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This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies; pre-service education and training; in-service professional development; and school-based support. As far as possible the review highlights practices that demonstrat effectiveness. The review describes examples from different countries, of...
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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...
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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...
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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,...
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