 and 2019 (27)
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Between 2020 and 2024
(1)
- 2020 (1)
- Unknown (2)