Your search
Results 608 resources
-
Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This...
-
This article describes an innovative model of educational programming used by our team of U.S. Extension educators for an international development project in Burundi, Africa. Our team designed a model to provide ongoing professional development trainings at a distance using Zoom, a videoconferencing platform. Over a 2-year period, we conducted 18 Zoom trainings with Burundian educators. On the basis of participant evaluation data and the literature, we present key principles for using...
-
The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be exhausted by studies available in the “knowledge-based” society. The world of work is in continuous change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Despite numerous studies revealing the extent to which ICTs are applied at different educational...
-
To cope with the rapid changes in the real world of work and to prepare the workforce to enter the twenty-first century, there is a paradigm shift in the modern Technical and Vocational Education and Training (TVET) toward competency-based training (CBT) or vocational pedagogy. However, there is the lack of literature/research in TVET education that reveals the fundamental understanding and roles of contemporary learning theories in instructional psychology for creating successful...
-
The ubiquitous nature of mobile phones offers a noble environment where farmers can learn informally anywhere, anytime and at any location. This is an innovative way to address some of the weakness of conventional agricultural extension service. Few empirical studies have reported on the development of mobile phone application to support blended learning for smallholder farming communities in developing countries. This study adopted a participatory action research method to develop...
-
Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a common critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand...
-
Zimbabwe like most developing countries continues to experience shortages in skills. One such area that has experienced skills shortages is education. This has resulted in governments and education institutions coming up with innovative ways to improve the training of of teachers. Such innovative models include the Open & Distance Learning (ODL) model in the development of skills. In some instances, there has been a combination of the conventional model and the ODL model. The purpose of the...
-
© Wise Sambo, 2016. All over the world there has been an increased interest in entrepreneurship education and the society in general. Kenya was among the first countries in Africa to introduce aspects of entrepreneurship education in its education and training systems. Entrepreneurship and business creation are a growing alternative for young people in different economies whose age group often faces a labor market with double digit unemployment rates. This study seeks to investigate and...
-
© 2016, © The Author(s) 2016. The emigration of sub-Saharan African health professionals to developed Western nations is an aspect of increasing global mobility. This article focuses on the human resources for health challenges in Nigeria and the emigration of nurses from Nigeria as the country faces mounting human resources for health challenges. Human resources for health issues in Nigeria contribute to poor population health in the country, alongside threats from terrorism, infectious...
-
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...
-
Despite recent high levels of economic growth, many young people in Zambia are trapped by poverty, unemployment or underemployment, and lack of access to skills development opportunities. Vocational training institutions cannot accommodate the vast numbers of school leavers every year, and often charge fees that are prohibitive to young people from poorer families. Young people remain significantly overrepresented in Zambia’s unemployment statistics. For those that do manage to secure work,...
-
This baseline study has been undertaken to describe and analyse the current situation with respect to TVET, in order to evaluate the needs and the viability of employing open and distance Learning (ODL), and in particular eLearning in a flexible and blended approach. The main focus of the study is directed to that part of the system that is under the responsibility of the National Directorate for Technical and Professional Education (DINET) – namely the pre-tertiary level public-sector TVET...
-
ENGLISH ABSTRACT: The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these colleges have become the focal point of education and training, ever since the publication of the Green Paper on Post-School Education and Training in 2012, transferring the colleges to the higher education and training system. These colleges are expected to increase their enrolments from 650 000 to 2.5 million...
-
The Comprehensive Africa Agriculture Development Program (CAADP) of the Africa Union's New Partnership for Africa's Development (AU/NEPAD), the International Food Policy Research Institute (IFPRI), in collaboration with the University of KwaZulu-Natal, held in January 2008, a conference on the subject of "Convergence between Social Service Provision and Productivity Enhancing Investments in Development Strategies" with a view to improving the complementaries between investments in social...
-
Background: “Capacity building” is an international development strategy which receives billions of dollars of investment annually and is utilized by major development agencies globally. However, there is a lack of consensus around what “capacity building” or even “capacity” itself, means. Nurses are the frequent target of capacity building programming in sub-Saharan Africa as they provide the majority of healthcare in that region. Objectives: This study explored how “capacity” was...
-
Abstract: Felix Rauner, Philipp Grollmann und Thomas Martens present an approach to the measurement of professional competences, which is based on prior experiences and results from the evaluation of a pilot study on the re-design of vocational profiles within a German auto manufacturer.
-
Mit der 3. erweiterten Auflage des Handbuchs Berufsbildungsforschung liegt ein Werk vor, das für alle Dimensionen der beruflichen Bildung den Stand der neuesten Erkenntnisse dokumentiert: sowohl für die Forschung als auch für den Wissenschaftstransfer in die Berufsbildungspraxis und -politik.Das Handbuch beinhaltet 125 Beiträge zu Fragestellungen, Methoden und Ergebnissen der Berufsbildungsforschung. Es stellt besonders für die Planung und Durchführung von Forschungs- und...
Explore
Our programmes
-
TVET in sub-Saharan Africa (GOVET-BIBB-BMBF)
-
Citations
- Chapter 00. Exec Summary (2)
- Chapter 01. Introduction (25)
- Chapter 02. Research Design (31)
- Chapter 03. Overview (64)
- Chapter 04. Conception (45)
- Chapter 05. TVET Actors (97)
- Chapter 06. Themes (84)
- Chapter 07. Systematic Review (65)
- Chapter 08. Models (81)
- Chapter 09. Inclusion (38)
- Chapter 10. State Authorities (76)
- Chapter 11. Non-state Providers (28)
- Chapter 12. Standards (63)
- Chapter 13. Policy Implementation (35)
- Chapter 14. Institutional Frameworks (7)
- Chapter 15. Research Networks (45)
- Chapter 16. Future Research (8)
- Appendix 1. Annotated Bibliography (32)
- Appendix 2. Research Design (3)
- Appendix 3. SCR (16)
- Appendix 5. Additional Materials (27)
- Further references (3)
- Report (3)
- Report Chapters (17)
-
Citations
- Activating EdTech (Jordan) (2)
- EdTech Hub (3)
-
OER4Schools
(2)
- Publications (2)
- Tablet use in schools (1)
Organisations, collaborators and clients
- ARM (1)
- GOVET-BIBB-BMBF (21)
- Open Development & Education (24)
- University of Cambridge (2)
Publication type
Theme
-
Artificial Intelligence
(2)
- Education (1)
- COVID-19 (1)
- Literature Reviews, meta-analysis, evidence synthesis (3)
- Teacher Education (53)
-
Technical and vocational education and training (TVET)
(580)
- Links and Web (169)
- Publications (411)
- Reviews (2020) (2)
Location
-
Africa
(289)
- Eastern Africa (130)
-
Middle Africa
(19)
- Angola (5)
- Cameroon (11)
- Central African Republic (2)
- Chad (2)
- Congo, Democratic Republic (2)
- Congo, Republic (1)
- Equatorial Guinea (1)
- Gabon (4)
- Niger (1)
- São Tomé and Príncipe (1)
- Northern Africa (5)
-
Southern Africa
(91)
- Botswana (26)
- eSwatini (5)
- Lesotho (6)
- Malawi (12)
- Mozambique (11)
- Namibia (13)
- South Africa (57)
-
Western Africa
(124)
- Benin (13)
- Burkina Faso (7)
- Cape Verde (5)
- Gambia (6)
- Ghana (62)
- Guinea (1)
- Guinea-Bissau (1)
- Ivory Coast (5)
- Liberia (5)
- Mali (11)
- Mauritania (1)
- Nigeria (47)
- Senegal (15)
- Sierra Leone (9)
- Togo (2)
-
Americas
(12)
-
Caribbean
(2)
- Antigua and Barbuda (1)
- Bahamas (1)
- Barbados (1)
- Cuba (1)
- Dominica (1)
- Dominican Republic (1)
- Grenada (1)
- Haiti (1)
- Jamaica (1)
- Saint Kitts and Nevis (1)
- Saint Lucia (1)
- Saint Vincent and the Grenadines (1)
- Trinidad and Tobago (2)
-
Central America
(2)
- Belize (1)
- Costa Rica (1)
- El Salvador (1)
- Guatemala (1)
- Honduras (1)
- Mexico (2)
- Nicaragua (2)
- Panama (1)
-
Northern America
(10)
- Canada (8)
- United States (6)
- South America (6)
-
Caribbean
(2)
-
Asia
(11)
-
Central Asia
(1)
- Kazakhstan (1)
- Kyrgyzstan (1)
- Tajikistan (1)
- Turkmenistan (1)
- Uzbekistan (1)
-
Eastern Asia
(8)
- China (7)
- Japan (4)
- Korea, Democratic People's Republic (1)
- Korea, Republic (1)
- Mongolia (1)
-
South-eastern Asia
(9)
- Brunei Darussalam (2)
- Cambodia (2)
- Indonesia (4)
- Malaysia (1)
- Myanmar (2)
- Philippines (1)
- Singapore (6)
- Thailand (4)
- Viet Nam (1)
-
Southern Asia
(7)
- Afghanistan (2)
- Bangladesh (3)
- Bhutan (1)
- India (5)
- Iran (3)
- Maldives (1)
- Nepal (1)
- Pakistan (4)
- Sri Lanka (1)
-
Western Asia
(5)
- Armenia (1)
- Artsakh (1)
- Azerbaijan (1)
- Bahrain (1)
- Cyprus (1)
- Georgia (1)
- Iraq (2)
- Israel (2)
- Jordan (1)
- Kuwait (2)
- Lebanon (1)
- Oman (1)
- Qatar (1)
- Saudi Arabia (3)
- State of Palestine (1)
- Syrian Arab Republic (1)
- Turkey (3)
- United Arab Emirates (1)
- Yemen (1)
-
Central Asia
(1)
-
Europe
(15)
-
Eastern Europe
(3)
- Belarus (1)
- Bulgaria (1)
- Czech Republic (2)
- Hungary (2)
- Poland (1)
- Pridnestrovian Moldovan Republic (1)
- Republic of Moldova (1)
- Romania (1)
- Russian Federation (2)
- Slovakia (1)
- Ukraine (2)
- Northern Europe (14)
-
Southern Europe
(4)
- Albania (1)
- Andorra (1)
- Bosnia and Herzegovina (1)
- Croatia (1)
- Greece (3)
- Italy (2)
- Malta (1)
- Montenegro (1)
- North Macedonia (1)
- Portugal (1)
- San Marino (1)
- Serbia (1)
- Slovenia (1)
- Spain (2)
-
Western Europe
(7)
- Austria (3)
- Belgium (1)
- France (5)
- Germany (4)
- Luxembourg (2)
- Monaco (1)
- Netherlands (5)
- Switzerland (3)
-
Eastern Europe
(3)
-
Oceania
(7)
-
Australia and New Zealand
(7)
- Australia (7)
- New Zealand (2)
-
Melanesia
(1)
- Fiji (1)
- Papua New Guinea (1)
- Solomon Islands (1)
- Vanuatu (1)
-
Micronesia
(1)
- Federated States of Micronesia (1)
- Kiribati (1)
- Marshall Islands (1)
- Nauru (1)
- Palau (1)
- Polynesia (1)
-
Australia and New Zealand
(7)
Publication year
-
Between 1900 and 1999
(9)
-
Between 1960 and 1969
(1)
- 1967 (1)
- Between 1980 and 1989 (2)
- Between 1990 and 1999 (6)
-
Between 1960 and 1969
(1)
- Between 2000 and 2024 (437)
- Unknown (162)