@techreport{hasler_bericht_2022, title = {Bericht zur {tQMP} {Studie}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/D6P2ZZZP}, language = {en}, institution = {OpenDevEd}, author = {Haßler, Björn and Haseloff, Gesine and Dreischmeier, Wido}, month = apr, year = {2022}, doi = {10.53832/opendeved.0273}, note = {ZenodoArchiveID: 6472917 ZenodoArchiveConcept: 6472916 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0273 2129771:8RS5HFTX 2129771:D6P2ZZZP}, keywords = {Author:OpenDevEd, \_r:AddedByZotZen}, } @article{hasler_tvet_2022, title = {{TVET} {Research} in {SSA}: {Recommendations} for {Thematic} {Priorities}}, volume = {7}, copyright = {Copyright (c) 2022 Africa Journal of Technical and Vocational Education and Training; Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.}, issn = {2518-2722}, shorttitle = {{TVET} {Research} in {SSA}}, url = {https://afritvetjournal.org/index.php/Afritvet/article/view/136}, doi = {10.53832/opendeved.0268}, abstract = {This paper builds on our study on research on Technical and Vocational Education and Training (TVET) in sub-Saharan Africa (SSA). The study was commissioned by the German Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung, BMBF) and was conducted in 2019. Our study undertook a systematic literature review, which evaluated over 2,000 scientific publications, classifying some 300 as relevant to the topic and examined them in greater detail. One focus area was the institutionalisation of research on TVET in sub-Saharan Africa, its actors, networks and funding. A second area focused on the topics and content addressed by researchers on TVET in SSA. Our comprehensive study allows us to derive indications for future TVET research in SSA, which form the content of the present paper. Our recommendations for future research emerge from: The research literature analysed; A series of expert interviews; and A Structured Community Review. Our key contribution is an extension of the Mulder-Roelofs Vocational Education and Training Research Framework of categories for TVET research. The framework reflects the focus and quality criteria of European/German TVET, and is an ideal starting point. Through our research, we revised and extended the framework for use in SSA. Our goal was to build on international standards on the one hand, but on the other hand to extend and apply those for use in SSA. It therefore makes it possible to respond to the latest state of research both from a European perspective (e.g., donors/organisations like BMBF), as well as to examine the broad spectrum of very different aspects of TVET research in SSA. After presenting the relevant categories of TVET research, the authors go into detail on the topics for further research. Their conclusion recommends continuous research monitoring based on a constantly updated international network of researchers and institutions with an interest in TVET research in SSA. In particular, we propose a coordinated effort for an online, international community of stakeholders and researchers involved in TVET research in sub-Saharan Africa (https://convet.org).}, language = {en}, number = {1}, urldate = {2022-03-13}, journal = {Africa Journal of Technical and Vocational Education and Training}, author = {Haßler, Björn and Haseloff, Gesine}, month = feb, year = {2022}, doi = {10.53832/opendeved.0268}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0268 2129771:9W8CBQSQ}, keywords = {Author:OpenDevEd, AuthorFirst:Haßler, Education, Internationalisation, Research, TVET, Teacher, Work Based, \_bjoern\_cv, \_genre:LR-literature\_review, \_r:ImportedToMyEducationEvidence, \_yl:a}, pages = {3--27}, } @misc{hasler_tvet_2022, title = {{TVET} {Research} in {SSA}: {Recommendations} for {Thematic} {Priorities} {\textbar} {Africa} {Journal} of {Technical} and {Vocational} {Education} and {Training}}, url = {http://afritvet.org/index.php/Afritvet/article/view/136}, urldate = {2022-05-03}, author = {Haßler, Björn and Haseloff, Gesine}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Y5Q9XG2S 2486141:VGUNXBX3}, keywords = {Author:OpenDevEd}, } @inproceedings{hasler_tvet_2021, address = {Rift Valley Technical Training Institute, Eldoret, Kenya}, title = {{TVET} research in {SSA}: {Recommendations} for {Thematic} {Priorities}}, url = {https://docs.opendeved.net/lib/TMQ5DIM2}, doi = {10.53832/opendeved.0200}, publisher = {Rift Valley Technical Training Institute}, author = {Haßler, Björn and Haseloff, Gesine}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0200 2129771:TMQ5DIM2}, keywords = {Author:OpenDevEd, \_DOILIVE, \_r:crossref, \_yl:a}, } @techreport{hasler_tvet_2021, title = {{TVET} research in {SSA}: {Table} of {Thematic} {Priorities} extending {Mulder}/{Roelofs}}, url = {https://docs.opendeved.net/lib/TMQ5DIM2}, institution = {Open Development \& Education}, author = {Haßler, Björn and Haseloff, Gesine}, year = {2021}, doi = {10.53832/opendeved.0201}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0200 10.53832/opendeved.0201 2129771:QJGKYTEJ 2129771:TMQ5DIM2}, keywords = {Author:OpenDevEd, \_DOILIVE, \_r:crossref, \_yl:b}, } @article{mcgrath_vocational_2020, title = {Vocational education and training for {African} development: a literature review}, volume = {72}, issn = {1363-6820}, shorttitle = {Vocational education and training for {African} development}, url = {https://doi.org/10.1080/13636820.2019.1679969}, doi = {10.1080/13636820.2019.1679969}, 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.}, number = {4}, urldate = {2022-04-05}, journal = {Journal of Vocational Education \& Training}, author = {McGrath, Simon and Ramsarup, Presha and Zeelen, Jacques and Wedekind, Volker and Allais, Stephanie and Lotz-Sisitka, Heila and Monk, David and Openjuru, George and Russon, Jo-Anna}, month = oct, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13636820.2019.1679969 KerkoCite.ItemAlsoKnownAs: 10.1080/13636820.2019.1679969 2129771:7Z66FVXB 2129771:XGUWRPRD}, keywords = {Africa, Development, VET, \_genre:LR-literature\_review, interesting}, pages = {465--487}, } @misc{world_bank_unemployment_2020, title = {Unemployment, total (\% of total labor force) (modeled {ILO} estimate) - {Sub}-{Saharan} {Africa} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SL.UEM.TOTL.ZS?locations=ZG}, urldate = {2020-08-01}, author = {{World Bank}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G9FGAF4F}, } @misc{wikipedia_theory_2020, title = {Theory of change}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=Theory_of_change&oldid=954966865}, abstract = {Theory of Change (ToC) is a specific type of methodology for planning, participation, and evaluation that is used in companies, philanthropy, not-for-profit and government sectors to promote social change. Theory of Change defines long-term goals and then maps backward to identify necessary preconditions.Theory of Change explains the process of change by outlining causal linkages in an initiative, i.e., its shorter-term, intermediate, and longer-term outcomes. The identified changes are mapped – as the “outcomes pathway” – showing each outcome in logical relationship to all the others, as well as chronological flow. The links between outcomes are explained by “rationales” or statements of why one outcome is thought to be a prerequisite for another.The innovation of Theory of Change lies (1) in making the distinction between desired and actual outcomes and (2) in requiring stakeholders to model their desired outcomes before they decide on forms of intervention to achieve those outcomes. Theory of Change can begin at any stage of an initiative, depending on the intended use. A theory developed at the outset is best at informing the planning of an initiative. Having worked out a change model, practitioners can make more informed decisions about strategy and tactics. As monitoring and evaluation data become available, stakeholders can periodically refine the Theory of Change as the evidence indicates. A Theory of Change can be developed retrospectively by reading program documents, talking to stakeholders, and analyzing data. This is often done during evaluations reflecting what has worked or not in order to understand the past and plan for the future.}, language = {en}, urldate = {2020-05-27}, author = {Wikipedia}, month = may, year = {2020}, note = {Page Version ID: 954966865 KerkoCite.ItemAlsoKnownAs: 2129771:3S64R93U 2317526:F2DQTIDZ}, } @techreport{national_industrial_training_authority_valid_2020, address = {Nigeria}, title = {Valid {Training} {Providers} ({Nigeria})}, author = {National Industrial Training Authority}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8WGSFI32 2317526:G6NA4TXB}, } @article{noauthor_berufsbildungsgesetz_2020, title = {Berufsbildungsgesetz ({BBiG})}, language = {de}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Y4F5GQ4Y}, keywords = {\_\_C:filed:1}, pages = {66}, } @misc{noauthor_volkswagenstiftung_2020, title = {{VolkswagenStiftung}}, url = {https://www.volkswagenstiftung.de/en/foundation}, urldate = {2020-08-07}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M5WJ23TY}, } @misc{cotvet_accredited_2020, title = {Accredited {Institutions}}, url = {https://cotvet.gov.gh/accredited-institutions/}, language = {en-US}, urldate = {2020-07-13}, author = {{COTVET}}, year = {2020}, note = {Library Catalog: cotvet.gov.gh KerkoCite.ItemAlsoKnownAs: 2129771:C38EJT34}, } @incollection{hasler_appendix_2020, address = {Bonn, Germany}, title = {Appendix 1. {Annotated} bibliography}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/AQFVDKFE}, abstract = {This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843383}, doi = {10.5281/zenodo.4290634}, note = {ConceptDOI: 10.5281/zenodo.3843382 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843383 10.5281/zenodo.4290634 2129771:AQFVDKFE}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:aa1}, } @incollection{hasler_appendix_2020, address = {Bonn, Germany}, title = {Appendix 2. {Methodology} for the {Interviews} and {Structured} {Community} {Review}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/75QW3PXV}, abstract = {This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843385}, doi = {10.5281/zenodo.4290640}, note = {ConceptDOI: 10.5281/zenodo.3843384 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843385 10.5281/zenodo.4290640 2129771:75QW3PXV 2405685:L94YJ5L9}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:aa2}, } @incollection{hasler_appendix_2020, address = {Bonn, Germany}, title = {Appendix 3. {Results} of the {SCR}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/VB4ETU5N}, abstract = {This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843387}, doi = {10.5281/zenodo.4290643}, note = {ConceptDOI: 10.5281/zenodo.3843386 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843387 10.5281/zenodo.4290643 2129771:VB4ETU5N}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:aa3}, } @incollection{hasler_appendix_2020, address = {Bonn, Germany}, title = {Appendix 4. {Bibliography}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/D3CVDNNS}, abstract = {This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843389}, doi = {10.5281/zenodo.4290658}, note = {ConceptDOI: 10.5281/zenodo.3843388 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843389 10.5281/zenodo.4290658 2129771:D3CVDNNS}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:aa4}, } @incollection{hasler_appendix_2020, address = {Bonn, Germany}, title = {Appendix 5. {List} of {Additional} {Materials}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/ZDJEC4K7}, abstract = {This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843391}, doi = {10.5281/zenodo.4290661}, note = {ConceptDOI: 10.5281/zenodo.3843390 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843391 10.5281/zenodo.4290661 2129771:ZDJEC4K7}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:aa5}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 00. {Executive} {Summary}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/FHIKPI9S}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.4284052}, note = {ConceptDOI: 10.5281/zenodo.3843339 PreviousDOI: 10.5281/zenodo.3843340 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284052 2129771:FHIKPI9S}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a0}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 01. {Introduction}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/8S9JNUH5}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843342}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843342 2129771:8S9JNUH5}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a1}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 02. {Research} {Design}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/RJW8K8UD}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843344}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843344 2129771:RJW8K8UD 2405685:668NNBDZ}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a2}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 03. {Overview} of the {Discovered} {Literature}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/JW22URSA}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843346}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843346 2129771:JW22URSA}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a3}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 04. {Conception} and {Practice} of {TVET}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/NP9ACE9G}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.4284059}, note = {PreviousDOI: 10.5281/zenodo.3843348 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284059 2129771:NP9ACE9G}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a4}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 05. {TVET} {Actors}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/PUJKSC8I}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.4284062}, note = {PreviousDOI: 10.5281/zenodo.3843350 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284062 2129771:PUJKSC8I}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a5}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 06. {Themes}, {Perspectives} and {Current} {Debates} in {TVET} {Research}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/55F63GQP}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.4284063}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284063 2129771:55F63GQP}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a6}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 07. {Systematic} {Review} of {TVET} {Research}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/4DRTKGMG}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843354}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843354 2129771:4DRTKGMG}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a7}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 08. {Models} for {Designing}, {Developing} and {Delivering} {Berufsbildung}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/9PM7S9BZ}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.4284064}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284064 2129771:9PM7S9BZ}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a8}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 09. {Inclusion}-related {Challenges} and {Policies}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/MEW988CJ}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.4284065}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284065 2129771:MEW988CJ}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a9}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 10. {State} {Authorities} for {TVET} {Management}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/PZHTKC94}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843360}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843360 2129771:PZHTKC94}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a10}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 11. {Non}-state {TVET} {Providers}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/SPB2WZRW}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843362}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843362 2129771:SPB2WZRW}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a11}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 12. {National} {Standards} and {Regulations}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/KUEBHHU8}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843364}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843364 2129771:KUEBHHU8}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a12}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 13. {Challenges} to {Policy} {Implementation}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/97VB57CK}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.4284066}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284066 2129771:97VB57CK}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a13}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 14. {Research} {Interests} and {Topics} of the {SCR} {Participants}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/33X2BQBP}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843368}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843368 2129771:33X2BQBP}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a14}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 15. {Research} {Networks} and {Capacity} {Building}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/RWKJ3VZH}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, number = {Berufsbildung in SSA}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.4284067}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4284067 2129771:NR27A8MA 2129771:RWKJ3VZH 2317526:K5A3S7E5}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a15}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 16. {Conclusion}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/FQNVW8J3}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843372}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843372 2129771:FQNVW8J3}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:a16}, } @incollection{hasler_front_2020, address = {Bonn, Germany}, title = {Front matter}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/CY9UJ8FN}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CY9UJ8FN}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_publish, \_yl:a00}, } @book{hasler_technical_2020, address = {Bonn, Germany}, edition = {1}, title = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, copyright = {Creative Commons Attribution (CC BY 4.0)}, url = {https://docs.opendeved.net/lib/ZEDIHF57}, abstract = {This report provides an in-depth overview about the research on technical and vocational education and training (TVET) in Sub-Saharan Africa, to identify gaps in the research and provide the impetus for further research and the formation of international research networks in TVET in Sub-Saharan Africa. This report (in English) is an expanded and revised version of an earlier report, published in 2019 in German (https://lit.bibb.de/vufind/Record/DS-184013). The present report covers the research design (methodological approach) of the report; the quality and relevance of the publications found on TVET; the concept and practice of TVET; stakeholders in TVET research and their networks; topics, perspectives and current debates of TVET research; a systematic review of reliable studies on TVET in SS; models for the design, development and delivery of TVET; gender issues; key state actors; the importance of non-governmental actors in TVET; national standards, guidelines and quality frameworks; challenges that arise when implementing guidelines and political decisions; influencing institutional framework conditions; networks for research. The final chapter offers a summary and — based on this — directs our attention to possible future developments regarding TVET and TVET research. A number of appendices present additional information, such as an annotated bibliography, the full bibliography for the report, the methodology for the interviews and structured community review, and the results of the structured community review, as well as a list of additional materials for the report.}, language = {English}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.4288831}, note = {ConceptDOI: 10.5281/zenodo.3572896 PreviousDOI: 10.5281/zenodo.4264612 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4288831 2129771:6T8PJSXH 2129771:FQDQ7ANF 2129771:ZEDIHF57 2249382:MJH3TPY8 2317526:3VEFAZHH 2317526:D2LPMDJM 2317526:K5A3S7E5 2317526:XAXNF68P 2339240:RBJPBT76 2339240:UPENDI6T 2405685:FR3BLS9E 2405685:VK4LFJNF 2486141:H9THBFZU}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, Reviewed, \_\_\_duplicate\_item, \_bjoern\_cv, \_genre:LR-literature\_review, \_r:ImportedToMyEducationEvidence, \_yl:a}, } @book{hasler_technical_2020, address = {London, UK}, edition = {2}, title = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape} (updated version)}, copyright = {Creative Commons Attribution (CC BY 4.0)}, url = {https://docs.opendeved.net/lib/EHKG4JUL}, abstract = {This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57.}, language = {English}, publisher = {Open Development \& Education}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3970783}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3970783 2129771:EHKG4JUL}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, Reviewed}, } @misc{hasler_technical_2020, address = {Bonn, Germany}, title = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape} [{ZIP} {Archive}]}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/E79M555M}, abstract = {This is a zip archive of the InDesign Files for Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. DOI: 10.5281/zenodo.4264612. Available from https://docs.opendeved.net/lib/ZEDIHF57}, urldate = {2018-12-08}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, collaborator = {Haßler, Björn and McKee, Jamie}, year = {2020}, doi = {10.5281/zenodo.4343614}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4343614 2129771:E79M555M}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_yl:ac}, } @book{hasler_data_2020, address = {Bonn, Germany}, title = {Data {Log} — {Technical} and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, copyright = {Creative Commons Attribution (CC BY 4.0)}, language = {English}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Stock, Inka and Schaffer, Jens and Winkler, Enno and Kagambèga, Assèta and Haseloff, Gesine and Marsden, Melissa and Watson, Joe and Gordon, Rebecca and Damani, Kalifa and Khalayleh, Abdullah and McBurnie, Chris and Allier-Gagneur, Zoé and Adam, Taskeen}, year = {2020}, doi = {10.5281/zenodo.3976866}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3976866 2129771:DYNH5EWU}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, Reviewed, \_yl:ab}, } @techreport{hobler_stand_2020, address = {Dresden}, type = {{WSI} {Report}}, title = {Stand der {Gleichstellung} von {Frauen} und {Männern} in {Deutschland}}, number = {56}, author = {Hobler, Dietmar and Lott, Yvonne and Pfahl, Svenja and Buschoff, Karin}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EWIPMNQL 2317526:QX6X8SY3}, } @article{mcgrath_vocational_2020, title = {Vocational education and training for {African} development: a literature review}, url = {https://www.tandfonline.com/doi/full/10.1080/13636820.2019.1679969}, urldate = {2022-05-03}, journal = {Journal of Vocational Education \& Training}, author = {McGrath, Simon and Ramsarup, Presha and Zeelen, Jacques and Wedekind, Volker and Allais, Stephanie and Lotz-Sisitka, Heila}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E8GI9GPU 2486141:IMADTBDE}, } @techreport{hibb_berufliche_2019, address = {Hamburg}, title = {Berufliche {Hochschule} {Hamburg} soll 2021 starten}, institution = {Pressestelle des Senats}, author = {HIBB}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7UM57WZS 2317526:9H2D2BAX}, } @techreport{hasler_keyword_2019, title = {Keyword inventory for: {Berufsbildung} in {Sub}-{Sahara} {Afrika} - {Eine} systematische {Aufarbeitung} des {Forschungsstandes}}, copyright = {Creative Commons Attribution 4.0 International License (CC-BY)}, shorttitle = {Keyword inventory for}, url = {https://zenodo.org/record/3595604#.Xgp-Lsb7Qeo}, abstract = {Keyword inventory for the literature review described in: Haßler, B., Stock, I., Schaffer, J., Winkler, E., Kagambèga, A., Haseloff, G., Watson, J., Marsden, M., Gordon, R., Damani, K. (2019). Berufsbildung in Subsahara-Afrika: Eine systematische Aufarbeitung des Forschungsstandes. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. Creative-Commons-Lizenz CC BY 4.0. URN: urn:nbn:de:0035-vetrepository-775510 -9. VET Repository: https://lit.bibb.de/vufind/Record/DS-184013. Also available here: https://zenodo.org/record/3334690}, urldate = {2019-12-30}, institution = {Zenodo}, author = {Haßler, Björn}, month = nov, year = {2019}, doi = {10.5281/zenodo.3595604}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3595604 2129771:BIKE35W3}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:d}, } @inproceedings{hasler_technical_2019, title = {Technical and vocational education and training in sub-{Saharan} {Africa}: a comprehensive review of the current state of the research ({VETNET} @ {ECER})}, copyright = {Creative Commons Attribution 4.0 International License (CC-BY)}, shorttitle = {Technical and vocational education and training in sub-{Saharan} {Africa}}, url = {https://zenodo.org/record/3385078#.XgqCpcb7Qeo}, doi = {10.5281/zenodo.3385078}, abstract = {Research funded by Federal Ministry for Research and Education, Germany VETNET @ ECER, September 2019}, urldate = {2019-12-30}, author = {Haßler, Björn and Marsden, Melissa and Iseje, Fatuma and Deodonne, Kunwufine and Changilwa, Peter and Maseko, Vusi}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3385078 2129771:3V5L7IWH}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:j}, } @inproceedings{kigwilu_changilwa_technical_2019, title = {Technical and vocational education and training in sub-{Saharan} {Africa}: a comprehensive review of the current state of the research ({AfriTVET})}, copyright = {Creative Commons Attribution 4.0 International License (CC-BY)}, doi = {10.5281/zenodo.3976864}, abstract = {Research funded by Federal Ministry for Research and Education, Germany}, author = {Kigwilu Changilwa, Peter and Haßler, Björn and Marsden, Melissa and Watson, Joseph and Schaffer, Jens and Kagambega, Asseta and Iseje, Fatuma and Maseko, Vusi and Orji, Chibueze Tobias and Deodonne, Kunwufine and Amina, Idris and Ewnetu, Tamene and Ezekoye, Benadeth}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3976864 2129771:JCQQCLAY}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{powell_skills_2019, address = {Abingdon, Oxon; New York, NY: Routledge, 2019.}, edition = {1}, title = {Skills for {Human} {Development}: {Transforming} {Vocational} {Education} and {Training}}, isbn = {978-1-315-65759-2}, shorttitle = {Skills for {Human} {Development}}, url = {https://www.taylorfrancis.com/books/9781317328520}, language = {en}, urldate = {2020-02-01}, publisher = {Routledge}, author = {Powell, Lesley and McGrath, Simon}, month = mar, year = {2019}, doi = {10.4324/9781315657592}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9781315657592 2129771:X73RAZEW 2317526:J6XIBZVV}, } @misc{desjardins_mapped_2019, title = {Mapped: {The} {Median} {Age} of the {Population} on {Every} {Continent}}, shorttitle = {Mapped}, url = {https://www.visualcapitalist.com/mapped-the-median-age-of-every-continent/}, abstract = {This chart takes a look at the median age of every continent, while also breaking down the youngest and oldest countries in the world.}, language = {en-US}, urldate = {2020-08-01}, journal = {Visual Capitalist}, author = {Desjardins, Jeff}, month = feb, year = {2019}, note = {Library Catalog: www.visualcapitalist.com KerkoCite.ItemAlsoKnownAs: 2129771:7YXWCTBK}, } @article{abdelkarim_tvet_2019, series = {Article; {Early} {Access}}, title = {{TVET} in {Sudan}: government negligence, employers' response and challenges of reform under cluttered socio-economic conditions}, doi = {10.1080/14480220.2019.1690737}, 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.{\textbackslash}n}, journal = {INTERNATIONAL JOURNAL OF TRAINING RESEARCH}, author = {Abdelkarim, Abbas}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/14480220.2019.1690737 2129771:6F5SYGYU}, } @techreport{arias_skills_2019, title = {The {Skills} {Balancing} {Act} in {Sub}-{Saharan} {Africa}}, url = {http://documents.worldbank.org/curated/en/558991560840574354/pdf/The-Skills-Balancing-Act-in-Sub-Saharan-Africa-Investing-in-Skills-for-Productivity-Inclusivity-and-Adaptability.pdf}, language = {en}, institution = {World Bank}, author = {Arias, Omar and Evans, David K and Santos, Indhira}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5KJCRRXT 2317526:D4CEQB58}, } @techreport{bmbf_strategiepapier_2019, title = {Strategiepapier der {Bundesregierung} zur internationalen {Berufsbildungszusammenarbeit}}, url = {https://www.bmbf.de/files/137_19_Strategie_Bundesregierung.pdf}, language = {de}, institution = {Bundesministerium für Bildung und Forschung}, author = {BMBF}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DU25EIMR 2317526:LKAKGKF6}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CLL:de, publicImportV1}, } @article{bonzet_gender_2019, series = {Journal}, title = {Gender {Transformation} {Experiences} among {Women} {Leaders} in the {Western} {Cape} {TVET} {Sector}: {A} {Narrative} {Response}}, doi = {10.25159/1947-9417/3521}, abstract = {Leadership structures in Technical and Vocational Education and Training (TVET) colleges in South Africa face stark gender inequalities. Narratives of women currently in TVET leadership positions in the Western Cape province of South Africa might shed light on gender transformation in this sector. This article provides an insider perspective on 10 purposively selected respondents' shared experiences during their careers as women leaders through a narrative methodology. The data produced themes like family roles and a professional career balance, stages in becoming a leader, gender-related notions, leadership contexts, and strategies to manage gendered experiences. The analytical framework developed illustrates how these themes were reconciled with a structured method of narrative analysis, described as a problem-solution approach, analysing raw data for five elements of plot structure, namely characters, setting, problem, actions, and resolutions. Aligning the conceptual and analytical frameworks facilitated re-storying inside a plot-structured narrative. The results reported gender transformation progress regarding the career progression of women leaders. Conversely, progress concerning gender stereotyping and men-to-women and women-to-women discrimination was unsatisfactory, causing some respondents to abandon leadership ambitions. Although the small sample size precludes any claim to generalisability, the reported narratives serve as a guideline in addressing all-inclusive gender transformation in TVET college leadership.{\textbackslash}n}, journal = {EDUCATION AS CHANGE}, author = {Bonzet, Rene and Frick, Beatrice Liezel}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.25159/1947-9417/3521 2129771:3F83QAIX 2129771:45Z5DMCB 2129771:MV77VZP5 2129771:V8JUJ3N7}, } @misc{hasler_berufsbildung_2019, address = {Bonn, Germany}, title = {Berufsbildung in {Sub}-{Sahara} {Afrika}: {Stand} der {Forschung} [{ZIP} {Archive}]}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/W2J4EDN4}, abstract = {This is a zip archive of the InDesign Files for Haßler, B., Stock, I., Schaffer, J., Winkler, E., Kagambèga, A., Haseloff, G., Marsden, M., Watson, J., Gordon, R., \& Damani, K. (2019). Berufsbildung in Sub-Sahara Afrika: Stand der Forschung (Berufsbildung in SSA). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3334690 Available from: https://docs.opendeved.net/lib/GEELRK57}, urldate = {2018-12-08}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, collaborator = {Haßler, Björn and McKee, Jamie}, year = {2019}, doi = {10.5281/zenodo.4118567}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4118567 2129771:W2J4EDN4}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_yl:e}, } @book{hasler_berufsbildung_2019, address = {Bonn, Germany}, edition = {1}, title = {Berufsbildung in {Sub}-{Sahara} {Afrika}: {Stand} der {Forschung}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, shorttitle = {Berufsbildung in {Subsahara}-{Afrika}}, url = {https://lit.bibb.de/vufind/Record/DS-184013}, language = {German}, urldate = {2018-12-08}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Stock, Inka and Schaffer, Jens and Winkler, Enno and Kagambèga, Assèta and Haseloff, Gesine and Marsden, Melissa and Watson, Joe and Gordon, Rebecca and Damani, Kalifa}, year = {2019}, doi = {10.5281/zenodo.3334690}, note = {urn:nbn:de:0035-vetrepository-775510-9 EdTechHub.Source: 2405685:6QK46DKT KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3334690 2129771:GEELRK57 2129771:QLAUVQG6 2129771:U6V9QXYU 2129771:VEJS2VAF 2249382:MJH3TPY8 2317526:XAXNF68P 2339240:GVETNP2S 2339240:RBJPBT76 2405685:6QK46DKT 2405685:946X9BZX}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:c}, } @techreport{joseph_gender_2019, type = {Working {Paper}}, title = {Gender differential effects of technical and vocational training: {Empirical} evidence for {Tanzania}}, copyright = {http://www.econstor.eu/dspace/Nutzungsbedingungen}, shorttitle = {Gender differential effects of technical and vocational training}, url = {https://www.econstor.eu/handle/10419/210855}, abstract = {This paper investigates the gender differential effect of technical and vocational educational and training (TVET) in Tanzania using data from the 2014 Integrated Labour Force Survey (ILFS). The multinomial logit model results for employment mobility show that TVET training significantly improves males as well as females chances of entering into formal employment while at the same reduces their probability of working in informal, agriculture or being unemployed. The effects are much higher for females relatively to males almost for all categories of education and training. The results further show that though the TVET training increases males as well as females earnings significantly, though the returns to TVET are substantially higher and statistically significant for females than males. The decomposed gender earnings gap using Oaxaca and Blinder (1973) decomposition technique reveal there is a significant gender earning gap in Tanzania, where males tends to earn significantly higher income by 58 percent than females. Clearly, two implications come out here: one, as TVET and general education increases the probability of females more than males to be in the formal employment, investing in girls skills training and education will address the problem of rising youth unemployment and formalize the economy. Two, as returns to TVET and general education is substantially high for females than males, investing in girls' skills skills training and education will address the problem of rising inequality and by extension the higher level of poverty rate in the country.}, language = {eng}, number = {19/04}, urldate = {2020-08-09}, institution = {CREDIT Research Paper}, author = {Joseph, Cornel and Leyaro, Vincent}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4WK3ZULS 2129771:BVXCD7FA 2129771:ZTK5SIQB}, keywords = {⛔ No DOI found}, } @article{kintu_exploration_2019, title = {An {Exploration} of {Strategies} for {Facilitating} {Graduates}’ {Transition} to the {World} of {Work}: {A} {Case} of {Technical}, {Vocational} {Education} and {Training} {Graduates} in {Uganda}}, volume = {5}, issn = {2469-8180}, shorttitle = {An {Exploration} of {Strategies} for {Facilitating} {Graduates}’ {Transition} to the {World} of {Work}}, url = {http://www.sciencepublishinggroup.com/journal/paperinfo?journalid=372&doi=10.11648/j.ijvetr.20190501.11}, doi = {10.11648/j.ijvetr.20190501.11}, language = {en}, number = {1}, urldate = {2020-02-02}, journal = {International Journal of Vocational Education and Training Research}, author = {Kintu, Denis}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.11648/j.ijvetr.20190501.11 2129771:PGAGF5GK 2317526:8ZMMLIMR}, } @book{mcgrath_handbook_2019, title = {Handbook of {Vocational} {Education} and {Training} : {Developments} in the {Changing} {World} of {Work}}, isbn = {978-3-319-94531-6}, shorttitle = {Handbook of {Vocational} {Education} and {Training}}, url = {https://www.springer.com/gp/book/9783319945316}, abstract = {This handbook brings together and promotes research on the area of vocational education and training (VET). It analyzes current and future economic and labor market trends and relates these to likely implications for vocational education and training. It questions how VET engages with the growing power of human development approaches and with the sustainable development agenda. Equity and inclusion are discussed in a range of ways by the authors and the consideration of the construction of these terms is an important element of the handbook. It further addresses both the overall notion of system reform, at different scales, and what is known about particular technologies of systems reform across a variety of settings. Vocational learning and VET teacher/trainer education are discussed from a comparative perspective. National and comparative experiences are also shared on questions of equity and efficiency in funding in terms of those that fund and are funded, and for a range of funding methodologies. As well as reviewing existing gaps, this handbook is looking forward in identifying promising new directions in research and environment.Areas covered:The Changing World of Work {\textbar} Editors: Margarita Pavlova and Salim AkoojeeSkills for Sustainable Human Development {\textbar} Editor: Lesley PowellPlanning and Reforming Skills Systems {\textbar} Editor: Robert PalmerPrivate Training Markets {\textbar} Editors: Michael Gessler, Larissa Freund and Susanne PetersVocational Learning {\textbar} Editors: Karen Evans and Natasha KershCompetence and Excellence {\textbar} Editor: Kirby BarrickMeasuring Learning and Instructional Performance {\textbar} Editor: Esther WintherSupporting Learners {\textbar} Editor: Joy PapierVET Teacher/Trainer Education {\textbar} Editor: Volker Wedekind}, language = {en}, urldate = {2019-07-14}, publisher = {Springer International Publishing}, editor = {McGrath, Simon and Mulder, Martin and Papier, Joy and Suart, Rebecca}, year = {2019}, note = {zotzenLib.CopiedFrom: 2317526:FJCUUSAE KerkoCite.ItemAlsoKnownAs: 2129771:U8WCR42W 2317526:FJCUUSAE}, } @misc{nigerias_entreprise_institutions_and_education_role_2019, title = {Role of {IEIs}}, url = {http://www.innovationenterpriseinstitutes.com/role.php}, urldate = {2020-08-05}, author = {Nigeria's Entreprise Institutions {and} Education}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z477VLHR}, } @misc{unesco-unevoc_tvet_2019, title = {{TVET} {Country} {Profile}: {Nigeria}}, url = {https://unevoc.unesco.org/wtdb/worldtvetdatabase_nga_en.pdf}, urldate = {2020-08-05}, author = {UNESCO-UNEVOC}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3IVK2EC7}, } @article{zinn_analysing_2019, title = {Analysing training needs of {TVET} teachers in {South} {Africa}. {An} empirical study}, doi = {10.13152/IJRVET.6.2.4}, abstract = {Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions. Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted. Findings: The classification of the results is conducted in line with the conditions defined by Phillips and Ochs regarding policy transfers. The following can thus be observed through the bilateral relationship between Germany and South Africa: (1) The Guiding Philosophy of the educational system is characterised by societal and political power structures. This is evident in an analysis of approved reforms within the last two decades. (2) The desired effects of “Ambitions Goals” have thus far not taken hold. Nonetheless, there is a willingness to enact reforms to continue developing vocational education, including the training and further education of lecturers that must be noted. Minimum requirements regarding lecturers’ basic qualifications have been formulated, which one in five vocational lecturers in South Africa currently cannot fulfil. (3) The Strategies formulated to implement training methods face the main problem of difficulty in implementation in colleges. (4) The Enabling Structures, i.e. the education-management-system as well as the financial and personnel support of the educational system, are widely perceived by lecturers as unsupportive, ineffective and discriminatory. This is observed, for example, when looking at the equipment used, teachers’ salaries, classroom sizes as well as the mentorship programme and further training opportunities. (5) Processes: a discrepancy exists on the level of the lecturers and the central need for further training regarding modern technologies, especially those used by foreign firms in their production in South Africa. (6) The results of the conducted study document a high variation of qualifications among TVET lecturers when it examines their teaching Techniques. Conclusions: Overall, the empirical results of the study reveal a complex structure with respect to the requirements for further training of TVET lecturers, describe central needs for further training of lecturers and deliver connectable knowledge for both the practical educational advancement of lecturer training and further education training, as well as for research in the context of the internationalisation of vocational training in South Africa.}, journal = {International Journal for Research in Vocational Education and Training}, author = {Zinn, Bernd and Raisch, Kevin and Reimann, Jennifer}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.13152/IJRVET.6.2.4 2129771:JW7R2TV6 2129771:TFSAE8MD}, } @article{bijl_work-integrated_2018, title = {Work-integrated learning for {TVET} lecturers: {Articulating} industry and college practices}, volume = {1}, shorttitle = {Work-integrated learning for {TVET} lecturers}, url = {http://www.epubs.ac.za/index.php/JOVACET/article/view/307}, language = {en}, number = {1}, urldate = {2019-02-07}, journal = {Journal of Vocational, Adult and Continuing Education and Training}, author = {Bijl, André van der and Taylor, Vanessa}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UVFWWSSX 2317526:CCAQJSZP}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:LOW, -RRQ:M:final, C:South Africa, RRQ:other, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @incollection{lauterbach_schritte_2018, address = {Bielefeld}, edition = {3. aktual. u. erw.}, title = {Die {Schritte} zu einer internationalen und international vergleichenden {Berufsbildungsforschung}}, isbn = {978-3-8252-5078-2}, abstract = {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 Entwicklungsvorhaben – Modellversuche und Pilotprojekte eingeschlossen – ein wichtiges Werkzeug dar.Die Artikel der insgesamt 119 Autorinnen und Autoren sind wie folgt gegliedert:1. Kapitel – Genese der Berufsbildungsforschung2. Kapitel – Berufsbildungsplanung und Berufsbildungspraxis3. Kapitel – Felder der Berufsbildungsforschung4. Kapitel – Fallbeispiele: Berufsbildungsforschung5. Kapitel – Forschungsmethoden}, language = {Deutsch}, booktitle = {Handbuch {Berufsbildungsforschung}}, publisher = {UTB}, author = {Lauterbach, Uwe}, editor = {Rauner, Felix and Grollmann, Philipp}, month = aug, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:JGF73ALN}, pages = {52}, } @book{rauner_handbuch_2018, address = {Bielefeld}, edition = {3. aktual. u. erw.}, title = {Handbuch {Berufsbildungsforschung}}, isbn = {978-3-8252-5078-2}, abstract = {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 Entwicklungsvorhaben – Modellversuche und Pilotprojekte eingeschlossen – ein wichtiges Werkzeug dar.Die Artikel der insgesamt 119 Autorinnen und Autoren sind wie folgt gegliedert:1. Kapitel – Genese der Berufsbildungsforschung2. Kapitel – Berufsbildungsplanung und Berufsbildungspraxis3. Kapitel – Felder der Berufsbildungsforschung4. Kapitel – Fallbeispiele: Berufsbildungsforschung5. Kapitel – Forschungsmethoden}, language = {Deutsch}, publisher = {UTB}, author = {Rauner, Felix and Grollmann, Philipp}, month = aug, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:E5JWMKXR}, } @misc{cnbc_drone_2018, title = {Drone {Delivery} {Start}-{Up} {Zipline} {Beats} {Amazon}, {UPS} {And} {FedEx} {To} {The} {Punch}}, url = {https://www.youtube.com/watch?v=FeSCEalMOL8}, urldate = {2019-01-07}, author = {{CNBC}}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IUHLL78J 2249382:AUF5INXK 2317526:AAMZIGGT}, } @article{everingham_addressing_2018, title = {Addressing the challenge of scholarship and industry currency in vocational education: a pilot}, volume = {16}, issn = {1448-0220}, shorttitle = {Addressing the challenge of scholarship and industry currency in vocational education}, url = {https://doi.org/10.1080/14480220.2017.1403946}, doi = {10.1080/14480220.2017.1403946}, abstract = {This paper explores a pilot project in which three VET teachers in an Australian dual-sector university trialled a scholarship framework by undertaking a small ethnographic inquiry into current practices in their respective industries. The framework defined a method for engaging with industry while simultaneously developing VET teacher capability in scholarly practice. The teachers were asked to reflect on their experience of engaging in a scholarly project and how new knowledge has been incorporated into their teaching and curriculum design. The reflections were analysed using the indicators of scholarly quality from the self-same framework, and the key enabling factors and benefits were identified. The claimed success of the pilot is traced primarily to having a framework that provided a logical guide for the planning and execution of the projects and institutional support in the form of mentoring and paid time release.}, number = {1}, urldate = {2018-08-13}, journal = {International Journal of Training Research}, author = {Everingham, Nancy and McLean, David and Mancini, Jane and Mitton, Amber and Williams, Melanie}, month = jan, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/14480220.2017.1403946 10/gf62kf 2129771:47SF9F3P 2317526:GAPYPAGG DOI-10.1080/14480220.2017.1403946}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:Australia, CLL:en, Vocational currency, industry currency, publicImportV1, scholarly practice, scholarship}, pages = {83--97}, } @article{white_theory-based_2018, title = {Theory-based systematic reviews}, volume = {10}, issn = {1943-9342}, url = {https://doi.org/10.1080/19439342.2018.1439078}, doi = {10.1080/19439342.2018.1439078}, abstract = {It has been common to say that studies should address not just the question of what works, but also how, where, for whom and at what cost? A unifying framework for such an approach is the theory of change. This paper lays out an approach for using such a theory-based approach to systematic reviews, discussing issues which arise in mixed-methods causal chain analysis. I illustrate the funnel of attrition which is a heuristic device to understand why effect sizes are lower at the higher reaches of the causal chain, including why participation is less than usually expected. Examples are given from the international development sector.}, number = {1}, urldate = {2018-05-17}, journal = {Journal of Development Effectiveness}, author = {White, Howard}, month = jan, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2018.1439078 10/gf4jqh 2129771:TZ45P7Q4 2317526:NZADPF4K}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CLL:en, Systematic reviews, causal chain analysis, impact evaluation, publicImportV1, theory-based approach}, pages = {17--38}, } @misc{noauthor_seminaire_2018, title = {Séminaire sur l’employabilité des diplômés organisé par la {CITEF}}, url = {https://www.auf.org/nouvelles/agenda/seminaire-lemployabilite-diplomes-organise-citef-mai-2018/}, language = {fr-CA}, urldate = {2020-02-02}, journal = {AUF}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TUU3UEVD 2317526:ZL4JGX4R}, } @article{achandi_womens_2018, title = {Women's access to agricultural technologies in rice production and processing hubs: {A} comparative analysis of {Ethiopia}, {Madagascar} and {Tanzania}}, doi = {10.1016/j.jrurstud.2018.03.011}, abstract = {© 2018 Elsevier Ltd This study presents results from a farmer survey conducted with 560 rice farmers from 27 villages spread over five hubs (concentration areas of rice production and processing) in three different countries in Eastern Africa (Ethiopia, Tanzania and Madagascar). The main research objective was to assess women's access to rice technologies and constraints to adoption of technologies. Constraints were analyzed over five different categories: (1) institutional (2) access to agricultural inputs, (3) technology-contextual, (4) household and socio-cultural and (5) extension. Key providers of extension were public (government), Non-Governmental Organizations (NGOs) and international organizations. Our study identifies that the overarching constraints to technology adoption are institutional and cultural impediments and related to the mode of delivery of extension services. Furthermore, the Focus Group Discussions (FGD) with the women, revealed that empowerment of women in decision making at the household level can enhance women's access and engagement in better farming practices suggested under extension advisory services. This is specifically true where women are able to overcome the hurdles of acquisition of extension training and access to the improved technologies.}, language = {en}, journal = {Journal of Rural Studies}, author = {Achandi, Esther L. and Mujawamariya, Gaudiose and Agboh-Noameshie, Afiavi R. and Gebremariam, Shewaye and Rahalivavololona, Njaka and Rodenburg, Jonne and Rahalivavololona, Njaka and Rodenburg, Jonne and Rodenburg, Jonne}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jrurstud.2018.03.011 10/gf62jz 2129771:7UPXJXRQ 2317526:HEL4WL56}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:eastern Africa, C:Ethiopia, C:Madagascar, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:access, F:women, P:agricultural, P:culture, P:production, P:services, P:technology, R:focus groups, R:survey, T:Training, \_\_C:filed:1, publicImportV1}, } @article{agufana_assessment_2018, title = {Assessment of {Perceived} {Ease} of {Use} and {Instructional} {Use} of {ICT} by {Lecturers} in {Technical} {Training} {Institutions} in {Kenya}}, url = {http://repository.mut.ac.ke:8080/xmlui/handle/123456789/3028}, abstract = {In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational Institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Ease of Use and instructional use of ICT by Lecturers in Technical Training Institutions in Kenya. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training Institutions in Kenya. Data were collected using questionnaires. The quantitative data obtained from the administrated questionnaires were analyzed using descriptive statistics. The findings indicated that use of ICT by lecturers’ is perceived to greatly improve instruction. The study recommends that lecturers be encouraged to use ICT for instructional purposes because it greatly improves the passage of instruction.}, language = {en}, journal = {African Journal of Education, Science and Technology}, author = {Agufana, PB and Too, JK and Mukwa, CW}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:89J6L33G 2317526:ZRG8DS9N}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, C:Kenya, C:Rwanda, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:assessment, F:attitude, P:culture, P:school teacher, Q:ICT, Q:lifelong learning, Q:open learning, T:TVET, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @incollection{assignon_why_2018, address = {Cham}, title = {Why the {TVET} {System} of {French}-{Speaking} {African} {Countries} is {Not} {Able} to {Produce} a {Highly} {Qualified} and {Operational} {Man} {Power}? {A} {Comparison} with {Canadian} {Community} {Colleges}}, isbn = {978-3-319-50910-5 978-3-319-50911-2}, shorttitle = {Why the {TVET} {System} of {French}-{Speaking} {African} {Countries} is {Not} {Able} to {Produce} a {Highly} {Qualified} and {Operational} {Man} {Power}?}, url = {http://link.springer.com/10.1007/978-3-319-50911-2_12}, abstract = {Most of the French-speaking African countries gained political independence in the 1960s. Since then, the Technical and Vocational Education and Training (TVET) system inherited from France has not allowed them to develop their economies. Moreover, in these countries, there are many new building projects that need highly qualified workers, and due to the problems with the TVET system, they cannot hire the needed workers locally. This chapter analyzes why for over 50 years, these countries are unable to provide their economies with effective manpower with professional and operational abilities that can function to attract investors and why the system produces so many unemployed graduates. To answer these questions, this chapter will first analyze the TVET system in West African Economic and Monetary Union (WAEMU) countries, Benin, Burkina Faso, Guinea-Bissau, Ivory Coast, Mali, Niger, Senegal, and Togo to then compare it with Canadian Community Colleges. The comparison is made because there are strong similarities between the Francophone African economies and the Canadian economy, both of which are based essentially on small and medium enterprises.}, language = {en}, urldate = {2018-09-23}, booktitle = {Handbook of {Comparative} {Studies} on {Community} {Colleges} and {Global} {Counterparts}}, publisher = {Springer International Publishing}, author = {Assignon, Efia R.}, editor = {Latiner Raby, Rosalind and Valeau, Edward J.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2MET3DD3 2317526:46K7AD9E}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, CLL:en, publicImportV1}, pages = {309--329}, } @article{ayentimi_skilled_2018, title = {Skilled labour shortage: a qualitative study of {Ghana}’s training and apprenticeship system}, volume = {21}, issn = {1367-8868, 1469-8374}, shorttitle = {Skilled labour shortage}, url = {https://www.tandfonline.com/doi/full/10.1080/13678868.2018.1447881}, doi = {10.1080/13678868.2018.1447881}, abstract = {The impacts of training and apprenticeship education towards building high-level technical and vocational skills that support human capital development and attracting foreign direct investment are being reshaped by global competition. This article draws on human capital theory to report on a qualitative study that explores skilled labour challenges within Ghana’s training and apprenticeship system through the lens of the demand side of employment perspective. The findings point to a training mismatch, lack of regulations and ineffective apprenticeship programmes, underinvestment in education and training, and outdated training programmes. The bottlenecks in the supply of skilled labour in Ghana are hampering the firms’ ability to find skilled labour across industries. We suggest improved social partnership between industries and training institutions, with increased government investment in training and apprenticeship programmes, as a way forward to address the technical and vocational skilled labour supply bottlenecks. Wider implications for the African region which shares similar developing contexts are discussed.}, language = {en}, number = {5}, journal = {Human Resource Development International}, author = {Ayentimi, Desmond Tutu and Burgess, John and Dayaram, Kantha}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13678868.2018.1447881 10/gf62j4 2129771:7CCEGI9P 2129771:VR5IUN53 2317526:77W3HCTM LOCAL-SCOPUS\_ID:85044955362}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CCZ:Ghana, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:developing context, F:regulation, P:social, R:impact, R:qualitative, T:Lehrlingsausbildung, T:Training, T:vocational skills, Z:Skilled labour shortages, Z:social partnership, Z:training and apprenticeship systems, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1}, pages = {406--424}, } @article{bolarina_prospects_2018, title = {Prospects, {Issues} and {Challenges} of {Technical} and {Vocational} {Education} and {Training} ({TVET}) in {Revamping} {Nigeria}'s {Depressed} {Economy}}, volume = {4}, url = {http://www.eajournals.org/wp-content/uploads/Prospects-Issues-and-Challenges-of-Technical-and-Vocational-Education-and-Training-TVET-In-Revamping-Nigeria-Depressed-Economy.pdf}, abstract = {Nigeria aspires to become a major player in the world economy in line with her Vision 20-2020. To achieve this ambitious goal, the most crucial vehicle apart from power and infrastructure, is a skilled and competent workforce. This is necessary for the effective implementation of national development projects and for attracting necessary international investment by hi-tech industries. (NBTE, 2011). Technical and Vocational Education and Training (TVET) is used as a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life (UNESCO and ILO 2001) In addition to technical knowledge and aptitude, TVET is also concerned with softer skills like communication, negotiation and teamwork. It is dispensed in public and private educational establishments or other forms of formal or informal instructor aimed at granting all segments of the society access to lifelong resources.}, language = {en}, number = {1}, journal = {International Journal of Vocational and Technical Education Research}, author = {Bolarina, Fehintola Fatimoh Bintu and Akinyele, Temitayo Abosede}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RCZXNRUT 2317526:V85JMU8R UTI-8A876AB1-4639-3E89-A9AA-2B55532EA115}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:West Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, Q:higher education, T:CTE, T:OE, T:PVE, T:TVET, T:career, T:occupational education, T:professional and vocational education, publicImportV1, ⛔ No DOI found}, pages = {1--18}, } @article{chelagat_school_2018, title = {School {Policies} as a {Determinant} for {Selection} of {Home} {Science} {Subject}: {The} {Belvedere} of the {Kenyan} {Secondary} {School}}, volume = {4}, shorttitle = {School {Policies} as a {Determinant} for {Selection} of {Home} {Science} {Subject}}, url = {http://www.ajest.info/index.php/ajest/article/view/10}, abstract = {Home Science is a subject that facilitates acquisition of knowledge, skills and attitudes meant to improve lives of everyone yet very few students choose to pursue it in secondary school. This study sought to establish the influence of school policies on enrolment in Home Science subject in secondary school in 3 Sub-Counties of Elgeyo Marakwet County. It was guided by the following specific objectives: to identify the various school policies on subject selection in secondary schools in Elgeyo Marakwet County and to investigate how school policies on subject selection influenced enrolment of Home Science in secondary schools. The research design adopted was a descriptive survey. Purposive sampling technique was used to select all the six (6) county secondary schools offering Home Science subject at Kenya Certificate of Secondary Education (KCSE) level. This was to ensure a homogenous group for the study with the aim of curbing extraneous variables. Six (6) Home Science teachers were also purposively selected together with the six (6) Principals of all the purposively sampled county secondary schools. This study had a total of twelve (12) respondents. Data from the Home Science teachers was collected using questionnaires and interview schedules were used to collect data from the Principals. The sample size was deemed adequate due to their respective positions in the sampled schools. Data was analyzed descriptively. The study established that most schools did not have policies thus low enrolment in Home Science subject. Also, schools had streaming practices with a class being set specifically for Home Science thus limiting number of students choosing the subject. The study recommends that Home Science related professionals should market the subject through career talks and curriculum developers should review the curriculum for the sake of re-introducing the Home Science subject at primary school for learners to have prior knowledge to undertake the subject at Secondary school. These interventions will increase student enrolment in Home Science subject.}, language = {en-US}, number = {2}, urldate = {2020-02-02}, journal = {African Journal of Education,Science and Technology}, author = {Chelagat, Abigael and Kitainge, Kisilu and Were, Gertrude}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EGRWP5NR 2317526:GW4ZDA8S}, keywords = {⛔ No DOI found}, } @article{couper_curriculum_2018, title = {Curriculum and training needs of mid-level health workers in {Africa}: {A} situational review from {Kenya}, {Nigeria}, {South} {Africa} and {Uganda}}, doi = {10.1186/s12913-018-3362-9}, abstract = {© 2018 The Author(s). Background: Africa's health systems rely on services provided by mid-level health workers (MLWs). Investment in their training is worthwhile since they are more likely to be retained in underserved areas, require shorter training courses and are less dependent on technology and investigations in their clinical practice than physicians. Their training programs and curricula need up-dating to be relevant to their practice and to reflect advances in health professional education. This study was conducted to review the training and curricula of MLWs in Kenya, Nigeria, South Africa and Uganda, to ascertain areas for improvement. Methods: Key informants from professional associations, regulatory bodies, training institutions, labour organisations and government ministries were interviewed in each country. Policy documents and training curricula were reviewed for relevant content. Feedback was provided through stakeholder and participant meetings and comments recorded. 421 District managers and 975 MLWs from urban and rural government district health facilities completed self-administered questionnaires regarding MLW training and performance. Results: Qualitative data indicated commonalities in scope of practice and in training programs across the four countries, with a focus on basic diagnosis and medical treatment. Older programs tended to be more didactic in their training approach and were often lacking in resources. Significant concerns regarding skills gaps and quality of training were raised. Nevertheless, quantitative data showed that most MLWs felt their basic training was adequate for the work they do. MLWs and district managers indicated that training methods needed updating with additional skills offered. MLWs wanted their training to include more problem-solving approaches and practical procedures that could be life-saving. Conclusions: MLWs are essential frontline workers in health services, not just a stop-gap. In Kenya, Nigeria and Uganda, their important role is appreciated by health service managers. At the same time, significant deficiencies in training program content and educational methodologies exist in these countries, whereas programs in South Africa appear to have benefited from their more recent origin. Improvements to training and curricula, based on international educational developments as well as the local burden of disease, will enable them to function with greater effectiveness and contribute to better quality care and outcomes.}, language = {en}, journal = {BMC Health Services Research}, author = {Couper, Ian and Couper, Ian and Ray, Sunanda and Ray, Sunanda and Blaauw, Duane and Ng'Wena, Gideon and Muchiri, Lucy and Oyungu, Eren and Omigbodun, Akinyinka and Omigbodun, Akinyinka and Morhason-Bello, Imran and Ibingira, Charles and Tumwine, James and Conco, Daphney and Fonn, Sharon}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12913-018-3362-9 10/gdw4tb 2129771:6QH2RT5L 2317526:KXPW6NSD}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, AA:Africa, C:Kenya, C:Nigeria, C:South Africa, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:Improvement, F:curriculum, F:ministry, F:outcomes, F:pedagogy, F:policy, P:health, P:media, P:services, P:technology, R:interview, R:qualitative, R:quantitative, R:questionnaire, T:TVET, T:Training, T:training needs, Z:Curricula, Z:Educational models, Z:Healthcare providers, Z:Healthcare workers, Z:Mid-level workers, Z:Primary healthcare, Z:Quality of healthcare, \_C:Uganda UGA, publicImportV1}, } @misc{dit_uganda_skills_2018, title = {Skills {Training} \& {Certification} for {Refugees} in {Uganda}}, url = {https://www.youtube.com/watch?v=CXzqBDy9dFE&feature=youtu.be}, abstract = {Skills Training \& Certification for Refugees in Uganda}, urldate = {2020-05-27}, author = {DIT Uganda}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WNHI7AW7 2317526:QAJFVDDB}, } @article{dulandas_description_2018, title = {A description of the self-perceived educational needs of emergency nurses in {Durban}, {KwaZulu}-{Natal}, {South} {Africa}}, doi = {10.1016/j.afjem.2018.03.001}, abstract = {© 2018 African Federation for Emergency Medicine Introduction: Emergency nurses are usually the first to interact with critically ill patients and victims of violence and injuries, and require advanced skills and knowledge to manage such patients. Inadequate training prevents nurses from providing optimal emergency care, and it is important to investigate if there are any skills and competencies lacking in these emergency nurses. We sought to describe the self-perceived educational needs of emergency nurses in Durban, South Africa. Methods: A descriptive quantitative survey was conducted with nurses working in four emergency centres (two state, and two privately funded hospitals) in Durban, South Africa. Results: The survey questionnaire was distributed with a response rate of 79\% (n = 128). Almost half the respondents (48\%, n = 61) scored less than the mean score of 29, thus indicating lower competency levels. The majority of respondents (67\%, n = 85) perceived themselves as highly competent in basic skills (e.g. assess breathing, administer oxygen, assess circulation). Less than half the respondents (45\%, n = 57) perceived themselves as highly competent in the intermediate skills (e.g. control haemorrhage, assist with endotracheal intubation, manage shock). A large number of respondents (46\%, n = 59) perceived themselves as least competent in advanced skills (e.g. defibrillation/cardioversion, interpreting an echocardiogram [ECG]). The mean score obtained for educational need was 100, thus reflecting a high educational need, and more than half the respondents (62\%, n = 79) scored higher than the mean score of 100 for educational needs. The lowest score was 41. Thirty percent (n = 38) of the respondents scored 117, indicating educational needs for all the competencies listed. Overall, 72\% (n = 92) agreed that emergency education was a need. Discussion: The study emphasises the need for support systems for educational development of emergency nurses. Further training in specific skills and competencies may enhance emergency care provided. There is a growing need for ongoing educational development of emergency nurses in South Africa.}, language = {en}, journal = {African Journal of Emergency Medicine}, author = {Dulandas, Reka and Brysiewicz, Petra}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.afjem.2018.03.001 10/gf62nv 2129771:RG8A9AFE 2317526:PYTR6KRL}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CCZ:South Africa, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:R, CT:T, P:media, P:nurse, R:quantitative, R:questionnaire, R:survey, T:Training, Z:Competency needs, Z:Educational needs, Z:Emergency nurses, \_C:Australia AUS, \_C:Botswana BWA, \_C:Ghana GHA, \_C:Pakistan PAK, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @article{dzisi_entrepreneurship_2018, title = {Entrepreneurship training and skills development in {Africa}: {Evidence} from {Koforidua} {Technical} {University}, {Ghana}}, doi = {10.1504/ijebr.2018.092154}, abstract = {Copyright © 2018 Inderscience Enterprises Ltd. The significant role entrepreneurial training plays in the success of entrepreneurs has been touted in the literature. This paper explores the idea of practical entrepreneurship training and skills development among African students. The primary objective is to establish the extent to which acquisition of practical entrepreneurial training in addition to the students’ course of study is beneficial to them. The findings revealed that practical entrepreneurial training is new to students in Ghana. The few students who are exposed to practical entrepreneurial training have acquired entrepreneurial skills and knowledge, and this enabled them to set up their own businesses. The findings of this study have implications on growth and development of the economies Africa by creating new and innovative jobs to subsequently and significantly decrease unemployment. The study recommends that tertiary institutions should have entrepreneurial centre for practical sessions.}, language = {en}, journal = {International Journal of Economics and Business Research}, author = {Dzisi, Smile and Odoom, Franklin Dodzi and Gligah, Bernice}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1504/ijebr.2018.092154 10/gf62nw 2129771:99834DNJ 2317526:YQJTXMQD}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, AA:Africa, CA:AandC, CCZ:Ghana, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:T, P:economy, T:Training, Z:Education, Z:Entrepreneurial skills, Z:Entrepreneurs, Z:Innovation, Z:Practical sessions, Z:Students, Z:Training, \_C:Ghana GHA, publicImportV1}, } @book{galguera_globalization_2018, title = {Globalization, {Mass} {Education} and {Technical} and {Vocational} {Education} and {Training}}, url = {https://link.springer.com/content/pdf/10.1007/978-3-319-91107-6.pdf}, abstract = {This book assesses the influence of the international organization UNESCO on the development of national Technical and Vocational Education and Training (TVET) systems in the Southern African Community Region (SADC), focusing particularly on Botswana and Namibia. Designed around UNESCO’s Better Education for Africa’s Rise (BEAR) project, the study is an excellent example of applied policy research. Analysis is from the perspective of key stakeholders including UNESCO headquarters and field offices, Ministries of Education and of Labor, employers and employees, education and training institutions, international partners and more. Both qualitative and quantitative evidence are used to provide a comparative overview, and the author also reveals the current state of data on skills. Readers will discover common goals and challenges across the nations but also a common lack of action to measure the impact and influence that UNESCO’s programs have had at a national level, prior to this study. Were the newly implemented educational policies successful or not? If the public policies failed, why was that? These chapters shed light on such questions and how UNESCO's contribution influenced the national development processes, in the context of globalization processes and trends of global mass education. The book has much to offer for both scholars and those working in UN agencies or national governments who seek to develop education systems and better link them to the world of work.}, language = {en}, author = {Galguera, MP}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HHSFUZBU 2317526:HKNVDPCL}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, A:West Africa, C:Namibia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:qualification, P:construction, P:economy, Q:ODEL, Q:open learning, T:Educação profissionalizante, T:TVET, publicImportV1}, } @article{galukande_equitable_2018, title = {Equitable access to health professional training in {Uganda}: {A} cross sectional study}, doi = {10.29024/aogh.7}, abstract = {© 2018 The Author(s). Objective: We set out to assess inequalities to access health professional education, and the impact of an education improvement program supported by MEPI (Medical Education Partnership Initiative). Inequalities in the higher education system in sub-Saharan Africa remain despite some transformative policies and affirmative action. Methods: We reviewed enrollment data from four universities for the period 2001–2014 for various health professional training programs, and conducted group discussions through an iterative process with selected stakeholders, and including a group of education experts. Two time periods, 2001–2010 and 2011–2014, were considered. In 2010–11, the MEPI education program began. Gender ratios, regional representation, secondary schools, and the number of admissions by university and year were analysed. We used SPSS version 17 software to analyse these data with level of significance p {\textless} 0.05. We collated qualitative data along predetermined and emerging themes. Results: The overall male-to-female ratio among the student population was 2.3:1. In total, there were 7,023 admissions, 4,403 between 2001–2010 (440 per annum) and 2,620 between 2011–2014 (655 per annum) with p = 0.018. There were no significant increases in admissions in the central and western regions over the two time periods, 1,708 to 849 and 1,113 to 867 respectively, both p = 0.713 and p = 0.253. We propose improving the university admission criteria and increasing enrollment to health professions training schools. Conclusion: There were significant inequalities for higher education training in Uganda by gender, regional representation and school attended. Modifying the admission criteria and increasing enrollment may reduce these inequalities.}, language = {en}, journal = {Annals of Global Health}, author = {Galukande, M. and Maling, S. and Kabakyenga, J. and Nshaho, J. and Oboke, H. and Oonge, B. and Muyenje, H. and Katumba-Sentongo, G. and Mayanja-Kizza, H. and Sewankambo, N. K.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.29024/aogh.7 10/gd4gt8 2129771:FSHRTJ7F 2317526:K42YI764}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:Improvement, F:access, F:equity, F:gender, F:policy, P:health, P:media, Q:higher education, R:impact, R:iterative, R:qualitative, T:Ausbildung, T:Educação Profissional Técnica de Nível Médio, T:Fortbildung, \_C:Uganda UGA, publicImportV1}, } @misc{government_of_kenya_tvet_2018, title = {{TVET} {Strategic} {Plan} 2018-2022}, url = {http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/TIVETA-STRATEGIC-PLAN-2-e-pub_2-Compressed.pdf}, abstract = {A Strategic Plan that is aligned to both the dynamic operating environment and the strategic priorities of the Government as outlined in the Kenya Vision 2030, the Constitution of Kenya 2010, and other relevant regional and international policy documents serves as a guide for the organization. I am, therefore, pleased to participate in unveiling of TVETA’s 2018-2022 Strategic Plan which provides a clear road map for the achievement of competitive human capital. The development of this Strategic Plan was based on a review of the Authority’s performance and experiences since its inception, and is a culmination of an extensive consultative process among the Authority’s staff, board of directors and key stakeholders in the country. Our vision and mission are geared towards realizing our mandate by clearly identifying strategic objectives to pursue that conform to our core values. We are aware that this can only be achieved if we continuously align with the dynamism of our operating environment with a view to facilitating fair and competitive practices, while catalyzing the ever-evolving creativity and innovation of the Kenyan public}, language = {English}, urldate = {2018-11-05}, author = {{Government of Kenya}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AB3ILQTQ 2317526:L7Y2ZTG6}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, publicImportV1}, } @misc{government_of_kenya_tveta_2018, title = {{TVETA} {Competency} {Based} {Education} and {Training} and {Assessment} {Standards} \& {Guidelines}}, url = {http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/CBETA-Standards-and-Guidelines-20180610.pdf}, language = {English}, urldate = {2018-11-14}, author = {{Government of Kenya}}, year = {2018}, note = {UA-e24c707c-dc52-4d1d-98a2-551c3a4beb60 KerkoCite.ItemAlsoKnownAs: 2129771:L5K8C4SH 2317526:VAL4BH32}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, Qualification Framework, publicImportV1}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} {For} {Teacher} {Professional} {Development}}, volume = {5}, shorttitle = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}}, url = {https://docs.opendeved.net/lib/D2GQYC5S}, abstract = {Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation.}, number = {1}, journal = {Journal of Learning for Development}, author = {Haßler, Björn and Hennessy, Sara and Hofmann, Riikka}, year = {2018}, note = {00000 EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:D2GQYC5S KerkoCite.ItemAlsoKnownAs: 2129771:43ZT3XWL 2129771:52KKAHKR 2129771:65GDUID3 2129771:AAT7FR3H 2129771:AS7MJJEC 2129771:D2GQYC5S 2129771:LDWSNI7T 2129771:LHMXV7QF 2129771:NITLC7K7 2129771:ULKWW8ZY 2249382:CS9PALG8 2292090:LR6L7S7U 2317526:6IH7CD39 2317526:PP4CHVEG 2339240:2BCABLG6 2339240:4N3G4XDJ 2339240:HGHAYJ5G 2339240:HR2YGWX3 2405685:NZ3GKZCR 2405685:ZFJ79LQS 257089:AJJPQKDF 261451:JC3NQMN3 261495:BWD9L8FL 261495:TCP47GGI}, keywords = {AWP2, Active Learning, Africa, Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, CitedIn:DFID\_SRF, CitedIn:OER4S-TPE-Anon, CitedIn:OER4Schools-2012-HHH1-anon, CitedIn:PhD\_Thesis, DIAL-RDO, Developing Nations, Educational Technology, Elementary Secondary Education, Faculty Development, Foreign Countries, Handheld Devices, IMPORT\_FROM\_DFID\_RITE, InPrep, Inservice Teacher Education, Low Income Groups, Monday, Motivation, OER4Schools, Open Educational Resources, Peer Teaching, RPF-May-2016, Resource Allocation, Rural Schools, STC-TLC, Scaffolding (Teaching Technique), Scheduling, Shared Resources and Services, Sustainable Development, Sustainable Development Goal 4, TL:Arabic, TL:English, TL:Translated, Teacher Professional Development, Technology Uses in Education, Telecommunications, TranslationGoingAhead, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:China CHN, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:India IND, \_C:Japan JPN, \_C:Kenya KEN, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:a, missingHU, peer-facilitation, school-based active learning, sub-Saharan Africa, ⛔ No DOI found}, } @misc{hayward_challenges_2018, title = {Challenges of life outside the dual system: {VET} in neo-liberal economies}, language = {de}, author = {Hayward, Geoff}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LHESM6W8 2317526:7ZRMZ2IG}, } @article{hlongwane_recognition_2018, title = {Recognition of {Prior} {Learning} {Implementation} in {Library} and {Information} {Science} {Schools} in {South} {Africa}: {A} {Literature} {Review}}, url = {https://www.tandfonline.com/doi/abs/10.1080/18146627.2017.1353396?casa_token=mVqMsUJqt2YAAAAA:jSn5yM2sgdExKp_8cNVuEzuKlZFjAIbuAyhpV6np_bcff2UmjQ4m6qXW2VwJ9RwJOxIi7Zj3n3Cwbg}, doi = {10.1080/18146627.2017.1353396}, abstract = {This article reviews the literature on trends and practices of recognition of prior learning (RPL) in Africa and internationally with specific reference to some of the key elements of the RPL system, including; purpose; assessment methods; quality assurance; and legislative and regulatory frameworks. In addition, a theoretical foundation of RPL is discussed underpinned by the experiential learning theory principles with a brief description of other learning theories related to RPL. The article also discusses the trends and practices of RPL in African countries with an established RPL system. The key finding of the literature review was that there are different conceptions of RPL globally but which all have a similar purpose, that is, economic benefit. Africa has a different take on RPL. A portfolio of evidence is the most commonly used method of assessment both internationally and in Africa with an increased use of e-portfolios internationally. A variety of quality assurance methods are used which differ from country to country but are similar to the Council for Adult and Experiential Learning (CAEL) quality standards which have been in use for many decades in the United States (US) since the inception of RPL. There are discrepancies in terms of legislative and regulatory frameworks. Some countries in Africa and internationally have no formal legislative and regulatory frameworks for RPL despite providing RPL services for years or decades. South Africa and Mauritius boast standardised and regulated RPL systems as do other developed countries such as New Zealand.}, language = {en}, journal = {Africa Education Review}, author = {Hlongwane, I}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2017.1353396 10/gf622j 2129771:MQLD49S4 2317526:4T39VFR5}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Mauritius, C:Namibia, C:Seychelles, C:South Africa, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:Q, CT:R, CT:T, F:learning, Q:open learning, R:literature review, SpecialTopic:Library, T:TVET, publicImportV1}, } @book{kaiser_social_2018, title = {Social {Dimensions} and {Participation} in {Vocational} {Education} and {Training} - {Special} {Issue}}, url = {http://www.ijrvet.net/index.php/IJRVET/article/view/357}, abstract = {IJRVET's special edition in 2013 "Social Dimension and Participation in VET-System".}, language = {en}, urldate = {2019-01-02}, editor = {Kaiser, Franz and Krugmann, Susann}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IQ3RIKM7 2249382:BMMGMTSL 2317526:N44CND95}, } @book{kleefeldt_resilienz_2018, title = {Resilienz, {Empowerment} und {Selbstorganisation} geflüchteter {Menschen}}, publisher = {Vandenhoeck \& Ruprecht}, author = {Kleefeldt, Esther}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GFD6565A 2317526:E33UK76D}, } @book{latiner_raby_handbook_2018, address = {New York, NY}, series = {Springer international handbooks of education}, title = {Handbook of comparative studies on community colleges and global counterparts}, isbn = {978-3-319-50910-5 978-3-319-50912-9 978-3-319-50911-2}, language = {en}, number = {6189}, publisher = {Springer Berlin Heidelberg}, author = {Latiner Raby, Rosalind}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9XBP698I 2249382:EP2B5LEI 2317526:ULGLVBDG UA-959dc1ce-edef-4780-a442-bd4e9bdec895}, keywords = {C:South Africa}, } @article{maina_improving_2018, title = {Improving {Home} {Economics} {Education}: {A} {Review} of {Factors} {Militating} {Inclusion} of {Home} {Economics} {Studies} in {Kenyan} {Secondary} {Schools}}, volume = {09}, issn = {21516200}, shorttitle = {Improving {Home} {Economics} {Education}}, url = {https://www.omicsonline.org/open-access/improving-home-economics-education-a-review-of-factors-militating-inclusion-of-home-economics-studies-in-kenyan-secondary-schools-2151-6200-1000338-99322.html}, doi = {10.4172/2151-6200.1000338}, number = {02}, urldate = {2020-02-02}, journal = {Arts and Social Sciences Journal}, author = {Maina, Robert and Kitainge, Kisilu}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.4172/2151-6200.1000338 2129771:3SXRFUH6 2317526:Q7X6UZ7J}, } @article{mastellos_training_2018, title = {Training community healthcare workers on the use of information and communication technologies: a randomised controlled trial of traditional versus blended learning in {Malawi}, {Africa}}, doi = {10.1186/s12909-018-1175-5}, abstract = {Background: Despite the increasing uptake of information and communication technologies (ICT) within healthcare services across developing countries, community healthcare workers (CHWs) have limited knowledge to fully utilise computerised clinical systems and mobile apps. The ` Introduction to Information and Communication Technology and eHealth' course was developed with the aim to provide CHWs in Malawi, Africa, with basic knowledge and computer skills to use digital solutions in healthcare delivery. The course was delivered using a traditional and a blended learning approach. Methods: Two questionnaires were developed and tested for face validity and reliability in a pilot course with 20 CHWs. Those were designed to measure CHWs' knowledge of and attitudes towards the use of ICT, before and after each course, as well as their satisfaction with each learning approach. Following validation, a randomised controlled trial was conducted to assess the effectiveness of the two learning approaches. A total of 40 CHWs were recruited, stratified by position, gender and computer experience, and allocated to the traditional or blended learning group using block randomisation. Participants completed the baseline and follow-up questionnaires before and after each course to assess the impact of each learning approach on their knowledge, attitudes, and satisfaction. Per-item, pre-post and between-group, mean differences for each approach were calculated using paired and unpaired t-tests, respectively. Per-item, between-group, satisfaction scores were compared using unpaired t-tests. Results: Scores across all scales improved after attending the traditional and blended learning courses. Self-rated ICT knowledge was significantly improved in both groups with significant differences between groups in seven domains. However, actual ICT knowledge scores were similar across groups. There were no significant differences between groups in attitudinal gains. Satisfaction with the course was generally high in both groups. However, participants in the blended learning group found it more difficult to follow the content of the course. Conclusions: This study shows that there is no difference between blended and traditional learning in the acquisition of actual ICT knowledge among community healthcare workers in developing countries. Given the human resource constraints in remote resource-poor areas, the blended learning approach may present an advantageous alternative to traditional learning.}, language = {en}, journal = {BMC Medical Education}, author = {Mastellos, Nikolaos and Tran, Tammy and Dharmayat, Kanika and Cecil, Elizabeth and Lee, Hsin-Yi and PengWong, Cybele C. and Mkandawire, Winnie and Ngalande, Emmanuel and Tsung-ShuWu, Joseph and Hardy, Victoria and Chirambo, Baxter Griphin and O'Donoghue, John Martin}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12909-018-1175-5 10/gdc33z 2129771:ZRWBTANL 2317526:Y6TI63MF}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Malawi, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:R, CT:T, D:developing country, F:attitude, F:gender, F:learning, HDR25, P:health, P:service industry, Q:ICT, R:impact, R:questionnaire, R:trial, T:Ausbildung, Z:Blended learning, Z:Community healthcare workers, Z:Developing countries, Z:Information and communication technologies, Z:Traditional learning, Z:eHealth, Z:mLearning, publicImportV1}, } @article{moussone_renforcement_2018, title = {Le renforcement de la formation technique et l’industrialisation en {Afrique} subsaharienne : le cas du {Gabon}}, volume = {32}, issn = {1953-6119, 2264-525X}, shorttitle = {Le renforcement de la formation technique et l’industrialisation en {Afrique} subsaharienne}, url = {http://www.cairn.info/revue-marche-et-organisations-2018-2-page-153.htm}, doi = {10.3917/maorg.032.0153}, abstract = {The objective of this article is to analyze the relationship between the technical training, the skills and the setting up or development of various industries in a developing country by focussing on Gabon. The issues addressed are diverse and varied and more particularly, they relate to the contribution of technical training to the progress of industry and techniques, to the conditions of and needs for economic and social development and finally to innovation, a thread by which all those elements are interconnected. The study shows that the post-colonial economic processes of income and cooperation set up since the independences did not allow for a long time to further on the one hand true skills transfers and one the other hand the setting up of industries. Now, in the face of the current changes in the international environment, the technical training appears as a sufficient condition for acquiring skills essential to the appropriation of innovations and the setting up of industries.}, language = {fr}, number = {2}, urldate = {2018-12-26}, journal = {Marché et organisations}, author = {Moussone, Emmanuel and Metougue Nang, Prosper}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.3917/maorg.032.0153 10/gf62xr 2129771:HRRLBPVW 2317526:IEVXZ7GJ 2317526:ZHSJXMW3 UTI-26D9E3E9-03B0-3044-ABFC-35627CE2E7BE}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, -RRQv:f2-H-fr, A:Sub-Saharan Africa, C:Gabon, CA:AandC, CL:en, CL:fr, CLL:fr, CLS:en, CT:A, CT:C, CT:D, CT:T, D:developing nation, T:Training, publicImportV1}, } @article{muraraneza_conceptualization_2018, title = {Conceptualization of competency based curricula in pre-service nursing and midwifery education: {A} grounded theory approach}, doi = {10.1016/j.nepr.2017.09.018}, abstract = {In health professional education, the competency-based curriculum concept has been an important driver of reform in the training of competent graduates for the 21st century. In African countries, although there has been implementing it in pre-service nursing and midwifery education and the literature reports a lack of understanding of what is it on the part of the implementers. This article explores the meaning of competency based curriculum in pre-service nursing and midwifery education in Rwanda. A grounded theory approach, following Corbin and Strauss, was used. Following ethical clearance by the university ethical committee, data was collected from 17 participants through in-depth individual interviews of staff. Four categories emerged: (a) transformation, (b) tool for primary health care philosophy, (c) technological approach to education, (d) and modular system. Competency-based curriculum is confirmed as an appropriate educational tool in producing competent graduates for today and the future.}, language = {en}, journal = {Nurse Education in Practice}, author = {Muraraneza, Claudine and Mtshali, Gloria Ntombifikile}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.nepr.2017.09.018 10/gc8bbc 2129771:QM52498T 2317526:4INW3TVV DOI-10.1016/j.nepr.2017.09.018}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Rwanda, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:curriculum, F:leadership, F:learning, P:health, P:health professionals, P:media, P:nurse, P:services, P:technology, R:grounded theory, R:interview, R:qualitative, T:TVET, T:Training, Z:Approaches, Z:Clinical competence, Z:Competency based learning, Z:Core curriculum, Z:Curriculum, Z:Curriculum development, Z:Data collection, Z:Education reform, Z:Grounded theory, Z:Health professionals, Z:Leadership, Z:Learning, Z:Meaning, Z:Medical education, Z:Medical ethics, Z:Midwifery, Z:Midwifery education, Z:Nursing, Z:Nursing education, Z:Primary health care, Z:Professional competence, Z:Qualitative research, Z:Students, Z:Transformation, publicImportV1}, } @article{nakano_is_2018, title = {Is farmer-to-farmer extension effective? {The} impact of training on technology adoption and rice farming productivity in {Tanzania}}, url = {https://www.sciencedirect.com/science/article/pii/S0305750X17304060}, doi = {10.1016/j.worlddev.2017.12.013}, abstract = {Abstract Agricultural training is a potentially effective method to diffuse relevant new technologies to increase productivity and alleviate rural poverty in Sub-Saharan Africa (SSA). However, since it is prohibitively expensive to provide direct training to all the farmers in SSA, it is critically important to examine the extent to which technologies taught to a small number of farmers disseminate to non-trained farmers. This paper investigates the technology dissemination pathways among smallholder rice producers within a rural irrigation scheme in Tanzania. As an innovative feature, we compare the performance of three categories of farmers: key farmers, who receive intensive pre-season training at a local training center; intermediate farmers, who are trained by the key farmers; and other ordinary farmers. By collecting and analyzing a unique five-year household-level panel data set, we estimate difference-in-differences models to assess how the gap in performance evolve as the technologies spill over from the trained farmers to the ordinary farmers. To disentangle the technology spillover process, we also examine the extent to which social and geographical network with the key and intermediate farmers influences the adoption of technologies by the ordinary farmers, by incorporating social relationship variables into spatial econometric models. We found that the ordinary farmers who were a relative or residential neighbor of a key or intermediate farmer were more likely to adopt new technologies than those who were not. As a result, while the key farmers’ technology adoption rates rose immediately after the training, those of the non-trained ordinary farmers caught up belatedly. As the technologies disseminated, the paddy yield of the key farmers increased from 3.1 to 5.3 tons per hectare, while the yield of the ordinary farmers increased from 2.6 to 3.7 tons per hectare. Our results suggest the effectiveness and practical potential of farmer-to-farmer extension programs for smallholders in SSA as a cost effective alternative to the conventional farmer training approach.}, language = {en}, journal = {World Development}, author = {Nakano, Yuko and Tsusaka, Takuji W. and Aida, Takeshi and Pede, Valerien O.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2017.12.013 10/gf62mx 2129771:WC9P2ZP8 2317526:95UDVN5X}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Tanzania, CA:AandC, CCZ:Tanzania, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:learning, P:agricultural, P:economy, P:measurement, P:social, P:technology, R:impact, T:Training, T:trainee, Z:Agricultural training, Z:Rice cultivation, Z:Social learning, Z:Sub-Saharan Africa, Z:Technology adoption, publicImportV1}, } @article{nyadu-addo_entrepreneurship_2018, title = {Entrepreneurship education in {Ghana} – the case of the {KNUST} entrepreneurship clinic}, doi = {10.1108/jsbed-02-2017-0062}, abstract = {© 2018, Emerald Publishing Limited. Purpose: Entrepreneurship education thrives on the pillars of experiential education. Using the case of the Kwame Nkrumah University of Science and Technology in Ghana, the purpose of this paper is to examine the entrepreneurship clinic (EC) as a viable pedagogy for the promotion of experiential education in entrepreneurship. Design/methodology/approach: The paper relies on insider action research to analyse, within Joplin’s five-step model, the case of the EC at the Kwame Nkrumah University of Science and Technology (KNUST), Ghana. Findings: The analysis showed that the KNUST clinic comprises five main activities including preparation, orientation, selection and matching, coaching and monitoring and evaluation. In relation to Joplin’s five-step model, the first three stages of the clinic provide focus for the clinic while the remaining two stages – coaching and monitoring and evaluation – entail activities that are geared towards action, support, feedback and debrief. Through the clinic, thousands of tertiary students have been trained in entrepreneurship and new venture creation; some selected participants have been coached while others have had the opportunity to qualify for business incubation. Research limitations/implications: Although the paper discusses some achievements of the clinic in relation to enrolment and fundraising, it does not assess the impact of the clinic on the entrepreneurial competencies, intentions and initiatives of participants, hence, these issues are recommended for future research. Practical implications: The paper demonstrates that it is feasible to implement the EC methodology, irrespective of the cost and time implications that are often associated with experiential educational methodologies. However, support from university management, funding raising from internal and external sources and technical support from industry and government agencies are key to the sustainability of clinics. Originality/value: The paper adds novelty to the entrepreneurship education literature by bringing to the fore how a university in an emerging African economy is implementing and managing the EC pedagogy.}, language = {en}, journal = {Journal of Small Business and Enterprise Development}, author = {Nyadu-Addo, Ralph and Mensah, Mavis Serwah Benneh}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/jsbed-02-2017-0062 10/gf62p2 2129771:8T5MIJXW 2317526:3JJTGLIK}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:achievement, F:pedagogy, P:economy, P:measurement, P:technology, R:evaluation, R:impact, T:entrepreneurship education, T:trainee, Z:Clinic, Z:Development, Z:Education, Z:Entrepreneurship, Z:Experiential, \_C:Ghana GHA, publicImportV1}, } @incollection{ogwo_re-visioning_2018, title = {Re-visioning {Technical} {Vocational} {Education} and {Training} ({TVET}) for the {Youth} in {Sub}-{Saharan} {Africa} ({SSA}) and the {Sustainable} {Development} {Goals} ({SDGs}): {Prospects} and {Promises} {Within} the {Framework} of the {Ubuntu} {Paradigm}}, isbn = {978-3-319-70043-4}, url = {https://doi.org/10.1007/978-3-319-70043-4_9}, abstract = {Ogwo explains the concept of Ubuntu paradigm and analyses how its precepts could be adopted in designing and implementing technical vocational education and training (TVET) programmes that can enhance the attainment of the sustainable development goals (SDGs) in sub-Saharan African countries. The chapter adopts the conceptual approach of using the Ubuntu lens to re-vision technical vocational education and training (TVET), which is the fundamental means for technically acculturating the youth who will steer the sustainable development goals (SDGs) programmes towards eradicating poverty, enhancing food security, encouraging gender empowerment, improving quality of life, and sustainable progress of sub-Saharan Africa. It also examines Ubuntu-based soft skills, affective competencies, and ethical re-engineering of TVET programmes for environmentally friendly, justice-driven, people oriented and communally derived sustainable development of sub-Saharan Africa.}, language = {en}, urldate = {2020-05-28}, booktitle = {Re-{Visioning} {Education} in {Africa}: {Ubuntu}-{Inspired} {Education} for {Humanity}}, author = {Ogwo, Benjamin A.}, editor = {Takyi-Amoako, Emefa J. and Assié-Lumumba, N'Dri Thérèse}, year = {2018}, doi = {10.1007/978-3-319-70043-4_9}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-70043-4\_9 2129771:DZ4H7WNQ 2317526:PHI3KQ5P}, pages = {155--173}, } @article{olulu_contract_2018, title = {Contract of {Apprenticeship} and {Employment} {Generation} in {Nigeria}}, volume = {11}, url = {http://www.ijsre.com/assets/vol.%2C-11(3)-olulu---udeorah.pdf}, number = {3}, urldate = {2020-05-28}, journal = {International Journal of Scientific Research in Education}, author = {Olulu, Robinson Monday and Udeorah, Sylvester Alor F.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:V4H9CPPQ 2317526:TUAQ4HRU}, keywords = {⛔ No DOI found}, } @article{oyebola_new_2018, title = {New product development process: {The} case of selected technical and vocational colleges in {Nigeria}}, doi = {10.1080/20421338.2017.1381458}, abstract = {© 2017 African Journal of Science, Technology, Innovation and Development. An examination of the literature reveals that studies on new product development processes have been carried out mostly in western contexts using sequential models. This study was conducted using the innovation systems approach and a sequential model to analyze new product development processes in selected technical and vocational colleges in Nigeria. Using a questionnaire survey method, the sequential model revealed that most of the respondents (91\%) conceived of their products through job experience and only 4.9\% conceived of product ideas through R\&D, showing a weakness in science-based enquiries in the invention stages. In addition, 73.9\% developed prototypes while 82.2\%, 80.4\%, and 69.2\% conducted feasibly studies, business analyses and market surveys, respectively. These results imply capability in the commercialization stages of the sequential model. The systems of innovation approach however revealed very weak linkages with universities and R\&D institutes which could have complemented lack of R\&D activities in the technical and vocational colleges. While some useful and beneficial technological products have been developed in the colleges, we conclude that the use of sequential models and systems of innovation approach may bring a fresh perspective to the product development process.}, language = {en}, journal = {African Journal of Science, Technology, Innovation and Development}, author = {Oyebola, Abiodun Isaac and Olaposi, Titilayo Olubunmi and Adejuwon, Olawale Oladapo and Akarakiri, Joshua Babatunde}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/20421338.2017.1381458 10/gf62p5 2129771:SQHSDCCC 2317526:T7FIYYQ5}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:R, CT:T, P:measurement, P:technology, R:questionnaire, R:survey, T:TVET, T:vocational college, Z:innovation, Z:process, Z:product development, Z:technical and vocational education, Z:technological products, publicImportV1}, } @book{preckler_galguera_globalization_2018, title = {Globalization, {Mass} {Education} and {Technical} and {Vocational} {Education} and {Training}: the influence of {UNESCO} in {Botswana} and {Namibia}}, author = {Preckler Galguera, Miriam}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:V5JSDCLQ 2317526:YBDPHP2I}, } @article{ridge_meaning_2018, title = {The meaning of “capacity building” for the nurse workforce in sub-{Saharan} {Africa}: {An} integrative review}, doi = {10.1016/j.ijnurstu.2018.04.019}, abstract = {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 conceptualized and operationalized by capacity building practitioners working in sub-Saharan Africa to develop its nursing workforce, and to assess Hilderband and Grindle's (1996) “Dimensions of Capacity” model was for fit with “capacity's” definition in the field. Design: An integrative review of the literature using systematic search criteria. Data sources searched included: PubMed, the Cumulative Index for Nursing and Allied Health Literature Plus, the Excerpt Medica Database, and Web of Science. Review methods: This review utilized conventional content analysis to assess how capacity building practitioners working in sub-Saharan Africa utilize the term “capacity” in the nursing context. Content analysis was conducted separately for how capacity building practitioners described “capacity” versus how their programs operationalized it. Identified themes were then assessed for fit with Hilderband and Grindle's (1996) “Dimensions of Capacity” model. Results: Analysis showed primary themes for conceptualization of capacity building of nurses by practitioners included: human resources for health, particularly pre- and post- nursing licensure training, and human (nursing) resource retention. Other themes included: management, health expenditure, and physical resources. There are several commonly used metrics for human resources for health, and a few for health expenditures, but none for management or physical resources. Overlapping themes of operationalization include: number of healthcare workers, post-licensure training, and physical resources. The Hilderband and Grindle (1996) model was a strong fit with how capacity is defined by practitioners working on nursing workforce issues in sub-Saharan Africa. If overall significant differences between conceptualization and operationalization emerged, as the reader I want to know what these differences were. Conclusions: This review indicates there is significant informal consensus on the definition of “capacity” and that the Hilderbrand and Grindle (1996) framework is a good representation of that consensus. This framework could be utilized by capacity building practitioners and researchers as those groups plan, execute, and evaluate nursing capacity building programming.}, language = {en}, journal = {International Journal of Nursing Studies}, author = {Ridge, Laura Jean and Klar, Robin Toft and Stimpfel, Amy Witkoski and Squires, Allison}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijnurstu.2018.04.019 10/gfnhq7 2129771:C2BSPDCZ 2317526:89VSVEBZ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, AAZ:Africa South of the Sahara, C:Rwanda, C:South Africa, CA:AandC, CCZ:Rwanda, CCZ:South Africa, CCZ:Uganda, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:P, CT:T, D:developing country, P:health, P:media, P:nurse, T:Training, Z:Capacity building/methods, Z:Developing countries, Z:Education, Z:Health manpower, Z:Nursing, Z:Staff, \_C:Uganda UGA, publicImportV1}, } @article{scanga_zoom_2018, title = {Zoom {Around} the {World}: {Using} {Videoconferencing} {Technology} for {International} {Trainings}}, abstract = {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 distance technology in international development projects. Given the current economy and budget cuts in Extension, videoconferencing provides an opportunity for Extension to remain engaged internationally.}, language = {en}, journal = {Journal of Extension}, author = {Scanga, Lauren Hrncirik and Deen, Mary Katherine Y. and Smith, Suzanne R. and Wright, Kevin}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QD88QEWF 2317526:ZJ4EQHT2}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, AA:Africa, C:Burundi, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:R, CT:T, P:economy, P:technology, R:evaluation, T:Ausbildung, Z:international development, Z:professional development, Z:school gardens, Z:videoconferencing, publicImportV1, ⛔ No DOI found}, } @techreport{unesco_report_2018, address = {GABORONE, BOTSWANA}, title = {Report of the {Southern} {Africa} {Regional} {Workshop} on {Work}-based {Learning}}, language = {English}, institution = {UNESCO}, author = {{UNESCO}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZPAQFU4K 2317526:3NBNID95 UA-F2995AA5-6107-4844-947D-1B83B3717878}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CC:Botswana, CC:Lesotho, CC:Malawi, CC:Mozambique, CC:Namibia, CC:South Africa, CC:Zambia, CC:Zimbabwe, CC:eSwatini (Swaziland), CLL:en, publicImportV1}, } @techreport{unesco_situational_2018, title = {Situational analysis on the status of sexual and reproductive health of students and gender-based violence in technical and vocational colleges in {Malawi}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000261725}, number = {2}, institution = {UNESCO}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:D5CSHG6W 2317526:WTUD4266}, } @techreport{unesco-unevoc_unevoc_2018, title = {{UNEVOC} {World} {TVET} {Database}: {Kenya}}, url = {https://unevoc.unesco.org/go.php?q=World+TVET+Database&ct=KEN}, language = {English}, urldate = {2018-11-22}, author = {{UNESCO-UNEVOC}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7P2TYCJ4 2317526:457AVM6J}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, publicImportV1}, } @article{wanyeki_can_2018, title = {Can the {Kenyan} {Jua} {Kali} {Mechanic} be {Trusted} in {Servicing} the {New} {Technology} {Rich} {Vehicles}? {\textbar} {African} {Journal} of {Education},{Science} and {Technology}}, volume = {3}, shorttitle = {Can the {Kenyan} {Jua} {Kali} {Mechanic} be {Trusted} in {Servicing} the {New} {Technology} {Rich} {Vehicles}?}, url = {http://ajest.info/index.php/ajest/article/view/83}, abstract = {Mechanics in automotive garages need to keep pace with the ever evolving technological changes in the industry in order to provide relevant service to their clients. The formal garage mechanics have their training provided by vehicle suppliers on every critical technological innovation introduced in their automobiles. But the Jua Kali mechanics on the other hand do not have this symbiotic connection with suppliers. This paper tries to answer the question:  can the jua kali mechanic be trusted in servicing the new technology rich vehicles? The study used a descriptive survey research design. The study population consisted of Jua Kali practitioners who deal with repairs and servicing of automobiles within Eldoret town. Data was analyzed using the statistical package for social sciences (SPSS) software and content analysis techniques. The study found that the Jua Kali mechanics cannot be trusted in handling the new technology rich vehicle as they mostly relied on trial and error which more often than not leads to more damages.}, language = {en-US}, number = {4}, urldate = {2020-02-02}, journal = {African Journal of Education,Science and Technology}, author = {Wanyeki, Paul and Kitainge, Kisilu and Ferej, A}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NIWHC8V5 2317526:LML9UX8P}, keywords = {⛔ No DOI found}, } @article{wohlfahrt_primary_2018, title = {Primary {Teacher} {Education} in {Rural} {Cameroon}: {Can} {Informal} {Learning} {Compensate} for the {Deficiencies} in {Formal} {Training}?}, doi = {10.1080/18146627.2016.1224586}, abstract = {The objective of the research on which this article reports was to evaluate the training conditions of primary school teachers in rural Cameroon, so as to identify alternative paths towards their qualification through informal learning in the workplace and outside. Following Denzin's (2009) between-methods triangulation approach, quantitative techniques, including statistical analyses and standardised questionnaires, were applied in addition to qualitative techniques, such as face-to-face interviews and observations of practising teachers and experts. The article presents the most common learning strategies of teachers in rural areas of Cameroon and recommends seminal solutions for teacher education. It can be concluded that informal learning in the workplace corresponds to traditional ways of learning in collectivist-oriented, oral societies in rural areas. Therefore, the combination of informal methods with formal structures of teacher education could improve the current educational system of many African countries, and provide a solution to meet the high demand for qualified staff within restricted budgets.}, language = {en}, journal = {Africa Education Review}, author = {Wohlfahrt, Melanie U}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2016.1224586 10/gfv9vv 2129771:EYKMC27A 2317526:NXXB9H78}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Cameroon, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:attitude, F:learning, F:qualification, F:standards, F:teaching, F:teaching method, P:media, P:school teacher, P:teacher education, P:teachers, Q:informal learning, R:interview, R:observation, R:qualitative, R:quantitative, R:questionnaire, R:trial, T:Ausbildung, T:Training, T:workplace education, Z:Elementary school teachers, Z:Learning, Z:Rural areas, Z:Rural schools, Z:Teacher education, publicImportV1}, } @article{wolf_impacts_2018, title = {Impacts of {Pre}-{Service} {Training} and {Coaching} on {Kindergarten} {Quality} and {Student} {Learning} {Outcomes} in {Ghana}}, doi = {10.1016/j.stueduc.2018.05.001}, abstract = {Using a randomized-control trial, this study evaluates a program designed to support Ghanaian kindergarten student-teachers during pre-service training through mentorship and in-classroom training. Several potential barriers to improved teaching quality and learning outcomes are examined. Findings show that the program improved knowledge and implementation of the national curriculum for individuals both when they were student-teachers and, the following year, when they became newly qualified teachers (NQTs). There were mixed impacts on professional well-being, increasing personal accomplishment and motivation but decreasing job satisfaction for NQTs. There were mixed impacts on teaching quality, with increases in child-led learning but decreases in some other aspects of quality. There were no impacts on NQTs’ student learning outcomes. The findings highlight system level challenges with both the posting of NQTs and the absence of support in their first teaching year. Implications for global early childhood education policy and teacher education are discussed.}, language = {en}, journal = {Studies in Educational Evaluation}, author = {Wolf, Sharon}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.stueduc.2018.05.001 10/gf62pq 2129771:SM5UVAZ4 2317526:ISEA45I5}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CCZ:Ghana, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:curriculum, F:learning, F:motivation, F:outcomes, F:policy, F:teaching, P:measurement, P:services, P:teacher education, P:teacher training, P:teachers, R:impact, R:trial, T:Training, Z:early childhood education, Z:kindergarten, Z:pre-service training, Z:sub-Saharan Africa, Z:teacher training, \_C:Ghana GHA, publicImportV1}, } @article{wolf_measuring_2018, title = {Measuring and predicting process quality in {Ghanaian} pre-primary classrooms using the {Teacher} {Instructional} {Practices} and {Processes} {System} ({TIPPS})}, doi = {10.1016/j.ecresq.2018.05.003}, abstract = {© 2018 Elsevier Inc. In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System©(TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed.}, language = {en}, journal = {Early Childhood Research Quarterly}, author = {Wolf, Sharon and Raza, Mahjabeen and Kim, Sharon and Aber, J. Lawrence and Behrman, Jere and Seidman, Edward}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ecresq.2018.05.003 10/gfjkng 2129771:RR2UQS7G 2317526:AH9T7QFQ}, keywords = {-FullBiblioUHMLgen, -RRQ:LOW, A:Sub-Saharan Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:middle-income country, F:access, F:learning, F:outcomes, F:policy, P:culture, P:measurement, P:nature, P:social, P:teacher education, P:teachers, R:observation, T:Training, Z:Pre-primary school, Z:Process quality, Z:School readiness, Z:Sub-Saharan Africa, Z:Teacher education, Z:Teacher-child interactions, \_C:Ghana GHA, publicImportV1}, } @misc{unesco_institute_for_lifelong_learning_members_2017, title = {Members of the {UNESCO} {Global} {Network} of {Learning} {Cities}}, url = {https://uil.unesco.org/lifelong-learning/learning-cities/members}, language = {en}, urldate = {2020-08-07}, author = {UNESCO Institute for Lifelong Learning}, month = sep, year = {2017}, note = {Library Catalog: uil.unesco.org KerkoCite.ItemAlsoKnownAs: 2129771:6M59HAXD}, } @book{eicker_vocational_2017, address = {Bielefeld}, series = {Vocational {Education} and {Development} {Symposium}}, title = {Vocational education and training in {Sub}-{Saharan} {Africa}: current situation and development}, isbn = {978-3-7639-5793-4}, shorttitle = {Vocational education and training in {Sub}-{Saharan} {Africa}}, url = {https://www.wbv.de/artikel/6004570w}, language = {en}, publisher = {W. Bertelsmann Verlag GmbH \& Co. KG}, editor = {Eicker, F and Haseloff, G and Lennartz, B}, month = mar, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DJ6ESH6T 2129771:FKBCF6JJ 2317526:GAA92EKQ 2317526:IJ4BRW4E}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, A:Sub-Saharan Africa, C:Namibia, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:learning, P:economy, P:teachers, Q:higher education, T:Educação profissionalizante, T:TVET, T:in-service TVET, publicImportV1}, } @misc{noauthor_executive_2017, title = {Executive {Secretary}'s {Office}}, url = {https://net.nbte.gov.ng/es%20office}, urldate = {2020-08-04}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RDZEPUBE}, } @article{augustine_linking_2017, title = {Linking vocational education and training ({VET}) progression pathways into the academic route in {Tanzania}: {Case} study in electrical and mechanical engineering programmes at {Arusha} technical college ({ATC})}, volume = {9}, shorttitle = {Linking vocational education and training ({VET}) progression pathways into the academic route in {Tanzania}}, url = {http://www.academicjournals.org/journal/IJVTE/article-full-text-pdf/9C87ECD62268}, abstract = {The bridging course was designed by the Vocational and Education Training Authority (VETA) in collaboration with three technical Colleges/Institutions: Arusha Technical College, Dar es Salaam Institute of Technology and Mbeya University of Science and Technology under the auspices of National Council for Technical Education (NACTE). The course was an immediate solution to the missing link between the Vocational Education and Training (VET) pathway for graduates and the Tanzanian national education model. Data were collected from a random sample of 350 students, from various parts of the country, to analyze the problem. Comparison tests of performance between students from the bridging course and from other educational routes were conducted. Results demonstrate that, the bridging course is a substantive solution to enabling VET students to progress toward further studies. Bridging courses in Technical Colleges and Institutes of Technology offer a valuable contribution to the vocational training sector if sponsored by both Government and Private sector in terms of fiscal and non-fiscal resources.}, language = {en}, number = {1}, journal = {International Journal of Vocational and Technical Education}, author = {Augustine, S. Mbitila and Richard, J. Masika and Donatha, E. Mwase}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EY27CPFF 2317526:Y8BZ57SA UTI-6E2C391A-E3E5-330F-AE6F-A8A33CEC6B33}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:R, CT:T, P:electro, P:mechanic, R:case study, T:TVET, T:Training, T:vocational training centre, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, pages = {1--8}, } @incollection{bauer_richtigen_2017, address = {Wiesbaden}, title = {Die richtigen {Mitarbeiter} finden: {Berufsbildung} und {HR}-{Management}}, isbn = {978-3-658-14481-4 978-3-658-14482-1}, shorttitle = {Die richtigen {Mitarbeiter} finden}, url = {http://link.springer.com/10.1007/978-3-658-14482-1_17}, abstract = {Qualifizierte Fachkräfte stellen einen wichtigen Faktor für die Eintrittsentscheidung in einen Markt dar. Eine der am häufigsten genannten Hemmnisse für eine Investition in Afrika, ist deren Mangel. Vor allem für deutsche Unternehmen ist es wichtig mit ausgebildetem Personal die höhere Produktivität und Lebensdauer ihrer Produkte und Maschinen zu erreichen, um den meist höheren Investitionskosten im Marktvergleich Rechnung zu tragen und einen kosten- und zeiteffizienten After Sales Service anbieten zu können. Doch in vielen Ländern Afrikas ist diese Voraussetzung von qualifizierten Fachkräften noch nicht geschaffen. Folgendes Kapitel gibt einen Überblick über den wachsenden Bedarf an Fachkräften, die aktuelle Situation in der Berufsbildung, sowie Lösungsansätze zur Reduzierung der Lücke zwischen Angebot und Nachfrage an Fachkräften aus Sicht eines deutschen Anbieters für Aus- und Weiterbildungslösungen in Afrika.}, language = {de}, urldate = {2018-12-27}, booktitle = {Praxishandbuch {Wirtschaft} in {Afrika}}, publisher = {Springer Fachmedien Wiesbaden}, author = {Bauer, Annette and Kühnrich, Heinz-Joachim}, collaborator = {Schmidt, Thomas and Pfaffenberger, Kay and Liebing, Stefan}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X864VGAL 2317526:G4L3I4Y4}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, A:West Africa, C:Rwanda, CA:AandC, CL:de, CL:en, CLL:de, CLS:en, CT:A, CT:C, CT:P, CT:T, P:agriculture, T:Ausbildung, T:TVET, T:in-service TVET, publicImportV1}, pages = {211--231}, } @techreport{bibb_10_2017, title = {10 {Jahre} {Qualitätsmerkmale} im {Praxistest}}, url = {https://www.bibb.de/dokumente/pdf/ab12_fachtagung_10-qualitaetsmerkmale_20160926.pdf}, urldate = {2020-05-27}, author = {{BIBB}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7RTWXJ87 2317526:RKNAFQCQ}, } @techreport{bilo_reconhecimento_2017, title = {Reconhecimento do trabalho de cuidado: o caso do {Programa} {Expandido} de {Trabalhos} {Públicos} na África do {Sul}}, url = {http://www.ipc-undp.org/pub/port/OP365PT_Reconhecimento_do_trabalho_de_cuidado.pdf}, language = {Portuguese}, institution = {International Policy Centre for Inclusive Growth}, author = {Bilo, Charlotte and {others}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HJZ3AZIP 2317526:JDH9DFC9}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:South Africa, CLL:pt, publicImportV1}, } @phdthesis{bittencourt_coes_2017, address = {Porto Alegre, Brazil}, type = {Undergraduate dissertation}, title = {Ações de telessaúde no continente africano: uma revisão sistemática}, url = {http://hdl.handle.net/10183/178281}, abstract = {A África, em especial a região subsaariana, passa por uma crise de saúde-pública. Apesar do aumento de investimentos para tratamento de doenças contagiosas a região africana apresenta alarmantes índices de mortalidade infantil e doenças contagiosas como a AIDS. Tendo em vista este estado alarmante as ações de Telessaúde, por meio das Tecnologias de Informação e Comunicação (TIC), vem para diminuir lacunas, agilizando e qualificando a tomada de decisão clinica dos profissionais da saúde. O presente trabalho de conclusão de curso apresenta os resultados parciais de uma revisão sistemática feita nos Bancos de Dados (BD) Web Of Science (WoS), PubMed, Scopus e Embase sobre ações exitosas ou não de Telessaúde no continente Africano, analisando o perfil epidemiológico, história e conceito de Telessaúde, bem como apresentando suas análises bibliométricas.}, language = {Portuguese}, school = {Universidade Federal do Rio Grande do Sul. Escola de Enfermagem. Curso de Saúde Coletiva: Bacharelado.}, author = {Bittencourt, Hítalo Kassios}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HPCVLCAD 2317526:56XHPAAX}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, CLL:pt, publicImportV1}, } @article{caceres_surveillance_2017, title = {Surveillance training for ebola preparedness in {Côte} d’{Ivoire}, {Guinea}-{Bissau}, {Senegal}, and {Mali}}, doi = {10.3201/eid2313.170299}, abstract = {© 2017, Centers for Disease Control and Prevention (CDC). All rights reserved. The 2014–2015 epidemic of Ebola virus disease in West Africa primarily affected Guinea, Liberia, and Sierra Leone. Several countries, including Mali, Nigeria, and Senegal, experienced Ebola importations. Realizing the importance of a trained field epidemiology workforce in neighboring countries to respond to Ebola importations, the Centers for Disease Control and Prevention Field Epidemiology Training Program unit implemented the Surveillance Training for Ebola Preparedness (STEP) initiative. STEP was a mentored, competency-based initiative to rapidly build up surveillance capacity along the borders of the at-risk neighboring countries Côte d’Ivoire, Mali, Senegal, and Guinea-Bissau. The target audience was district surveillance officers. STEP was delivered to 185 participants from 72 health units (districts or regions). Timeliness of reporting and the quality of surveillance analyses improved 3 months after training. STEP demonstrated that mentored, competency-based training, where learners attain competencies while delivering essential public health services, can be successfully implemented in an emergency response setting.}, language = {en}, journal = {Emerging Infectious Diseases}, author = {Cáceres, Victor M. and Sidibe, Sekou and Andre, McKenzie and Traicoff, Denise and Lambert, Stephanie and King, Melanie E. and Kazambu, Ditu and Lopez, Augusto and Pedalino, Biagio and Herrera Guibert, Dionisio J. and Wasswa, Peter and Cardoso, Placido and Assi, Bernard and Ly, Alioune and Traore, Bouyagui and Angulo, Frederick J. and Quick, Linda and Dicker, Richard and Brenner, Eric and Dixon, Meredith G. and Meyer, Erika and Rhodes, Rachel and Twinomugisha, Samuel and Kimuli, Anthony and Agnihotri, Sachin and Johnson, Kenneth}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.3201/eid2313.170299 10/gf62j5 2129771:YE4AYNIN 2317526:XZ7WLJ6I}, keywords = {-FullBiblioUHMLgen, -RRQ:M:final, -missingHU, A:West Africa, C:Guinea, C:Guinea-Bissau, C:Liberia, C:Mali, C:Nigeria, C:Senegal, C:Sierra Leone, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:R, CT:T, P:health, P:services, R:survey, T:Training, T:competency-based training, T:trainee, \_C:Sierra Leone SLE, publicImportV1}, } @article{cunningham_developing_2017, title = {Developing an emergency nursing short course in {Tanzania}}, url = {https://www.sciencedirect.com/science/article/pii/S2211419X17300575}, doi = {10.1016/j.afjem.2017.08.002}, abstract = {Abstract Nurses are the largest group of healthcare workers in Africa. By adequately equipping nurses to identify, intervene and care for emergency conditions, emergency healthcare systems can be strengthened. To address this need, a nursing working group was formed within the African Federation for Emergency Medicine (AFEM). The aim of this international emergency nursing group was to develop a guiding document to help improve emergency nursing skills within Africa. Using this guiding document, a group of Tanzanian clinical nurse trainers was selected to develop a context specific short course. They used this guiding document as a foundation to improve skill development. The pilot course was well received and has since expanded to training in five regions within the United Republic of Tanzania. The clinical nurse trainers leading the course, are supported by a mentorship programme with competent educators within a global emergency nursing infrastructure. This course, a combination of local knowledge, formal mentorship programs, and international nursing support, demonstrates that investing in the improvement of emergency nursing skills can have high impact results with low-cost. This will ultimately improve emergency care on the continent.}, language = {en}, journal = {African Journal of Emergency Medicine}, author = {Cunningham, C. and Brysiewicz, P. and Sepeku, A. and White, L. and Murray, B. and Lobue, N. and Sawe, H.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.afjem.2017.08.002 10/gf62kh 2129771:PC2NVHDL 2317526:PYL5L8JH}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:Improvement, P:health, P:media, P:nurse, R:impact, T:Training, T:trainee, publicImportV1}, } @techreport{die_bundesregierung_eckpunktepapier_2017, address = {Berlin, Germany}, title = {Eckpunktepapier: {Wirtschaftliche} {Entwicklung} {Afrikas} – {Herausforderungen} und {Optionen}}, url = {https://www.bundesregierung.de/resource/blob/997532/444316/1423bb55c37af6ce594b4e6f14ab36ca/2017-06-07-eckpunkte-afrika-data.pdf?download=1}, author = {Die Bundesregierung}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J76C3AMW 2317526:AHJGP2JW}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, publicImportV1}, } @article{duys_pilot_2017, title = {A pilot of the use of short message service ({SMS}) as a training tool for anaesthesia nurses}, doi = {10.1080/22201181.2017.1317422}, abstract = {© 2017 The Author(s). Background: Anaesthesia nurses form a critical part of the team providing perioperative care to patients, but no accredited training exists for them in South Africa. In this setting, short in-service training interventions are a pragmatic attempt at improving nurse performance and patient outcomes. Traditional didactic teaching formats have limitations, and mLearning (the use of mobile telephones to facilitate education) has proved equivalent or superior to traditional teaching methods in several settings. Despite very high levels of mobile phone ownership amongst healthcare workers in Africa, this form of educational delivery has not been tested in the hospital-based nursing population. Methods: A telephonic true/false pre-test was performed with 12 nurses of varying levels of training, to assess their preexisting knowledge of anaesthesia. A pre-learning package was then delivered to them in the form of daily SMSs for a month, covering relevant anaesthesia content. A telephonic post-intervention test was performed to assess whether anaesthesia theory knowledge had improved. Results: Median test scores out of 30 were compared using a Wilcoxon signed rank test and were statistically higher in the postintervention test: 25 (IQR 20-26) vs. 21 (IQR 20-21.25) (p = 0.018). Conclusions: The results demonstrate an association between a cheap and widely available educational vehicle, and an increase in nurse knowledge scores. The use of mobile telephones in medical education in limited-resource settings should be explored further.}, language = {en}, journal = {Southern African Journal of Anaesthesia and Analgesia}, author = {Duys, R. and Duma, S. and Dyer, R.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/22201181.2017.1317422 10/gf62mm 2129771:YCYHD7KA 2317526:3KQQLLLS}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:outcomes, F:pedagogy, F:teaching, F:teaching method, P:health, P:media, P:nurse, P:service industry, P:services, Q:e-learning, T:Ausbildung, T:Training, T:work-based learning, Z:Anaesthesia nurse, Z:Nurse education, Z:Short Message Service (SMS), Z:eLearning, Z:mLearning, \_C:Australia AUS, \_C:Iran IRN, \_C:Ireland IRL, \_C:Kenya KEN, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @incollection{eicker_fundamentals_2017, title = {Fundamentals of the development of {Vocational} {Education} and {Further} {Education} of {VET} pedagogues in {Sub}-{Saharan} {Africa}}, url = {http://www.oapen.org/download?type=document&docid=640951#page=120}, abstract = {For many years, the University of Rostock/Technical Education has supported three universities from Mozambique, Ethiopia and South Africa in their effort to establish a modern educational and further educational programme for VET pedagogues. A Further Education network was established in the first steps. If more German universities support it, this network can expand to various other Sub-Saharan African countries. This still poses the essential question which scientific approach will be the basic position. Furthermore the question is how the Further Education network of universities, vocational schools and other VET institutions should be developed locally in Sub-Saharan Africa. A constructivist approach, which is positioned between academic discipline and vocational science, will be proposed here. In the first place, university lecturers and selected teachers will be able to acquire shaping competence. A “Train the Trainer Further Education System” will be proposed.}, language = {en}, author = {Eicker, Friedhelm}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DZPPNXYY 2317526:TBLBB8G9 UTI-7B87897D-3120-3B03-9C28-4B8DC3719BA5}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Ethiopia, C:Mozambique, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:pedagogy, T:TVET, T:in-service TVET, publicImportV1, ⛔ No DOI found}, } @inproceedings{eicker_networked_2017, title = {Networked shaping–a perspective for international vocational education and further education of vocational educators}, booktitle = {Social {Dimension} and {Participation} in {Vocational} {Education} and {Training}}, author = {Eicker, Friedhelm and Fiedler, Kai-Arne and Haseloff, Gesine}, editor = {Kaiser, Franz and Krugmann, Susann}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RJTR79C4 2317526:GNXQ6U6Y}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, publicImportV1, ⛔ No DOI found}, } @article{garcia-rodriguez_entrepreneurship_2017, title = {Entrepreneurship {Education} in {Sub}-{Saharan} {Africa}: {Results} of a {Case} {Study} in {Senegal}}, abstract = {The number of entrepreneurship education programs has grown worldwide in the last two decades. This has helped consolidate a fruitful line of research focusing on measuring the impact that these programs have on participating students' entrepreneurship potential. However, to date, these programs have almost exclusively centered on more developed countries. The present work, on the contrary, analyses the impact of an entrepreneurship promotion program carried out for a period of three years in the socioeconomic and cultural context of a less developed country: Senegal. Specifically, the program was aimed at students on different degree programs at the University of Gaston Berger. Theoretical approaches of effectuation and bricolage were applied and students' enterprise potential was tested ex ante and ex post. The results show that students had a significant improvement in their entrepreneurial potential, thus reflecting the effectiveness of entrepreneurship education in these contexts.}, language = {en}, author = {Garcia-Rodriguez, Francisco J and Gil-Soto, Esperanza and Ruiz-Rosa, Ines and Sene, Papa Mamour}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BLNBLAL2 2317526:RSJYRBT8}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Senegal, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:R, CT:T, D:developing country, D:less developed country, F:Improvement, F:attitude, P:culture, Q:degree, R:case study, R:impact, T:entrepreneurship education, Z:Attitudes, Z:Developing countries--LDCs, Z:Entrepreneurs, Z:Students, publicImportV1, ⛔ No DOI found}, } @article{government_of_nigeria_digest_2017, title = {Digest of {TVET} institutions statistics in {Nigeria} 2014-15}, url = {https://net.nbte.gov.ng/sites/default/files/2018-02/DIGEST%20OF%20TVET%20INSTITUTIONS%20STATISTICS%20IN%20NIGERIA%202014-15.pdf}, urldate = {2019-01-17}, author = {{Government of Nigeria}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:48U2KYV5 2317526:UU6VCLET}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @article{government_of_nigeria_directory_2017, title = {Directory of {Accredited} {Programmes} {Offered} in {Polytechnics}, {Technical} and {Vocational} {Institutions}}, url = {https://net.nbte.gov.ng/sites/default/files/2018-02/2017%20DIRECTORY%20OF%20INSTITUTIONS%20UNDER%20THE%20PURVIEW%20OF%20NBTE.pdf}, language = {English}, urldate = {2018-12-06}, author = {{Government of Nigeria}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J5VZIWBX 2317526:ZLQF4KYM}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Nigeria, TVET Provider, publicImportV1}, } @phdthesis{haseloff_gestaltungsorientierung_2017, title = {Gestaltungsorientierung als {Entwicklungsstrategie} zur {Beförderung} der beruflichen {Fortbildung} – dargestellt und untersucht am {Beispiel} des {Projektes} {VET}-{Net}}, language = {de}, author = {Haseloff, Gesine}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:U972YMBU 2317526:CP2DPGD3 UA-7a56c9f3-ad17-469f-b082-d4f037a697d4}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, C:Mozambique, C:South Africa, publicImportV1, ⛔ No DOI found}, } @article{haseloff_train_2017, title = {The {Train} the {Trainer}-{System} ؊ {Results} of a research and development project for and with {VET} pedagogues in {Sub}-{Saharan} {Africa}}, language = {en}, author = {Haseloff, Gesine}, year = {2017}, note = {zotzenLib.CopiedFrom: 2317526:B27FYPZL KerkoCite.ItemAlsoKnownAs: 2129771:UCZIFCRI 2317526:B27FYPZL}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, A:Africa, CLL:en, publicImportV1, ⛔ No DOI found}, pages = {7}, } @article{hashim_availability_2017, title = {The {Availability} of {Electronic} {Courses} {Using} {ICT} {Infrastructure} in {Teaching} and {Learning} among {Teachers} in {Nigeria}'s {TVET} {Institutions}.}, abstract = {Abstract: As information and communication technology becomes a regular feature of the educational environment, it may be difficult for teaching and learning activities especially in TVET institutions to remain unchallenged. However, ICT application as a pedagogical tool in Nigerian TVET institutions is not a common practice and it also remains unclear how utilisation of ICT enhances pedagogy. This study is interested in the availability of electronic courses using ICT infrastructure in teaching and learning. Using activity theory as a guide, multiple case studies are conducted. The Qualitative Case Study Methodology is used in this research. Five TVET institutions and 20 participants are selected using maximum variation and homogeneous purposive sampling strategies, respectively. During the visits to the institutions, classroom observation is carried out, documents such as the curriculum and teacher's lecture materials are reviewed for triangulation. Semi-structured interviews are conducted with 20 selected participants as the primary data collection method. At the data analysis stage, the inductive and deductive methods are used to analyse the data and two strategies of grounded theory as open and axial coding are employed. The coding process is achieved through the use of an inherent feature of NViVOlO. The findings show that four themes: availability of infrastructure, computer specifications, educational software and connectivity.}, language = {en}, author = {Hashim, MHM and Abubakar, B}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DLZZV2QH 2317526:W742575Q UTI-659E7698-0E52-3D96-B24B-CB8235ECD882}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:learning, F:teaching, P:electro, P:teachers, Q:ICT, Q:educational technology, T:TVET, publicImportV1, ⛔ No DOI found}, } @incollection{hoosen_chapter_2017, title = {Chapter 12: {Considerations} in {Costing} {ODL} and {ICTs} in {TVET}}, language = {en}, booktitle = {Using {ICTs} and {Blended} {Learning} in {Transforming} {TVET}}, author = {Hoosen, S and Butcher, N}, editor = {Lachem, C}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NTRZ8NZ5 2249382:CNYM4R76 2317526:IQCV5LKH}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Botswana, C:Namibia, C:South Africa, C:Zambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:Q, CT:T, Q:OER, T:TVET, publicImportV1}, } @incollection{isaacs_chapter_2017, title = {Chapter 9: {INVEST} {Africa}}, language = {en}, booktitle = {Using {ICTs} and {Blended} {Learning} in {Transforming} {TVET}}, author = {Isaacs, Shafika}, editor = {Latchem, C}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WVV3BNC3 2317526:SVVD5ZKB}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Kenya, C:Zambia, CA:AandC, CLL:en, publicImportV1}, } @techreport{kaiser_social_2017, title = {Social {Dimension} and {Participation} in {Vocational} {Education} and {Training}}, author = {Kaiser, Franz and Krugmann, Susann}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MZMQHYT6 2317526:R7T3YDRK}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:Egypt, CLL:en, publicImportV1, ⛔ No DOI found}, } @article{kennedy_challenges_2017, title = {Challenges of {Technical} {Vocational} {Teacher} {Education} and {Teaching} in {Nigeria}: {The} {Need} for {Intervention}}, volume = {3}, abstract = {This paper reviews the critical roles of Technical Vocational teacher education and teaching in Nigeria. The paper establishes a nexus between quality Technical Vocational teacher education and national development. Critical challenges to Technical Vocational teacher education programmes and the teaching profession in Nigeria are identified to include over-crowded classes for teacher’s trainees, inequity in urban/rural deployment of teachers, poor funding and inadequate facilities, low quality Information and Communication technology (ICT) compliance and non-professionalization of teaching in Nigeria. Recommendations which include, a standard class, equity in urban/rural deployment of teachers, training/or retraining of Technical Vocational teacher in qualitative Information and Communication technology (ICT), Technical Vocational teacher mandatory membership in professional organisation, periodic attendance and active participation at conferences, seminars and workshop were made.}, language = {en}, number = {7}, author = {Kennedy, George W and Udoetuk, Udeme S}, year = {2017}, keywords = {\_C:China CHN, \_C:India IND, \_C:Japan JPN, \_C:Nigeria NGA, \_C:Turkey TUR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {12}, } @techreport{kultusministerkonferenz_empfehlung_2017, title = {Empfehlung zur {Beruflichen} {Orientierung} an {Schulen}}, url = {https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/2017/2017_12_07-Empfehlung-Berufliche-Orientierung-an-Schulen.pdf}, urldate = {2020-05-27}, author = {{Kultusministerkonferenz}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H8ZGDHMT 2317526:WSDNU4B8}, } @incollection{latchem_chapter_2017, title = {Chapter 13: {Planning} for the {Use} of {ICTs} at the {National} and {Institutional} {Levels}}, abstract = {Open and distance learning (ODL) and information and communication technologies (ICTs) are viewed by many policy makers, at both national and institutional levels, as a potentially cost-effective means of tackling the challenges of access, equity and quality in education. Sound and rigorous financial planning is essential for governments and institutions seeking to harness these methods, but unfortunately there has been little analysis of the costs of such provision in the Technical and Vocational Education and Training (TVET) sector. Arguably, this is because there appears to have been less of a focus on research in TVET compared to tertiary education. Also, there may be a perception among some in the sector that ODL is an inappropriate means of imparting vocational and technical skills, a perception that possibly derives from memories of the shortcomings of earlier correspondence education and the notion that technical and vocational skills can only be mastered in the workplace or training centres. With the growing ability to present simulations and modelling using ICTs, it is becoming increasingly possible to offer new forms of TVET at a distance. However, there may be misguided or ill-informed assumptions and claims about the cost savings of employing these technologies that suggest that ODL is less expensive than traditional contact education. For a start, achieving economies of scale can be a major challenge in integrating ICTs in TVET, since the training demand in most developing countries is for small numbers of graduates in a wide range of occupational profiles (UNESCO IITE, 2005). Economic concerns can raise major barriers to offering ODL programmes in TVET. This is particularly challenging in contexts where government funding for TVET is low. For example, in Zambia, the level of government subvention to TVET institutions is less than 6 per cent in some cases (Herd and Mead Richardson, 2015). This lack of funding limits the Considerations in Costing ODL and ICTs in TVET Sarah Hoosen and Neil Butcher CHAPTER 186 extent of training, the number of students who can be trained and the quality of the training, with the recruitment of teachers, modernisation of equipment and acquisition of training resources being especially affected (Siriwardene and Qureshi, 2009). With many TVET systems in the developing world now considering the adoption of ODL and ICTs because of the promised cost efficiencies, it is important to examine the costing of these new educational and training practices. Given the dearth of resources focusing specifically on costing ODL in TVET, this chapter focuses more generally on costs in the use of ODL and ICTs and extrapolates these findings to the TVET context. This chapter explores the costs of ODL and how to avoid the ramifications of weak financial planning.}, language = {en}, booktitle = {Using {ICTs} and {Blended} {Learning} in {Transforming} {TVET}}, editor = {Latchem, C}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9YWMKAFA 2317526:XXQT2WH6}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CLL:en, publicImportV1}, } @incollection{latchem_chapter_2017, title = {Chapter 14: {Conclusions} and {Recommendations}}, language = {en}, urldate = {2019-04-13}, booktitle = {Using {ICTs} and {Blended} {Learning} in {Transforming} {TVET}}, publisher = {Commonwealth of Learning}, author = {Latchem, Colin}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A44MFPDQ 2317526:ID6XQ8BZ UA-B83528DA-8C8F-4ED1-BA18-A42B0981A1CD}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, publicImportV1}, pages = {221--225}, } @book{latchem_using_2017, title = {Using {ICTs} and {Blended} {Learning} in {Transforming} {TVET}}, shorttitle = {{ICT} transforming {TVET}}, url = {http://unesdoc.unesco.org/images/0024/002474/247495e.pdf}, language = {en}, publisher = {UNESCO; COL}, author = {Latchem, Colin}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TG8CQVSN 2317526:KKUAMAI5}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, HDR25, publicImportV1}, } @article{lolwana_technical_2017, title = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: the missing middle in post-school education}, abstract = {The structure of education systems in Sub-Saharan countries is characterised by Basic Education; Technical and Vocational Education (TVET) as well as University Education. Whilst the basic education system has grown to be a large system that accommodates almost all children, the size of post-basic education options available to young people in these countries is still very small and weak. There is a social crisis of large numbers of young people who are not in education, employment and work in the context of skills shortages in the labour market. There are, in other words, both supply and demand issues to which the present form of post-school is unable to respond adequately. There is a challenge of the ‘missing middle’ in the Sub-Saharan education and training systems and young people who simply disappear to thin air after leaving school.}, language = {en}, author = {Lolwana, Peliwe}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3RGQD5ZH 2317526:Q9Z74URP}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CLL:en, publicImportV1, ⛔ No DOI found}, pages = {14}, } @incollection{lolwana_introduction_2017, title = {Introduction {Keynotes} - {Technical} and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: the missing middle in post-school education}, url = {https://www.wbv.de/artikel/6004570w011}, abstract = {The structure of education systems in Sub-Saharan countries is characterised by Basic Education; Technical and Vocational Education (TVET) as well as University Education. Whilst the basic education system has grown to be a large system that accommodates almost all children, the size of post-basic education options available to young people in these countries is still very small and weak. There is a social crisis of large numbers of young people who are not in education, employment and work in the context of skills shortages in the labour market. There are, in other words, both supply and demand issues to which the present form of post-school is unable to respond adequately. There is a challenge of the ‘missing middle’ in the Sub-Saharan education and training systems and young people who simply disappear to thin air after leaving school.}, language = {English}, urldate = {2018-05-26}, booktitle = {Vocational {Education} and {Training} in {Sub}-{Saharan} {Africa}}, author = {Lolwana, Peliwe and Oketch, Moses O.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6ZRJNF95 2317526:VCT6X7C5 UA-87A24DE6-E939-465C-ADCF-2E8C0DF0D801}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, AA:SSA, CLL:en, Comparative Analysis, publicImportV1}, pages = {11--38}, } @article{nduna_promoting_2017, title = {Promoting effective {Work} {Integrated} {Learning} ({WIL}) and {Recognition} of {Prior} {Learning} ({RPL}) practices in the {TVET} sector through research}, abstract = {There is a growing interest in increasing research capacity in South African public Higher Education Institutions (HEIs) in general and in Universities of Technology (UoTs) and Technical and Vocational Education and Training (TVET) Colleges in particular. As part of its strategy to increase research capacity, the Education, Training and Development Practices Ϫ Sector Education and Training Authority (ETDP SETA) has established six Research Chairs in six public HEIs. This article introduces the work of the Research Chair for Work Integrated Learning (WIL) and Recognition of Prior Learning (RPL) that was established by the ETDP SETA in August 2015. The purpose of introducing the work of the Research Chair is to explore possibilities for research collaborations and partnerships with a variety of stakeholders at local, national and international levels. The article is divided into five sections. The first section is an introduction which provides the context, focus and purpose of the Research Chair. This section also highlights the need for research into WIL current practices and WIL staff development needs and advocates for the development of WIL related HEQSF qualifications in the TVET sector. The second section provides an overview of literature on WIL and RPL and relates the work of the Research Chair to the 2013 Policy on Professional Qualifications for lecturers in TVET and the 2015 Draft RPL Policy for the Higher Education Qualifications Sub-Framework (HEQSF). The third section deals with the research methodology that covers the research questions, intended outcomes and data collection processes that were involved. The fourth section discusses the research findings and enabling factors for the Research Chair. The final section provides a summary of the findings and calls for research collaborations.}, language = {en}, author = {Nduna, Nothemba Joyce}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CQSZ4364 2317526:WRM7E45L}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, CLL:en, publicImportV1, ⛔ No DOI found}, } @incollection{oketch_cross-country_2017, address = {Bielefeld, Germany}, title = {Cross-country comparison of {TVET} systems, practices and policies, and employability of youth in sub-{Saharan} {Africa}}, copyright = {open}, url = {http://dx.doi.org/10.3278/6004570w}, abstract = {In recent years, organisations such as the African Development Bank (AfDB), and several African governments have conceded that TVET may have a positive impact on harnessing the youth dividend. There has been some progress in some countries, but there is still insufficient understanding of the place of TVET and youth skills development. The criticisms of TVET in the past, and attitudes toward it, coupled with a period of neglect by governments and donors have all resulted in insufficient understanding of the positive effects TVET can have on the youth and on economic development compared to other regions of the world that have had clearly developed agenda for youth skills development through further colleges, community colleges, or apprenticeships. Nevertheless, there are signs of renewed interest and possible progress, and some countries have started to put in place innovative policies to strengthen Technical and Vocational Education and Training (TVET) systems. But this progress is limited and hasn‘t been well researched and understood in comparison with other regions of the world. This is partly due to the past attitudes toward TVET, but may also result from limited understanding of the present positive role that TVET can play to harness youth dividend in the region. This paper aims to add to better and more research evidence on the role of TVET in youth skills development and employment in Africa using key economic and education highlights and the cases of Kenya, Ghana and Botswana by examining the policies and practices that characterize the TVET landscape across these Sub-Saharan African countries from a political economy approach.}, language = {eng}, urldate = {2022-05-03}, booktitle = {In: {Eicker}, {F} and {Haseloff}, {G} and {Lennartz}, {B}, (eds.) {Vocational} {Education} and {Training} in sub-{Saharan} {Africa}: {Current} situation and development. (pp. 25-38). {W}.{Bertelsmann} {Verlag}: {Bielefeld}, {Germany}. (2017)}, publisher = {W.Bertelsmann Verlag}, author = {Oketch, M. O.}, editor = {Eicker, F. and Haseloff, G. and Lennartz, B.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RPB7RG8H 2486141:HVBC3ADZ}, pages = {25--38}, } @article{oketch_cross-country_2017, title = {Cross-country comparison of {TVET} systems, practices and policies, and employability of youth in {Sub}-{Saharan} {Africa}}, abstract = {In recent years, organisations such as the African Development Bank (AfDB), and several African governments have conceded that TVET may have a positive impact on harnessing the youth dividend. There has been some progress in some countries, but there is still insufficient understanding of the place of TVET and youth skills development. The criticisms of TVET in the past, and attitudes toward it, coupled with a period of neglect by governments and donors have all resulted in insufficient understanding of the positive effects TVET can have on the youth and on economic development compared to other regions of the world that have had clearly developed agenda for youth skills development through further colleges, community colleges, or apprenticeships.}, language = {en}, author = {Oketch, Moses}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6I2JU3NY 2317526:R76QDY82}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, A:Africa, C:Botswana, C:Kenya, CLL:en, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @article{okiror_towards_2017, title = {Towards in-service training needs of secondary school agriculture teachers in a paradigm shift to outcome-based education in {Uganda}}, url = {http://www.tandfonline.com/doi/full/10.1080/1389224X.2017.1338593}, doi = {10.1080/1389224x.2017.1338593}, abstract = {This paper examines the in-service teacher training needs of secondary school agriculture teachers in Uganda as the country moves towards an ‘outcome-based’ education by removal of subjects and instead, uses learning areas, presenting a need for new pedagogical skills among teachers. Design/methodology/approach: A cross-sectional survey was conducted in Uganda between June and September 2016 to assess the teaching methods and teacher training needs for secondary school agriculture curriculum. Data were collected from 80 agriculture teachers and 57 administrators from 60 secondary schools, randomly drawn from 25 districts in Uganda. The data were analysed with descriptive statistics. Findings: The findings show that there about 10 key competences required by the teachers to thrive in their profession. These range from traditional classroom teaching to community outreach and linkages with agribusinesses which is in tandem with outcome-based education beyond the classroom walls. Respondents highlight lack of practical agriculture skills and exposure to the modern farming practices. Theoretical implications: This paper examines role of formal in-service teacher training based on theory of change and proposes using professional learning communities for school-level improvements. Practical implication: The results were not significant enough to warrant strong recommendations. However, they suffice to highlight a growing need for in-service teacher support mechanism for a dynamic subject like agriculture using communities of practice at school and district levels. Originality/value: In the current context of growing concern for unemployment in Africa, secondary schools will require competent teachers to engage students into transferable learning, given that it is the terminal level of education for majority. © 2017 Wageningen University.}, language = {en}, journal = {The Journal of Agricultural Education and Extension}, author = {Okiror, J.J. and Hayward, Geoff and Winterbottom, M}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1389224X.2017.1338593 10.1080/1389224x.2017.1338593 10/gf62j8 2129771:5IPHE8U3 2317526:IEDH4V39 DOI-10.1080/1389224X.2017.1338593}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:de, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:Improvement, F:curriculum, F:learning, F:outcomes, F:pedagogy, F:teaching method, P:agricultural, P:agriculture, P:measurement, P:mechanic, P:services, P:teacher education, P:teacher training, P:teachers, Q:community of practice, Q:secondary education, R:interview, R:observation, R:questionnaire, R:survey, T:Classroom teaching, T:learning community, T:work-based learning, Z:Administrator Surveys, Z:Agricultural Education, Z:Agricultural education, Z:Curriculum reform, Z:Educational Needs, Z:Employment skills, Z:Foreign Countries, Z:Inservice Teacher Education, Z:Interviews, Z:Observation, Z:Outcome Based Education, Z:Questionnaires, Z:Secondary School Teachers, Z:Secondary education, Z:Teacher Competencies, Z:Teacher Surveys, Z:Teacher capacity, Z:Teacher education, Z:Teaching Methods, Z:Teaching methods, \_C:Uganda UGA, publicImportV1}, } @article{papier_comparative_2017, title = {A comparative study of {TVET} in 5 {African} {Countries} with a specific focus on {TVET} {Teacher} {Education}}, abstract = {This article describes a five country (Cameroun, Egypt, Ghana, South Africa, Tanzania) study of ‘TVET Teacher Education in Africa’ that was commissioned in terms of an EU-South African collaboration in 2013. While the focus was on vocational teacher education, the contextual realities of each country‘s vocational systems was studied as this would impact on every aspect of vocational teacher development, for instance, what teachers would have to teach, who the students might be, how students would be expected to learn, available funding for Vocational Education and so on. Comparisons were therefore made over a range of elements that included the systems in place for vocational training, systems of vocational teacher education, and the modalities for training of VET teachers.}, language = {en}, author = {Papier, Joy}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8J6PBLVZ 2317526:6TNBGFXK}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CLL:en, \_C:Denmark DNK, \_C:Egypt EGY, \_C:Finland FIN, \_C:Ghana GHA, \_C:Ireland IRL, \_C:Netherlands NLD, \_C:South Africa ZAF, \_C:Sweden SWE, \_C:Tanzania TZA, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1, ⛔ No DOI found}, } @incollection{papier_fundamentals_2017, title = {Fundamentals... {Session} 1 - {Vocational} {Education} and {Training}: basics for teaching and research in {Vocational} {Education} and {Training} at universities}, isbn = {978-3-7639-5793-4}, shorttitle = {Session 1 - {Vocational} {Education} and {Training}}, url = {https://www.ssoar.info/ssoar/handle/document/52708}, abstract = {This session highlights the basics of Vocational Education and Training (VET). Each university has its own characteristics. The contributions seek to encourage various forms of VET. Challenges for universities and other institutions are emphasised. The contributions help draw conclusions for the Further structuring of VET in Sub-Saharan Africa. Other country-specific articles from the session concentrate on the characteristics and orientation of VET systems, thereby helping create an overall picture of the status of VET in all participating countries. The participants endeavored to analyze the current situation of VET in Sub-Saharan Africa by exploring the character and individual design of the current VET systems in the participating countries. Contributions by: Duncan Ken Downing Jillian D'Oliveira Singo Brígida Papier Joy Hartmann Martin D. Ogwo Benjamin A. Ezekoye Benadeth N. Gessler Michael}, language = {English}, publisher = {W. Bertelsmann Verlag}, author = {Papier, Joy and Hartmann, Martin D. and Ogwo, Benjamin A. and Ezekoye, Benadeth N. and Gessler, Michael}, editor = {Eicker, Friedhelm and Haseloff, Gesine and Lennartz, Bernd and Haseloff, Gesine and Eicker, Friedhelm and Lennartz, Bernd}, year = {2017}, note = {zotzenLib.CopiedFrom: 2317526:RYA7Q52M KerkoCite.ItemAlsoKnownAs: 2129771:RCIMFREJ 2317526:RYA7Q52M UTI-75F0B903-A467-39F2-AD8D-D426C9A01054}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Cameroon, C:Ghana, C:South Africa, C:Tanzania, CA:AandC, CL:de, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, F:pedagogy, F:policy, F:qualification, F:teaching, P:construction, P:culture, P:economy, P:teacher education, Q:ICT, Q:degree, Q:e-learning, Q:flexible, Q:masters, T:Ausbildung, T:Educação profissionalizante, T:Lehrlingsausbildung, T:TVET, T:dual TVET, T:in-service TVET, T:occupational education, T:trainee, publicImportV1, ⛔ No DOI found}, pages = {39--40}, } @book{schmidt_praxishandbuch_2017, address = {Wiesbaden}, title = {Praxishandbuch {Wirtschaft} in {Afrika}}, isbn = {978-3-658-14481-4 978-3-658-14482-1}, language = {de}, publisher = {Springer Gabler}, editor = {Schmidt, Thomas and Pfaffenberger, Kay and Liebing, Stefan}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FIGKTAAI 2317526:P4RFZUTI}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, CLL:de, publicImportV1}, } @article{shindi_establishment_2017, title = {Establishment of a {VET}-system with focus on {Further} {Education}: presentation of ideas on the motivation and establishment of a {Further} {Education} system, especially in universities in sub-{Saharan} {Africa}}, language = {en}, author = {Shindi, Alpheas}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:984CL23D 2317526:9CDMM8C3 UA-67F644AB-F6A3-435E-B209-9C76AE2F5F67}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Namibia, CLL:en, publicImportV1, ⛔ No DOI found}, } @incollection{van_halsema_competence_2017, address = {Cham}, series = {Technical and {Vocational} {Education} and {Training}: {Issues}, {Concerns} and {Prospects}}, title = {Competence and {TVET} {Innovation} in {Sub}-{Saharan} {Africa}: {The} {Case} of {Rwanda}}, isbn = {978-3-319-41713-4}, shorttitle = {Competence and {TVET} {Innovation} in {Sub}-{Saharan} {Africa}}, url = {https://doi.org/10.1007/978-3-319-41713-4_23}, abstract = {In many African countries, technical and vocational education and training (TVET) is considered a means to stimulate strategic economic growth. In order to render TVET more in line with market demands, governments increasingly promote the competence-based education (CBE) approach. In this chapter, the Central African country Rwanda is studied as an exemplary case for sub-Saharan Africa in how they apply CBE. Through competence-based curriculum development and teacher training, a centralised form of workforce planning is envisaged that would shape the TVET reform in the Central African country.In Rwanda, the Belgian Technical Cooperation (BTC) follows a systems approach to implement CBE in TVET. Having done so over the past 4 years, it becomes apparent that in the transitional phases of the systems, there is much ‘transitional noise’ that hampers implementation. This fact challenges the centralist view on CBE and its scope for national workforce planning. However, some positive features emerge from CBE implementation in that it stimulates practical learning and creativity in TVET.It is argued that by adapting the concept of competence to a more decentralised, intrinsic and generic form of TVET, a more capable, innovative and employable workforce can be formed. Government should thereby not just focus on formal employment but follow a diversified and inclusive approach of TVET for youth employment in all segments of the economy.}, language = {en}, urldate = {2018-12-09}, booktitle = {Competence-based {Vocational} and {Professional} {Education}: {Bridging} the {Worlds} of {Work} and {Education}}, author = {van Halsema, Wybe}, editor = {Mulder, Martin}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TAF5U3YI 2317526:X95943S2 LOCAL-WOS:000398946600027}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Rwanda, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:T, Competence Development, Competency Statement, Informal Sector, Master Trainer, Pilot School, T:TVET, publicImportV1}, pages = {487--504}, } @article{wonder_informal_2017, title = {The {Informal} {Apprenticeship} {Miracle}: {A} {Case} for {Mbare}-{Magaba} {Informal} {Industry}, {Zimbabwe}}, url = {https://muse.jhu.edu/article/669259/summary}, doi = {10.1353/eas.2017.0008}, abstract = {The economic turbulences faced by Zimbabwe in the first decade of the 21st century culminated in almost total demise of the formal industry. Concomitantly, this resulted in the emergence and proliferation of the informal industry as an alternative solution. This study explored the training strategies and approaches employed in the informal manufacturing industry. The study adopted the qualitative research paradigm to collect, present and analyse data. Findings from the study point to the efficacy of the informal apprenticeship in terms of human capital development and hence this skills training approach becomes the main trajectory to economic recovery for Zimbabwe.}, language = {en}, journal = {Eastern Africa Social Science Research Review}, author = {Wonder, M and Tenson, M}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1353/eas.2017.0008 10/gf62z9 2129771:B2Z82EGH 2317526:6MAWR5BQ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Zimbabwe, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:T, P:artist, P:manufacture, P:social, T:Lehrlingsausbildung, T:apprenticeship training, publicImportV1}, } @article{ackah-baidoo_youth_2016, title = {Youth unemployment in resource-rich {Sub}-{Saharan} {Africa}: {A} critical review}, volume = {3}, issn = {2214790X}, shorttitle = {Youth unemployment in resource-rich {Sub}-{Saharan} {Africa}}, url = {http://linkinghub.elsevier.com/retrieve/pii/S2214790X15300046}, doi = {10.1016/j.exis.2015.11.010}, abstract = {This paper critically reviews the youth unemployment crisis in resource-rich Sub-Saharan Africa. Although the region has experienced continuous and a seemingly limitless flow of investment in all types of extractive industries in recent decades, this growth has not directly translated into significant poverty reduction. Its overdependence on natural resources economically seems to have had a negative impact on socioeconomic development overall, generating very few jobs for youth and exacerbating existing unemployment crises. The paper uses Ghana, one the region’s top mineral-rich countries, as a case study to explore these issues further.}, language = {en}, number = {1}, urldate = {2018-09-14}, journal = {The Extractive Industries and Society}, author = {Ackah-Baidoo, Patricia}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.exis.2015.11.010 10/gf62j7 2129771:5IQB689N 2317526:V2TDX9MD}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1}, pages = {249--261}, } @techreport{walker_study_2016, title = {Study on {Agricultural} {Technical} and {Vocational} {Education} and {Training} ({ATVET}) in {Developing} {Countries}}, language = {en}, institution = {Swiss Agency for Development and Cooperation}, author = {Walker, Katharina and Hofstetter, Sonja}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QSX2X8BG 2317526:PJUUV6BL}, } @phdthesis{abay_counting_2016, title = {From counting women to ensuring women count: {A} qualitative study of university and early career experiences of women secondary school teachers in {Addis} {Ababa}, {Ethiopia} from a capabilities perspective}, abstract = {At the heart of this study is a concern with moving from counting women—from a quantitative focus on gender parity—to having women count—ensuring conditions exist that allow women teachers to fully participate in quality teaching and the positive transformation of the teaching profession. Women comprise less than 20\% of secondary school teachers in Ethiopia (MoE, 2014), reflecting similar patterns of under-representation elsewhere in Sub-Saharan Africa. This study uses in-depth interviews and field observations over a period of 15 months in Addis Ababa to shed light on why many women in Ethiopia who enter university do not make it into secondary school teaching and why many of those who enter teaching, in urban areas where most teachers are concentrated, do not stay in the profession. Drawing on a capabilities perspective, the study goes further to examine the cumulative disadvantage—in terms of well-being and agency—that women experience during the process of their university (undergraduate and teacher) training and in their early years of working in urban secondary schools, as well as the ways in which women contend with disadvantage. This study shows that such disadvantage and the responses to it have implications not only for whether women enter and stay in teaching but also for how they engage in their work. Utilizing the rich qualitative data collected and the analysis afforded by using the capability approach, the study concludes by recommending how different actors, including government, universities and schools, can foster institutional conditions of possibility (Walker, 2006a) and educational arrangements that enhance rather than limit full and equal participation in the teaching profession. Foregrounded throughout this study are the voices and experiences of young women, offering a perspective which disrupts the presumed norm of the single male teacher and highlights some of the limits of gender-neutral teacher policies.}, language = {en}, author = {Abay, Negar Ashtari}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z4ISYM3H 2317526:5S7STSEQ LOCAL-PQ-1873007472}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Ethiopia, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:gender, F:policy, F:teaching, F:women, P:measurement, P:school teacher, P:teacher education, P:teachers, Q:higher education, R:interview, R:observation, R:qualitative, R:quantitative, T:Ausbildung, T:career, Z:Higher education, Z:Teacher education, publicImportV1, ⛔ No DOI found}, } @article{adedoja_influence_2016, title = {Influence of {Mobile} {Learning} {Training} on {Pre}-{Service} {Social} {Studies} {Teachers}' {Technology} and {Mobile} {Phone} {Self}-{Efficacies}}, volume = {7}, issn = {2222-1735, 2222-1735}, url = {https://files.eric.ed.gov/fulltext/EJ1089740.pdf}, abstract = {Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training.}, language = {en}, number = {2}, journal = {Journal of Education and Practice}, author = {Adedoja, Gloria and Oluwadara, Abimbade}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6PDEGCPL 2317526:QMB7LST9 2405685:2B3XKEGJ 2534378:GD8S4UHN 2534378:KAL73UF6 2534378:SDN92DUR}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, Age Differences, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, ERIC, Current Index to Journals in Education (CIJE), Electronic Learning, F:attitude, F:learning, F:pedagogy, Foreign Countries, Higher Education, Instructional Effectiveness, Likert Scales, Nigeria, P:electro, P:services, P:social, P:teachers, P:technology, Postsecondary Education, Predictor Variables, Preservice Teachers, Pretests Posttests, Q:mobile learning, Questionnaires, R:questionnaire, Self Efficacy, Social Studies, Student Teacher Attitudes, T:Training, Technological Literacy, Technology Education, Z:Age Differences, Z:Electronic Learning, Z:Foreign Countries, Z:Instructional Effectiveness, Z:Likert Scales, Z:Predictor Variables, Z:Preservice Teachers, Z:Pretests Posttests, Z:Questionnaires, Z:Self Efficacy, Z:Social Studies, Z:Student Teacher Attitudes, Z:Technological Literacy, Z:Technology Education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096188, \_\_C:filed:1, \_\_\_working\_potential\_duplicate, \_\_finaldtb, publicImportV1, ⛔ No DOI found}, pages = {74--79}, } @mastersthesis{alvim_roaparepositorio_2016, address = {Brazil}, title = {{ROAPA}–{Repositório} de {Objetos} de {Aprendizagem} para o ensino de pesca e aquicultura}, url = {https://tede.ufrrj.br/jspui/handle/jspui/2117}, abstract = {The use of technology in education has experienced a number of changes. The use of the computer as a learning tool promoter is a constant challenge for educators. The creation, classification and maintenance of digital materials with educational content are laborious but essential tasks for the good use of technologies of information and communication in education, in various levels of education. In this context, the work that follows is intended to propose the creation of a reference model for implementation of a Learning Object Repository (LOR) as well as outlining a production process of these objects and choosing a team based on roles and responsibilities modeled in the process. As methodological approach was made a literature review on the subject. Conceptual maps were used to support the planning of the repository model. For choosing the set of metadata used in the model was made a Systematic Review of Literature (SRL) and after these steps the initial software interface has been validated through a survey instrument using the Likert scale for evaluation of non-functional software requirements applied to a group of educators and students of the academic community of IFES Campus Piúma. It is expected that the model will serve as a subsidy for the implementation of a repository for use by technical courses of Aquaculture and Fisheries of aforementioned campus, allowing the search and use of digital educational materials for teachers and students, in a simply and efficiently way}, language = {Portuguese}, urldate = {2018-09-11}, school = {Universidade Federal Rural do Rio de Janeiro}, author = {Alvim, Silvio José Trindade and {others}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YRZYN2HP 2317526:STIJF73K}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CC:Brazil, CLL:pt, OER, publicImportV1}, } @phdthesis{damasah_challenges_2016, title = {Challenges in the {Informal} {Construction} {Artisan} {Training} {System} in the {Ghanaian} {Construction} {Industry}}, url = {http://dspace.knust.edu.gh/handle/123456789/9219}, abstract = {This research sought to find out the challenges confronting the informal artisan training system in the Ghanaian construction industry and provide available opportunities to help improve the system. The study was limited to two regions namely Greater Accra and Volta regions of Ghana. In all, two hundred and thirty-three (233) artisans comprising of one hundred and thirteen (113) apprentices and one hundred and twenty (120) master artisans were used for the study. Questionnaires were the main research instrument but personal observation was also used by the researcher. The sample of three hundred (300) was used in the data analysis. Qualitative research approach was used, employing the descriptive approach. Data from the field was analysed using percentages. From the findings, it was realized that two main modes of skill acquisition were in play pertaining to the informal sector, these are the traditional method (75\%) and the attachment method (25\%). Another finding was that, one shortcoming of the informal system appears to be a lack of consistency and adequate content in the training that apprentice receive. The study concludes that there is little external motivation or capability for the system’s trainees to progress in performance or in improving their methods. More than 55\% of the master artisans apply experimentation or trial and error in their work. It is recommended that, it will be essential to involve the master artisans in a reform process including efforts to provide them with opportunities to upgrade their own knowledge of construction skills.}, language = {en}, school = {College of Art and Built Environment}, author = {Damasah, SK}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9ZD86LA7 2317526:C4X3KFCN UTI-44D05C99-3FFA-30A1-91F8-C18A23CBCCA7}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, A:West Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:T, P:artist, P:construction, T:Formal apprenticeship, T:Training, \_C:Ghana GHA, publicImportV1}, } @misc{government_of_botswana_national_2016, title = {National {Credit} and {Qualifications} {Framework}}, url = {https://www.bqa.org.bw/sites/default/files/documents/botswana_qualifications_authority_1_ncqf_act_0.pdf}, urldate = {2018-12-09}, author = {{Government of Botswana}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7RZIN9I4 2317526:SXN7LTXV}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, Qualification Framework, publicImportV1}, } @article{government_of_kenya_guidelines_2016, title = {Guidelines for {Registration} of {Training} {Providers}}, url = {https://www.nita.go.ke/resources/downloads.html?task=document.viewdoc&id=33}, language = {English}, urldate = {2018-12-09}, author = {{Government of Kenya}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:74AGI8EH 2317526:R5RUMKJQ}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, publicImportV1}, } @misc{government_of_uganda_gender_2016, title = {Gender in {Education} {Policy}}, url = {https://www.education.go.ug/files/downloads/GENDER%20IN%20EDUCATION%20SECTOR%20POLICY.pdf}, language = {English}, urldate = {2018-12-18}, author = {{Government of Uganda}}, year = {2016}, note = {UA-9e3445e4-27e0-4bb3-8fc9-87582a923f5c KerkoCite.ItemAlsoKnownAs: 2129771:SB7VVPSG 2317526:AVECW5AI}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, publicImportV1}, } @article{harerimana_e-learning_2016, title = {E-{Learning} in nursing education in {Rwanda}: benefits and challenges. {An} exploration of participants' perspectives}, abstract = {E-learning is a commonplace in nursing and healthcare professional education, and generally the importance of Information and Communication Technology (ICT) and the Internet in tertiary education is recognized. The entry visa for e-learning is a computer and an Internet connection [1]. The aim of this paper is to analyse the utilisation of e-learning in selected nursing campus in Rwanda. A convergence parallel mixed method was use as recommended by Creswell[2]. For quantitative survey, a total of 275 participants responded to the questionnaires, and for qualitative approach, a total number of 40 participants were purposively selected. Quantitative data was analysed using SPSS 23, and for qualitative data, thematic analysis was used. The finding from this study indicated that participants were ready and eager to embrace e-learning in nursing education due to a number of benefits they reported such e-learning being a student centred approach, being a blended learning method, and fast track for the production of nursing workforce taking into consideration the history of Rwanda. However it was found that a number of challenges were hindering a proper implementation such as: resource constraints, insufficient teachers and students training in ICT, language barrier, lack of policies regarding e-learning, resistance to change, issues related to Moodle accessibility.}, language = {en}, journal = {Journal of Nursing and Health Science}, author = {Harerimana, A and Mtshali, NG and Hewing, H}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZR2CG5P7 2317526:5J65FI2H}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Central Africa, C:Rwanda, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:nurse, Q:e-learning, T:Training, T:continuing education, publicImportV1, ⛔ No DOI found}, } @techreport{hauschildt_comet_2016, title = {{COMET} {South} {Africa}: {Final} {Report} and {Documentation} of {Test} {Results} of {Electricians}, {Mechatronics}, {Motor} {Mechanics}, and {Welders}}, url = {http://www.merseta.org.za/KnoRep/ARTISAN%20DEVELOPMENT/Final%20COMET%20Report%20-%20December%202016.pdf}, urldate = {2020-05-28}, author = {Hauschildt, Ursel}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DMZVWH6T 2317526:D2AQQTXQ}, } @incollection{hennessy_using_2016, title = {Using digital technology and school-based professional development to leverage interactive classroom teaching in {Zambia}}, url = {https://www.taylorfrancis.com/books/e/9781136157974/chapters/10.4324%2F9780203078945-13}, abstract = {This chapter describes a study which explored the feasibility of using information and communications technologies (ICTs) to support more interactive forms of subject teaching and learning in Sub-Saharan Africa. Specifically, we: • provided open educational resources (OER) to three ICT-and Internetequipped primary schools in Zambia, all serving disadvantaged communities; • worked with partners to identify the needs of school-based continuing professional development (CPD) adapted to the local context; • responded to those needs by designing an appropriate intervention – focusing on participatory, collaborative and interactive pedagogies supported by ICTs and OER, both within the classroom and for teacher development.}, language = {en}, author = {Hennessy, Sara and Haßler, Björn and Mwewa, G}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QG8ESI5B 2317526:CWBQU3Q9}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, C:Zambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, F:teaching, P:teacher education, P:teachers, Q:ICT, Q:OER, Q:digital technology, Q:interactive, Q:interactive pedagogy, Q:open educational resources, Q:primary education, R:evaluation, T:Classroom teaching, Z:ICT in education, Z:Intervention evaluation, Z:Primary education, Z:Teacher education, publicImportV1}, } @article{kimaiyo_influence_2016, title = {Influence of {Trainee} {Teacher} {Philosophy} about {Teaching} and {Learning} on {Integration} of {Computer} {Technology} into {Future} {Teaching} {Practices}}, volume = {4}, abstract = {The study sought to establish the influence of trainee teacher philosophy about teaching and learning on integration of computer technology into future teaching practices. This was done in the light of the fact that the Kenya government has launched the national laptop project in public primary schools which is expected to run from July, 2016.It is expected that the teachers who are undertaking training in Primary school Teacher Training colleges are key to effective implementation of computer use. The study was carried out in five public Teacher Training Colleges in the Rift Valley Province, Kenya. This study employed a correlational research design. The research population for the study was all teacher trainees in pubic teacher training colleges in Rift Valley. The colleges have a total population of 5,075 student teachers. Using a table of random numbers, the researcher then selected proportional samples from each stratum in every Teacher Training College to ensure that there was uniform representation of the different groups. The total sample from the five TTCs was 357 trainee teachers. The primary data was collected using a questionnaire consisting of two scales. The study established that there was a statistically significant influence of trainee teachers’ philosophy about teaching and learning on prospective ICT integration. Trainee teachers who believed that learners construct their own knowledge with the teacher as a guide scored highly on intentions to integrate ICT in the classroom than those who believed that the teacher is the source of knowledge. Trainee teachers who intended to use child-centered teaching practices viewed ICT integration positively. It is therefore important that teacher trainers in TTCs emphasize learner-centered teaching methods in order to promote ICT integration.}, language = {en}, journal = {American Journal of Applied Psychology}, author = {Kimaiyo, Lilian C and Kitainge, Kisilu M and Too, Jackson}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2DYWF7GH 2317526:TL235JNS}, keywords = {⛔ No DOI found}, } @techreport{kluve_youth_2016, address = {Essen}, type = {Working {Paper}}, title = {Do youth employment programs improve labor market outcomes? {A} systematic review}, shorttitle = {Do youth employment programs improve labor market outcomes?}, url = {http://hdl.handle.net/10419/149137}, abstract = {This study reviews the evidence on the labor market impact of youth employment programs. We analyze the effectiveness of interventions, and factors that influence program performance including country context, target beneficiaries, program design, implementation, and evaluation type. We identify 113 impact evaluations covering a wide range of methodologies, interventions, and countries. The meta-analysis synthesizes the evidence based on 2,259 effect sizes (Standardized Mean Differences) and the statistical significance of 3,105 impact estimates (Positive and Statistically Significant). Just more than one-third of youth employment program evaluations worldwide show a significant positive impact on labor market outcomes - either employment rates or earnings. In general, programs have been more successful in middle- and low-income countries; this may be because programs' investments are especially helpful for the most vulnerable population groups that they target. We conjecture that recent programs might have benefited from innovations in design and implementation. In middle-low income countries, skills training and entrepreneurship programs have had a higher impact. In high-income countries, the role of intervention type is less decisive - much depends on context and how services are chosen and delivered, a result that holds across country types. We find evidence that programs integrating multiple interventions more likely succeed because they respond better to different needs of beneficiaries. Results also point to the importance of profiling and follow-up systems in determining program performance, as well as to incentive systems for services provider}, institution = {RWI - Leibniz-Institut für Wirtschaftsforschung}, author = {Kluve, Jochen and Puerto, Susana and Robalino, David A. and Romero, Jose Manuel and Rother, Friederike and Stöterau, Jonathan and Weidenkaff, Felix and Witte, Marc}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B58KPPYI 2317526:2F7UE67W}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:Ethiopia, C:Kenya, C:Liberia, C:Malawi, C:South Africa, CLL:en, Employment, \_C:Uganda UGA, publicImportV1}, } @article{kutcher_school_2016, title = {A school mental health literacy curriculum resource training approach: {Effects} on {Tanzanian} teachers' mental health knowledge, stigma and help-seeking efficacy}, doi = {10.1186/s13033-016-0082-6}, abstract = {© 2016 The Author(s). Background: Mental health literacy (MHL) is foundational for mental health promotion, prevention, stigma reduction, and care; School supported information pertaining to MHL in sub-Saharan Africa is extremely limited, including in Tanzania. Successful application of a school MHL curriculum resource may be an effective way to increase teacher MHL and therefore help to improve mental health outcomes for students. Methods: Secondary school teachers in Tanzania were trained on the African Guide (AG) a school MHL curriculum resource culturally adapted from a Canadian MHL resource (The Guide) for use in Africa. Teacher training workshops on the classroom application of the AG were used to evaluate its impact on mental health literacy in a sample of Tanzanian Secondary school teachers. Pre-post training assessment of participant knowledge and attitudes was conducted. Help-seeking efficacy for teachers themselves and their interventions for students, friends, family members and peers were determined. Results: Paired t test (n = 37) results demonstrate highly significant improvements in teacher's overall knowledge (p {\textless} 0.001; d = 1.14), including mental health knowledge, (p {\textless} 0.001; d = 1.14) and curriculum specific knowledge (p {\textless} 0.01; d = 0.63). Teachers' stigma against mental illness decreased significantly following the training (p {\textless} 0.001; d = 0.61). Independent t tests comparing the paired sample against unpaired sample also demonstrated significant differences between the groups for teacher's overall knowledge (p {\textless} 0.001). Teachers also reported high rates (greater than 3/4 of the sample) of positive help-seeking efficacy for themselves as well as for their students, friends, family members and peers. As a result of the training, the number of students teachers identified for potential mental health care totaled over 200. Conclusions: These positive results, when taken together with other research, suggest that the use of a classroom-based resource (the AG) that integrates MHL into existing school curriculum through training teachers may be an effective and sustainable way to increase the MHL (improved knowledge, decreased stigma and positive help-seeking efficacy) of teachers in Tanzania. As this study replicated the results of a previous intervention in Malawi, consideration could be given to scaling up this intervention in both countries and applying this resource and approach in other countries in East Africa.}, language = {en}, journal = {International Journal of Mental Health Systems}, author = {Kutcher, Stan and Wei, Yifeng and Gilberds, Heather and Ubuguyu, Omary and Njau, Tasiana and Brown, Adena and Sabuni, Norman and Magimba, Ayoub and Perkins, Kevin}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13033-016-0082-6 10/gf62ks 2129771:NME6EHAD 2317526:CXCUPU8E}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, A:Sub-Saharan Africa, AA:Africa, C:Malawi, C:Tanzania, CA:AandC, CCZ:Tanzania, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:Improvement, F:assessment, F:attitude, F:curriculum, F:outcomes, P:culture, P:health, P:teachers, R:impact, T:Ausbildung, T:Lehrwerkstatt, T:Training, T:trainee, Z:Adolescents, Z:Knowledge, Z:Mental health, Z:Mental health literacy, Z:School-based intervention, Z:Stigma, Z:Teachers, \_C:Canada CAN, \_C:Malawi MWI, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @book{lange_achieving_2016, title = {Achieving teaching quality in sub-{Saharan} {Africa}: {Empirical} results from cascade training}, abstract = {© Springer Fachmedien Wiesbaden 2016. Sarah Lange examines the effectiveness of cascade training, which constitutes a cost-effective training model in teacher training. In development cooperation countries, teaching quality is expected to improve with teacher professional development; for this purpose, she explores the effectiveness of training multipliers in schools in Cameroon. This research question is analysed with a design, which encompasses a questionnaire survey provided to teachers, students and principals as well as a teacher video survey and a student achievement test. The empirical results show the effects of cascade training on the learner-oriented teaching practice, if the trained teachers are supported in their role as change agents. Among the conditions for the conceptual quality and the implementation of cascade training, the continuity of school-based professional development is particularly emphasized in light of the results.}, language = {en}, publisher = {Springer VS, Wiesbaden}, author = {Lange, Sarah and Benavot, Aaron}, year = {2016}, doi = {10/gfw34w}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-14683-2 10/gfw34w 2129771:EUDVDL6V 2129771:PRAA33FP 2317526:99594LBY 2317526:R5572EY6}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Cameroon, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:achievement, F:teaching, P:measurement, P:teacher training, P:teachers, R:questionnaire, R:survey, T:Training, T:trainee, publicImportV1, type:book}, } @article{machumu_blended_2016, title = {Blended {Learning} in the {Vocational} {Education} and {Training} {System} in {Tanzania}: {Understanding} {Vocational} {Educators}' {Perceptions}}, url = {http://ijmmu.com/index.php/ijmmu/article/view/46}, doi = {10.18415/ijmmu.v3i2.46}, abstract = {In a constructivist world of teaching and learning, opportunities to acquire and develop the knowledge and practical skills necessary to design, establish, and deploy blended learning in vocational education and training (VET) programs delivery is a labour-market-driven. The paper examines VET educator’s pleas about the need for the design, adoption and deployment of blended learning in VET programs delivery in Tanzania. A single case study design with an in-depth interview and focus group discussion was conducted with 15 VET educators in three VET colleges in both Morogoro and Dar es Salaam regions. Snowball and purposive sampling were used to obtain sample respondents. For the data analysis, content analysis was employed to condense data obtained from interviews and focus group discussion. It was found that continuous professional development, institutional arrangements, and support should be provided online to facilitate the design, adoption and use of blended learning in VET. We recommend that locally designed blended learning should be relevant to the environment of both students and teachers. In reality, the interplay between blended learning, imparting knowledge and practical skills remain the key focus of future research.}, language = {en}, journal = {International Journal of Multicultural and Multireligious Understanding}, author = {Machumu, HJ and Zhu, C and Sesabo, JK}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.18415/ijmmu.v3i2.46 10/gf623b 2129771:FVP787HA 2317526:7SSXUQBF UTI-5C942F65-1513-3AC4-8993-CBC0906C370B}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:learning, F:teaching, HDR25, P:technology, Q:e-learning, Q:mobile learning, Q:open education, T:Ausbildung, T:TVET, publicImportV1}, } @incollection{maina_enhancing_2016, title = {Enhancing access to education and training for persons with disabilities in {Somalia} and {Somaliland}}, url = {http://www.eenet.org.uk/resources/eenet_newsletter/eer5/page26.php}, abstract = {Ongoing civil war and extreme poverty has substantially increased the prevalence of disability in Somalia. Estimates suggest that 15-20\% of the population have disabilities, with the average family having at least one member with disabilities. However, support for people with disabilities in Somalia remains low. Widespread discrimination leaves people with disabilities excluded from education and employment, and vulnerable to violence and abuse. This impacts on their participation in decision making and advocacy for their rights. In this article, Lucy introduces the work of the Africa Educational Trust (AET) project ‘Enhancing access to education and training for people with disabilities’, funded by the EU between 2012 and 2015.}, language = {en}, author = {Maina, , L.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8KVHM57A 2317526:HIUWNZDG LOCAL-http://www.eenet.org.uk/resources/eenet\_newsletter/eer5/page26.php}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Somalia, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:access, F:disability, F:policy, R:impact, T:Training, Z:Access to education, Z:Conflict, Z:Disability, Z:Education policy, Z:Employment skills, Z:Inclusive education, Z:Student financial support, publicImportV1, ⛔ No DOI found}, } @article{malle_inclusiveness_2016, title = {Inclusiveness in the {Vocational} {Education} {Policy} and {Legal} {Frameworks} of {Kenya} and {Tanzania}}, abstract = {This study examines the status of inclusiveness in the education and training policies of Ethiopia in comparison to those of selected East African countries. The focus is on vocational education in terms of the special educational and training needs of students with disabilities. Focus group discussions and interviews conducted in Kenya and Tanzania, relevant policy document analysis and the findings of Article 1 of the study were used as primary sources for the research. A total of 18 representatives of DPOs from Kenya and Tanzania participated in two sessions of focus group discussions, and 15 high-profile figures and experts from concerned government bodies of these study countries were interviewed. Most of the study participants agreed that the issue of disability was not adequately addressed in the education and training policies or the legal and implementation instruments of the study countries. The participants also proposed valuable recommendations.}, language = {en}, journal = {Journal of Education and Learning}, author = {Malle, Abebe Yehualawork}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ELDA7AXH 2317526:WJTYUD3U}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, C:Ethiopia, C:Kenya, C:Tanzania, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:disability, F:inclusion, F:policy, P:measurement, R:focus groups, R:interview, T:TVET, T:Training, T:training needs, Z:Comparative Education, Z:Disabilities, Z:Educational Legislation, Z:Educational Needs, Z:Educational Policy, Z:Focus Groups, Z:Foreign Countries, Z:Inclusion, Z:Interviews, Z:Special Education, Z:Specialists, Z:Vocational Education, publicImportV1, ⛔ No DOI found}, } @article{mcgrath_skills_2016, title = {Skills for sustainable development: {Transforming} vocational education and training beyond 2015}, volume = {50}, shorttitle = {Skills for sustainable development}, doi = {10.1016/j.ijedudev.2016.05.006}, journal = {International Journal of Educational Development}, author = {McGrath, Simon and Powell, Lesley}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2016.05.006 2129771:RBRPGUZ4 2317526:A9RZYEPJ}, pages = {12--19}, } @article{moses_organizational_2016, title = {Organizational culture and creativity in entrepreneurship education: {A} study of secondary education in {Nigeria}}, abstract = {© Medwell Journals, 2016. This study was based on an ethnographic research of the culture of entrepreneurship teaching in 2nd Evangelical Church in West Africa (ECWA) Secondary School. Data was collated through the instrument of in depth interview and was analyzed through content analysis. The findings showed that there is positive relationship between organizational culture and creativity in entrepreneurship education. This is an indication that organizational culture impacts heavily on creativity in entrepreneurship teaching. The study concluded with the sections of recommendations for policy implications.}, language = {en}, journal = {Research Journal of Applied Sciences}, author = {Moses, Chinonye Love and Ayodele, Olokundun Maxwell and Mosunmola, Akinbode and Gbenga, Agboola Mayowa}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L7T9E59E 2317526:YCJMLZEP}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Nigeria, CA:AandC, CCZ:Nigeria, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:policy, F:teaching, P:culture, Q:secondary education, R:impact, R:interview, T:entrepreneurship education, Z:Creativity, Z:Entrepreneurship education, Z:Organizational culture, Z:Secondary education, publicImportV1, ⛔ No DOI found}, } @article{mshelia_developing_2016, title = {Developing learning diaries for action research on healthcare management in {Ghana}, {Tanzania} and {Uganda}}, doi = {10.1177/1476750315626780}, abstract = {© 2016, © The Author(s) 2016. Action research (AR) can be an effective form of ‘on the job’ training. However, it is critical that AR cycles can be appropriately recorded in order to contribute to reflection and learning. One form of recording is for coresearchers to keep a diary. We found no previous literature describing the use of diaries in AR in sub-Saharan Africa. We therefore use this paper to reflect on how diaries were used by district health management teams in the PERFORM project. We share five lessons from our experience. First, it is important to foster ownership of the diary by the people who are responsible for filling it in. Second, the purpose of keeping a diary needs to be clear and shared between researchers and practitioners from the very beginning. Third, diaries should be allowed to evolve. Fourth, it is a challenge for busy practitioners to record the reflection and learning processes that they go through. Last, diaries on their own are not sufficient to capture reflection and learning. In conclusion, there is no best way for practitioners to keep a diary; rather the focus should be on ensuring that an AR recording process (whether diary or otherwise) is locally owned and complements the specific practice setting.}, language = {en}, journal = {Action Research}, author = {Mshelia, Comfort and Lê, Gillian and Mirzoev, Tolib and Amon, Samuel and Kessy, Ambrose and Baine, Sebastian Olikira and Huss, Reinhard}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1476750315626780 10/gf62p7 2129771:XUXFIEJA 2317526:M5KRBYFV}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Tanzania, CA:AandC, CCZ:Ghana, CCZ:Tanzania, CCZ:Uganda, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:learning, P:health, T:Training, Z:Diaries, Z:action research, Z:district health management teams, \_C:Ghana GHA, \_C:Uganda UGA, publicImportV1}, } @article{olaniran_availability_2016, title = {Availability, {Access} and {Utilization} of {E}-{Resources} among {Pre}-{Service} {Teacher} {Trainees} by {Distance}}, doi = {10.1109/T4E.2016.55}, abstract = {The study investigated accessibility to and utilization of electronic resources among pre-service teachers in the National Open University of Nigeria (NOUN). Survey research design was used to carry out the study. Two hundred and thirty eighty (238) undergraduate students studying to obtain Bachelor of Education (B. Ed.) by distance were purposively sampled from Ibadan Study Centre of the institution. The results from the survey revealed that electronic resources in different forms like radio broadcast, e-journals, e-books, and CD-ROM, among others, are available and accessible to the pre-service teacher trainees by distance. However, limited internet connectivity and inadequate access to electricity were shown as major factors constraining most of the participants from accessing and utilizing the available electronic resources. The study recommends for the distance learning providers in developing nations to partner with telecommunication firms and internet service providers with a view to providing constant and affordable internet services to their learners, especially those that are studying to become classroom teachers.}, language = {en}, journal = {IEEE 8TH International Conference on Technology for Education}, author = {Olaniran, Sunday O. and Duma, M. A. N. and Nzima, D. R. and Kumar, V and Murthy, S and {Kinshuk}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/T4E.2016.55 2129771:NRBGSNFD 2317526:YD6P9NHZ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, AA:Africa, C:Nigeria, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:R, CT:T, D:developing nation, F:access, P:electro, P:service industry, P:teachers, Q:ICT, Q:distance learning, Q:e-learning, R:research design, R:survey, T:trainee, Z:E-Learning, Z:E-Resources, Z:ICT, Z:ODL, Z:Pre-Service Teachers, publicImportV1, ⚠️ Invalid DOI}, } @article{salami_human_2016, title = {Human {Resources} for {Health} {Challenges} in {Nigeria} and {Nurse} {Migration}}, doi = {10.1177/1527154416656942}, abstract = {© 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 disease outbreaks, and political corruption. Health inequities within Nigeria mirror the geographical disparities in human resources for health distribution and are worsened by the emigration of Nigerian nurses to developed countries such as the United States and the United Kingdom. Nigerian nurses are motivated to emigrate to work in healthier work environments, improve their economic prospects, and advance their careers. Like other migrant African nurses, they experience barriers to integration, including racism and discrimination, in receiving countries. We explore the factors and processes that shape this migration. Given the forces of globalization, source countries and destination countries must implement policies to more responsibly manage migration of nurses. This can be done by implementing measures to retain nurses, promote the return migration of expatriate nurses, and ensure the integration of migrant nurses upon arrival in destination countries.}, language = {en}, journal = {Policy, Politics, and Nursing Practice}, author = {Salami, Bukola and Dada, Foluke O. and Adelakun, Folake E.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1527154416656942 10/gf62zt 2129771:L9QF72FB 2317526:S78FFQ3Q}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:policy, P:economy, P:environment, P:health, P:health professionals, P:nurse, T:career, T:trainee, Z:foreign-trained nurses, Z:human resources for health, Z:immigrant nurses, Z:internationally educated nurses, Z:migration, publicImportV1}, } @article{sambo_factors_2016, title = {Factors affecting youth entrepreneurship development within {Kibera}, {Kenya}: {The} perspective of entrepreneurship education}, abstract = {© 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 report on the factors affecting youth entrepreneurship development with specific reference to entrepreneurship education in Kibera, a district of Kenya. Two objectives are identified, namely (i) to determine the government's provision and access to the entrepreneurship education and training among the Kenyan youth, and (ii) to determine whether there is a relationship between the level of education, training and development of youth entrepreneurship. A sample of three hundred entrepreneurs (aged 18-35) within the Kibera district in Kenya is drawn to participate in this study. Structured survey questionnaires are used to collect primary data from business owners in the Kibera district. Findings revealed a strong positive correlation between the provision of entrepreneurship education and development of youth entrepreneurship and the level of education has a very weak positive correlation to youth entrepreneurship development. This study concludes with recommendations on how youth entrepreneurship can be improved in Kibera and the rest of Kenya. A total of 300 questionnaires were administered via emails with a total response rate of 83.3\% (250) returned for analysis.}, language = {en}, journal = {Problems and Perspectives in Management}, author = {Sambo, Wise}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.21511/ppm.14(2-2).2016.09 2129771:9CEXBYJS 2129771:S2TWSBPJ 2317526:9UTQC4YM 2317526:P3X659PV}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:access, P:economy, R:questionnaire, R:survey, T:Training, T:entrepreneurship education, Z:Entrepreneurship education, Z:Kibera, Z:Unemployment, Z:Youth entrepreneurship, publicImportV1, ❓ Multiple DOI}, } @article{sandirasegarane_context-driven_2016, title = {Context-driven entrepreneurial education in vocational schools}, url = {https://www.econstor.eu/handle/10419/146395}, doi = {10.13152/ijrvet.3.2.3}, abstract = {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 the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is proposed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa.}, language = {en}, journal = {International Journal for Research in Vocational Education and Training}, author = {Sandirasegarane, S and Sutermaster, S and Gill, A}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.13152/IJRVET.3.2.3 10.13152/ijrvet.3.2.3 2129771:ECRXUQXI 2129771:HXBEX8S3 2317526:5KPNRHLP 2317526:I4TIDQ6U}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, A:West Africa, C:Botswana, C:Guinea, C:Kenya, C:Mozambique, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:achievement, T:Lehrlingsausbildung, T:TVET, T:dual TVET, T:vocational school, \_C:Uganda UGA, publicImportV1}, } @article{sanga_mobile_2016, title = {Mobile learning bridging the gap in agricultural extension service delivery: {Experiences} from {Sokoine} {University} of {Agriculture}, {Tanzania}}, url = {http://41.73.194.142:8080/xmlui/handle/123456789/1184}, abstract = {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 innovative communication pathways in dissemination of agricultural information, agricultural knowledge and proven agricultural technologies from either extension agents or agricultural research centres or universities to farmers. The respondents who tested the system were selected random from 19 villages in Kilosa District, Tanzania. The developed systems support blended learning using mobile learning (m-learning) and electronic learning (e-learning). The findings from this study show that the systems can provide innovative mobile agricultural extension service to more than 380 smallholder farmers via web- and mobile-phone-based farmers’ advisory information systems.}, language = {en}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Sanga, C and Mlozi, M and Haug, R and Tumbo, S}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8ITNR724 2317526:QJP4S2HT UTI-58288E2E-A7C1-3BBC-8FF2-B93729779CF7}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:agricultural, P:agriculture, P:economy, P:services, Q:ICT, Q:mobile learning, T:Training, T:continuing education, publicImportV1, ⛔ No DOI found}, } @article{sarfo_psychological_2016, title = {Psychological {Framework} for {Quality} {Technical} and {Vocational} {Education} and {Training} in the {Twenty}-{First} {Century}}, url = {https://link.springer.com/10.1007/978-3-319-17727-4_65-1}, doi = {10.1007/978-3-319-17727-4_65-1}, abstract = {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 competency-based learning environments for quality TVET teaching and learning. To contribute to the solution, this paper argues that there are significant relationships between (1) knowledge and skills and their associated learning processes required of modern TVET and (2) learning outcomes and their associated learning processes of the contemporary learning theories. In accordance with this assertion, an integrated learning theories for quality TVET education is proposed. The logic is that, supported by consistent empirical evidence as discussed in this paper, the conditions and instructional methods of the learning theories could be successfully used to design powerful competency-based learning environments to promote the development of technical and vocational expertise in TVET teaching and learning for the twenty-first century.}, language = {en}, journal = {Learning, Design, and Technology}, author = {Sarfo, FK}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-17727-4\_65-1 10/gf622m 2129771:PFKXJ28J 2317526:2X7AQQ3N UTI-61077B51-DB52-3D8E-A2D1-A8D7C4EFFC99}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:T, T:TVET, T:Training, \_C:Ghana GHA, publicImportV1}, } @techreport{schwarz_modernisation_2016, title = {Modernisation {Of} {Vocational} {Education} {And} {Training} – {The} {International} {Consultancy} {Adopted} {By} {BIBB}}, url = {https://www.bibb.de/dokumente/pdf/ab12_modernisation_of_vet.pdf}, language = {en}, urldate = {2018-06-11}, author = {Schwarz, Michael and Janssen, Bettina and Cáceres-Reebs, Diana and Medrikat, Ilona}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HUGAARRB 2317526:24LJ89CM}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, CC:Germany, CLL:en, publicImportV1}, } @book{schwarz_modernisierung_2016, address = {Bonn}, title = {Modernisierung beruflicher {Bildung}: der internationale {Beratungsansatz} des {BIBB}}, isbn = {978-3-945981-23-8}, shorttitle = {Modernisierung beruflicher {Bildung}}, language = {de}, publisher = {Bundesinstitut für Berufsbildung}, author = {Schwarz, Michael and Janssen, Bettina and Cáceres-Reebs, Diana and Medrikat, Ilona}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BPRBZGEM 2129771:WVSSDDUP 2317526:IPT9FYVX}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, CLL:de, publicImportV1}, } @phdthesis{solomon_towards_2016, title = {Towards competence-based technical-vocational education and training in {Ethiopia}}, url = {https://library.wur.nl/WebQuery/wurpubs/fulltext/388252}, abstract = {In the human development effort, different countries are underscoring the role of TVET in providing relevant knowledge and skills to improve productivity, increase access to employment opportunities and raise the standard of living. It is in recognition of this that, in all Ethiopian educational development endeavors, TVET has been considered to play a key role to tackle the country’s socioeconomic underdevelopment through knowledgeable and skillful manpower. Since its introduction in 1941, TVET has been guided by different policies and strategies adopted by successive governments who came to power at different times. This thesis investigates how TVET has reached the current stage of its development in Ethiopia and the challenges encountered in implementing a competence-based system aimed at improving present and future TVET practices. This introduction opens with the general state of affairs in Ethiopia as a basis for considering TVET to be a pivotal component of its socio-economic development. Describing the context in which the different studies in this thesis were conducted, this introduction closes with an introduction of the research questions that guided the different studies presented as separate chapters}, language = {en}, author = {Solomon, GH}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TVBKF98J 2317526:BCUWA5W6}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Ethiopia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:T, F:outcomes, F:standards, T:TVET, T:company-based training, publicImportV1, ⛔ No DOI found}, } @inproceedings{tiony_factors_2016, title = {Factors {Influencing} {The} {Adoption} {Of} {Flexible} {Teaching} {Approaches} {In} {Technical} {Training} {Institutions} {In} {Kenya}}, url = {http://oasis.col.org/handle/11599/2620}, abstract = {The goal of training in technical training institutions is to produce highly skilled graduates with competencies to handle various challenges in technology oriented fields. The continuing need to improve the quality of education in Technical Vocational Education and Training (TVET) is ever present. Therefore, effective teaching at these institutions is important to enhance quality of its graduates. This paper highlights the factors influencing the adoption of flexible approaches to teaching in technical training institutions in Kenya. Two specific objectives; establish how the syllabus content influences the adoption of flexible approaches to teaching; evaluate how institutional factors influence the adoption flexible approaches to teaching. The study was guided by a conceptual framework developed by the author. This study was conducted through descriptive research design. Data were collected from seven technical training colleges in Western Kenya. The method of data collection was through open and closed-ended structured questionnaires, and interview schedules. Collected data were coded in SPSS 17.0, (2008) and analysed using descriptive statistics. The study established that institutional managers had no authority to develop their own courses tailor made to suit specific needs in the market. The teaching resources that influence the adoption of flexible learning and teaching were also found to be unavailable in classrooms. Most institutions however had put in place strategic objectives to improve the quality of learning and teaching. Outputs from this study are expected to enhance the adoption of flexible learning in technical training institutions. In light of the findings of the study, it was recommended that the government of Kenya should establish a clear policy aimed at greater adaptability to flexibility. Institutions need to be granted authority to develop or reorganise syllabi for provision of industry specific solutions while being regulated to meet set international standards.}, language = {en}, author = {Tiony, AK and Ferej, A and Kitainge, K}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WGXD2WGI 2317526:SV2CLWAI}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, F:inclusion, F:teaching approach, Q:ICT, Q:e-learning, Q:flexible, T:TVET, publicImportV1, ⛔ No DOI found}, } @techreport{unesco_institute_for_lifelong_learning_strategy_2016, title = {Strategy for {Technical} and {Vocational} {Education} and {Training} ({TVET}), (2016-2021)}, url = {https://en.unesco.org/sites/default/files/tvet.pdf}, language = {en}, author = {UNESCO Institute for Lifelong Learning}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CBDUVR7K 2317526:D22K3KJS}, } @techreport{unesco-unevoc_unevoc_2016, title = {{UNEVOC} {World} {TVET} {Database}: {Tanzania}}, url = {https://unevoc.unesco.org/wtdb/worldtvetdatabase_tza_en.pdf}, language = {English}, urldate = {2018-11-25}, author = {{UNESCO-UNEVOC}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RD3Z2W99 2317526:MTLEG9I9}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Tanzania, publicImportV1}, } @phdthesis{veloso_sistemas_2016, address = {Aveiro, Portugal}, title = {Sistemas internacionais de aprendizagem profissional: uma análise comparativa em alguns países desenvolvidos e emergentes}, url = {http://www.bts.senac.br/index.php/bts/article/view/18}, abstract = {Este trabalho examina as políticas públicas que articulam educa- ção e trabalho para a juventude, de uma perspectiva comparada, contrapondo as trajetórias de países desenvolvidos e em desenvolvimento. Mais especificamente, focaliza a política de formação de aprendizes (Aprendizagem) nos casos de Alemanha, Inglaterra, França, Estados Unidos, Brasil, África do Sul e Índia. O objetivo é revelar que há algo que antecede os formatos atuais que, ao formar imagens políticas específicas, ilumina os cenários dos sistemas de Aprendizagem dos países analisados. Lança mão do enfoque da trajetória histórica (path dependence) para analisar as particularidades de cada caso.}, language = {Portuguese}, school = {Universidade de Aveiro}, author = {Veloso, José Rodrigo Paprotzki and Rodrigues, Marta M Assumpção}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7AR9W9PH 2317526:U7GDHZN3}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:Angola, CLL:pt, publicImportV1, skills}, } @book{walker_study_2016, title = {A {Study} of {Agricultural} {Technical} and {Vocational} {Education} and {Training} ({ATVET}) in {Developing} {Countries}}, language = {en}, author = {Walker, K and Hofstetter, S}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JHIQJH3P 2317526:HMBJNTIK}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, A:West Africa, C:Benin, C:Ethiopia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:developing country, F:gender, F:women, P:agricultural, P:agriculture, P:production, R:case study, T:Ausbildung, T:TVET, T:informal VET, publicImportV1, ⛔ No DOI found}, } @misc{unesco_institute_for_lifelong_learning_unesco_2015, title = {{UNESCO} {Global} {Network} of {Learning} {Cities}}, url = {https://uil.unesco.org/lifelong-learning/learning-cities}, language = {en}, urldate = {2020-08-07}, author = {UNESCO Institute for Lifelong Learning}, month = oct, year = {2015}, note = {Library Catalog: uil.unesco.org KerkoCite.ItemAlsoKnownAs: 2129771:3GL44D89}, } @article{ismail_employability_2015, series = {The 4th {World} {Congress} on {Technical} {Vocational} {Education} and {Training} ({4thWoCTVET}), 5-6 {December} 2014, {Universiti} {Tun} {Hussein} {Onn} {Malaysia}, {MALAYSIA}}, title = {Employability {Skills} in {TVET} {Curriculum} in {Nigeria} {Federal} {Universities} of {Technology}}, volume = {204}, issn = {1877-0428}, url = {http://www.sciencedirect.com/science/article/pii/S187704281504759X}, doi = {10.1016/j.sbspro.2015.08.111}, abstract = {In the 21st century, employability skill is the most required skill besides technical knowledge in an attempt to compete for employment and sustain job at the industrial global market. However, Nigerian TVET graduates are not equipped with the employability skills needed by the industries and as a result, they are not ready to enter into workforce. This concept paper is written to discuss how the curriculum of one of TVET programmes at the Federal Universities of Technology in Nigeria, which is Electrical Technology Education has contributed to this issue. Analytical review on Electrical Technology Education programme curriculum showed that the curriculum gave less attention to practice based courses that provide skills of the programme than theory based courses and no course in the programme curriculum that directly teaches good attitudes and traits. As a result, there is lack of incorporation of employability skills such as Problem solving and decision making, Lifelong learning and Competencies amongst the graduates. Other issues discussed are the need of employability skills in TVET curriculum of Nigeria, employability skills, Electrical Technology Education in Nigeria, and the analysis of Electrical Technology Education curriculum in Nigeria The last part of this paper is recommendation for the curriculum of Electrical Technology Education to be designed with equal number of theory and practice courses by giving emphasize on all eleven generic skills, good traits and attitudes.}, urldate = {2018-08-29}, journal = {Procedia - Social and Behavioral Sciences}, author = {Ismail, Sarimah and Mohammed, Dahiru Sale}, month = aug, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2015.08.111 10/gf62zv 2129771:YWWJS6SA 2317526:NFVGKN6Q}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, Analysis, C:Nigeria, CC:Nigeria, CLL:en, Electrical Technology Education, curriculum, employability skills, integrations, needs, publicImportV1}, pages = {73--80}, } @article{abugre_examination_2015, title = {An examination of training and development of middle level managers in emerging economies: {Evidence} from financial institutions in {Ghana}}, doi = {10.1108/ijoa-10-2011-0521}, abstract = {© 2015, Emerald Group Publishing Limited. Purpose – The purpose of this paper is to examine whether the training and development (T\&D) of middle-level managers in the financial institutions of a sub-Saharan African country make any difference in the performances of the managers and the institutions in general. Design/methodology/approach – An empirical analysis of managers’ opinions based on a quantitative survey of 140 middle-level managers from four banking institutions in Ghana is conducted. Findings – Findings showed that there is a significant relationship between T\&D of middle-level managers and their performance and, consequently, performance of the banks. The findings also showed that managers become savvier in personal initiatives and responsive to customer care leading to enhanced service delivery. The paper proposes that T\&D should focus on the significant relationship between the outcomes and programme objectives of organisations in emerging economies if these organisations want to be counted in this competitive global world. Practical implications – The paper provides valuable information on the important role of middle-level managers as custodians of “tacit knowledge” that can turn around organisations, particularly in developing economies, if the needed T\&D are given to them. Originality/value – Empirical literature on T\&D and on middle-level managers’ development in developing countries is limited. The contribution of this paper identifies the roles that middle management can play in the performances of organisations and especially in emerging economies.}, language = {en}, journal = {International Journal of Organizational Analysis}, author = {Abugre, James B. and Adebola, Kester}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ijoa-10-2011-0521 10/gf62pz 2129771:LL6D3NE8 2317526:EEZJGX8G}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CCZ:Ghana, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:developing country, D:emerging economies, F:outcomes, P:economy, P:measurement, P:services, R:quantitative, R:survey, T:Training, Z:Banks, Z:Mid-level managers, Z:Performance, Z:Training and development, \_C:Australia AUS, \_C:China CHN, \_C:Ghana GHA, \_C:Greece GRC, \_C:Japan JPN, \_C:Kuwait KWT, \_C:Nigeria NGA, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @article{adogpa_technical-vocational_2015, title = {Technical-{Vocational} {Education} and {Language} {Policy} in {Ghana}}, abstract = {Technical and vocational graduates in Ghana are often ill-equipped to become self-reliant or well-fitted into the demands of the job market. This pattern can be examined in terms of the educational language policy implementation that disregards regional linguistic needs. This seems to arise as a result of the medium of instruction that is implemented in wholesale. This paper illustrates the need for the adoption of predominant regional Ghanaian languages to be used as medium of instruction in our various technical and vocational institutions in Ghana to enable learners grasp the desired skills and concepts that are relevant to preparing graduates of technical and vocational institutions for the job market. Such changes would better facilitate the technological and national advancement that we need.}, language = {en}, journal = {International Journal of Educational Administration and Policy Studies}, author = {Adogpa, James Nsoh}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ECSAWI9J 2317526:3WGC7F2Y}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:policy, P:measurement, P:media, P:technology, Policy analysis, T:TVET, Z:African Languages, Z:Change Strategies, Z:Educational Change, Z:Educational Needs, Z:Educational Policy, Z:Foreign Countries, Z:Job Skills, Z:Language of Instruction, Z:Vocational Education, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @misc{african_union_continental_2015, title = {Continental {Education} {Strategy} for {Africa} 2016-2025}, url = {https://au.int/sites/default/files/documents/29958-doc-cesa_-_english-v9.pdf}, abstract = {First and foremost, CESA 16-25 is a continental strategy that matches the 2016-2025 framework of the African Union 2063 Agenda, meets the Common African Position (CAP) on the Post-2015 Development Agenda and draws lessons from previous continental plans and strategies with regard to the role and place of the AUC (AU) which, unlike member states, has no territory for the implementation of strategies in the field. Furthermore, it capitalizes on numerous and active players ready to mobilize financial, human and technical resources within national, regional and continental coalitions for education, science and technology. Thus, CESA 16-25 seeks to provide each education stakeholder the opportunity to make his or her best contribution to education and training in Africa.}, language = {English}, urldate = {2018-11-02}, author = {{African Union}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HQVS5CSJ 2317526:SFTBKG3A}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @phdthesis{agufana_assessment_2015, title = {Assessment of perceived attributes and instructional use of information communication technology by lecturers in technical training institutions in {Kenya}}, abstract = {In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. Today it is no longer an option to learn the basic skills of ICT but rather a prerequisite for academic qualifications. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Attributes and instructional use of ICT by Lecturers in Technical Training institutions in Kenya. The specific objectives of this study were, to establish the relationship between Perceived Attributes (ease of use, usefulness, cultural relevance, and government policy) and instructional use of ICT. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training institutions in Kenya. The sampling frame was obtained from a list provided by the Ministry of Education Science and Technology 2013. Data was collected using questionnaires. Piloting of the research tools was conducted and the sample obtained was subjected to the Cronbach‟s alpha. The quantitative data obtained from the administrated questionnaires was analyzed using descriptive statistics and inferential statistics. The study determined that ICT use has created a new platform for instruction. The findings also indicated that use of ICT by lecturers‟ greatly improved instruction. The study found out that; use of ICT improved ones relationship with others, and was fashionable. The study further found out that ICT policies enhanced use of ICT. The study concludes that perceived attributes are critical in instructional use of ICT. The study recommends that higher education qualifications are to be preferred for lecturers as it enables skilled use of available ICT technology. The study recommends the provision of Cisco Networking Academy Programme to provide more ICT exposure to students and staff. The study recommends that lecturers be encouraged to use ICT to access current and upto date information resources. The study recommends that the government should operationalize, the ICT lecturers competencies framework to enable lecturers have policy direction when planning for competence training. Lecturers are encouraged to use ICT for instructional purposes because it is the trend in modern communication, and has globalized the world. Lastly, the study recommends use of ICT for instruction as it greatly improves the instruction.}, language = {en}, school = {Moi University}, author = {Agufana, PB}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XJCD389Q 2317526:SSQE8UDY}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:assessment, P:media, P:school teacher, P:technology, Q:ICT, R:survey, T:TVET, publicImportV1}, } @article{alade_effects_2015, title = {Effects of {Three} {Categories} of {Manpower} on {Undergraduate} {Students}' {Learning} {Outcomes} in {Technical} {Education} and {Their} {Implications} for the {Curriculum} {Implementation}}, volume = {19}, abstract = {The implementation of technical education curriculum has been besieged with dearth of qualified teaching personnel over the years in Nigeria and some other African countries. Similarly, the available higher institutions where vocational and technical education experts are prepared have not been able to meet this demand of the manpower. This calls for possible intervention strategies which could perhaps address this lingering problem. It is on this observation that this study examines the effects of three categories of manpower on undergraduate students' learning outcomes in technical education and their implications for the curriculum implementation. The pretest, posttest control group, quasi experimental research design with a 4x3x2 factorial matrix was adopted for the study. Sixty technical education undergraduate students from a Nigerian university were purposively sampled for the study. Seven null hypotheses are generated and tested at 0.05 level of significance. Three research instruments were developed, validated, and used for data collection. Data collected were analyzed using Analysis of Covariance (ANCOVA) while Scheffe's post-hoc test was used to explain significant main and interaction effects respectively. Results showed that there is significant main effect of treatment on students' learning outcomes in technical education (F[subscript 3], 57 = 132.314; P{\textless}0.05). The students taught by vocational educator performed best in basic vocational knowledge acquisition (X = 16.38) while those taught by literate artisans had the highest means score on vocational skills acquisition (x = 42.82), then those taught by higher technician group had a mean score of x = 38.27 in vocational skills acquisition, while the control group performed least (x = 31.60). It was concluded that the three categories of manpower are effective at enhancing students' learning outcomes in technical education in various dimensions. To this end, it was recommended that literate artisans should be integrated to the teaching of vocational skills in the tertiary institutions.}, language = {en}, number = {2}, journal = {JISTE}, author = {Alade, Ibiwumi Abiodun}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7LAZ9RCB 2317526:5S7Q7V45}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:curriculum, F:gender, F:learning, F:outcomes, F:teaching, P:artist, P:measurement, P:technician, R:observation, R:research design, T:TVET, T:vocational skills, Z:Academic Ability, Z:Control Groups, Z:Curriculum Implementation, Z:Data Collection, Z:Foreign Countries, Z:Gender Differences, Z:Hypothesis Testing, Z:Job Skills, Z:Labor Force, Z:Outcomes of Education, Z:Pretests Posttests, Z:Quasiexperimental Design, Z:Statistical Analysis, Z:Technical Education, Z:Undergraduate Students, Z:Vocational Education, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @article{asare_characteristics_2015, title = {Characteristics of micro, small and medium enterprises in {Ghana}: {Gender} and implications for economic growth}, doi = {10.1080/20421338.2014.979651}, abstract = {© 2015 African Journal of Science, Technology, Innovation and Development. This paper sought to investigate the characteristics of MSMEs and to suggest ways of improving performance, particularly tackling constraints faced by women and youth entrepreneurs in Ghana. A total of 4 433 MSME operators were interviewed in all the ten regions of Ghana using a structured questionnaire. The study revealed that apprenticeship was the most common form of training received by the MSME operators interviewed. Disaggregating data by gender, it was observed that more men had received training in their business operations than women. Close to 90\% of the MSMEs were under sole proprietorship. There was significant correlation between gender and scale of enterprises, with increasing numbers of men as scale of operations increased. Women, who dominated the agro-processing, agro-industrial and services sectors, were constrained by ineffective marketing strategies, lack of capital, inadequate equipment and machinery, lack of improved technology, inadequate training and low skill development. Marketing strategies employed by the majority of women were limited, mostly patronising markets within their respective districts of business operations. The study recommended support for women to access sizeable business credit with flexible payment plans, tailor-made skill development training and improved access to institutional markets with quality and well-packaged products.}, language = {en}, journal = {African Journal of Science, Technology, Innovation and Development}, author = {Asare, Roland and Akuffobea, Mavis and Quaye, Wilhelmina and Atta-Antwi, Kwasi}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/20421338.2014.979651 10/gd9bc3 2129771:9V7XC358 2317526:Q8Q2KP2R LOCAL-SCOPUS\_ID:85006409797}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:access, F:gender, F:payment, F:women, P:economy, P:media, P:services, P:technology, Q:flexible, R:interview, R:questionnaire, T:Lehrlingsausbildung, T:Training, Z:Businesses, Z:Constraints, Z:Development, Z:Gender, Z:Practices, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1}, } @article{atari_south_2015, title = {South {Sudan}: {Stakeholders}' {Views} of {Technical} and {Vocational} {Education} and {Training} and a {Framework} for {Action}}, doi = {10.1080/13636820.2014.983954}, abstract = {The Republic of South Sudan, recently emerging from the longest civil war in contemporary African history, has set goals towards post-conflict reconstruction in many areas of social services. However, the educational infrastructure continues to struggle, and many stakeholders in government and international and local organisations are not sufficiently aware of the needs, challenges and opportunities that face the implementation of technical and vocational education and training (TVET) in the country. Preparing future generations of youth and adults with in-demand technical skills and retraining ex-combatants to enter a peacetime workforce is essential to the development and growth of South Sudan. As a first step towards creating the foundation necessary for post-conflict training, we collected and analysed qualitative data from focus groups, in-depth interviews, field observations, and archival documents and identified three interrelated elements that require attention for the effective development of TVET: political climate, curriculum and delivery options. The resulting findings offer a starting point for addressing some of the key constraining factors for the important job of TVET development in South Sudan.}, language = {en}, journal = {Journal of Vocational Education \& Training}, author = {Atari, Dominic Odwa and McKague, Kevin}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13636820.2014.983954 10/gf62kn 2129771:G6A8NRB8 2317526:IJGURK8V}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Sudan, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:attitude, F:curriculum, P:services, P:social, R:focus groups, R:interview, R:observation, R:qualitative, T:TVET, T:Training, Z:Attitudes, Z:Curriculum Development, Z:Delivery Systems, Z:Educational History, Z:Focus Groups, Z:Foreign Countries, Z:Skills, Z:Stakeholders, Z:Technical Education, Z:Vocational Education, \_\_C:filed:1, publicImportV1}, } @inproceedings{ca_politicas_2015, title = {Políticas públicas em educação: um apanhado histórico}, doi = {10.20396/etd.v17i1.8634820}, abstract = {Este trabalho pretende documentar e analisar as estruturas educacionais da Guiné-Bissau, a falta de infraestrutura deixada pelo colonialismo português e a implementação do novo sistema educacional pelo Partido Africano para Independência da Guiné e Cabo Verde (PAIGC). A análise é feita por meio de avaliação do desempenho de sucessivos períodos que fizeram parte da história educacional do país. Nesta análise, destaca-se, em primeiro momento, a ausência de instituições escolares na sociedade linhageira africana, não que isto significasse a inexistência de ensino-aprendizagem, pois se tratava de uma cultura oral que veio a ser sobreposta pela cultura escrita europeia. Nesse sentido, no ensino colonial, a Igreja Católica desempenhou o papel fundamental na docilização dos guineenses. A igreja não só ajudou na implantação da política educacional, como também participou na legitimação do colonialismo português, sancionando e santificando a missão civilizadora e função histórica de Portugal. Paralelamente a essa educação, o movimento de libertação nacional da Guiné e Cabo Verde (PAIGC) idealizou e instaurou a educação nas Zonas Libertadas (1963-1973) esta educação era mais aberta e mais dinâmica em relação ao mundo exterior. Ela não tinha mais como objetivo principal produzir uma situação de equilíbrio e de estagnação e sim procurava apoiar-se e favorecer o processo geral da luta de libertação nacional em que se inseria.}, language = {pt}, author = {Cá, Lourenço Ocuni and Ocuni Cá, Cristina Mandu}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.20396/etd.v17i1.8634820 10/gf6224 2129771:8BQFNJDG 2317526:Z2ASVCI4}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Cape Verde, C:Guinea, C:Guinea-Bissau, CA:AandC, CL:en, CL:fr, CL:pt, CLL:pt, CLS:en, CT:A, CT:C, CT:P, CT:T, P:culture, P:health, T:apprenticeship, publicImportV1}, } @article{coker_teaching_2015, title = {Teaching {Group} {Counseling} in {Botswana}: {Two} {U}.{S}.-{Trained} {Counselors} {Discuss} {Experiences} and {Share} {Cultural} {Considerations} for {Practice}}, doi = {10.1080/01933922.2014.992506}, abstract = {There is a paucity of research in the area of teaching group counseling within an African context. In this article we describe and reflect on our experiences teaching group counseling at an institution of higher learning in the country of Botswana. We discuss cultural traditions and strengths that support an environment of group work in Botswana, describe cross-cultural challenges we experienced along the way as we implemented Western-derived didactic and experiential components of group counseling training, and discuss the ways in which we addressed the cultural differences we encountered. Implications for future cross-cultural research and training are discussed.}, language = {en}, journal = {Journal for Specialists in Group Work}, author = {Coker, Angela D. and Majuta, Aaron R.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/01933922.2014.992506 10/gf62j6 2129771:77YNA8B5 2317526:9N5I6ELM}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Botswana, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:attitude, F:learning, F:pedagogy, F:teaching, P:culture, P:environment, P:social, Q:higher education, T:Training, T:trainee, Z:Acquired Immunodeficiency Syndrome (AIDS), Z:Colleges, Z:Counselor Training, Z:Cross Cultural Training, Z:Cultural Awareness, Z:Cultural Differences, Z:Foreign Countries, Z:Group Counseling, Z:Group Dynamics, Z:Higher Education, Z:Interpersonal Communication, Z:Prosocial Behavior, Z:Social Attitudes, publicImportV1}, } @inproceedings{ginestie_raiffet_2015, title = {The {RAIFFET}, a network for support and development of {TVET} in teacher training institutions in {Africa}}, url = {https://hal-amu.archives-ouvertes.fr/hal-01316021/}, abstract = {The countries' development depends largely of the development and the effectiveness of their education systems, both to promote education for all (EFA) and technology and vocational education and training (TVET) for each of them. The situation is particularly difficult in sub-Saharan Africa (SSA) and it is very difficult for many countries to provide a school that offers all children the opportunity to attend school beyond some basics. The access to primary education is not guaranteed for all, and few of them have the opportunity to receive vocational training enabling them to obtain a recognized professional qualification. The lack of qualified and competent teachers is another manifestation of the problems. Many institutional actors, including UNESCO, help foster the development of educational policies to overcome these institutional, structural and functional weaknesses. The RAIFFET was formed to make a modest contribution to this momentum by supporting the development and structuring of teacher training and education research in SSA. This paper presents some elements of understanding of the situation and the orientations of the network's contribution to this dynamic.}, language = {en}, author = {Ginestié, J}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:U9XKEJTC 2317526:U2UIH77L UTI-57E96D1C-2C3C-37DC-90C5-38A465CDBEF1}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Central Africa, C:Gabon, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:teacher training, P:technology, Q:ICT, T:Ausbildung, T:TVET, publicImportV1, ⛔ No DOI found}, } @misc{government_of_botswana_etssp_2015, title = {{ETSSP} 2015-2020 - {Education} \& {Training} {Sector} {Strategic} {Plan}}, language = {English}, urldate = {2018-11-23}, author = {{Government of Botswana}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MBJNYRR6 2317526:N36I6HE7}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1}, } @misc{government_of_kenya_national_2015, title = {National {Industrial} {Training} {Standards}}, url = {https://www.nita.go.ke/resources/downloads.html?task=document.viewdoc&id=49}, language = {en}, urldate = {2018-09-11}, author = {{Government of Kenya}}, year = {2015}, note = {UA-7a3601b7-cd04-42c0-8a72-3405e7a31140 KerkoCite.ItemAlsoKnownAs: 2129771:KVKDBW9A 2317526:HYXNDWY2}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, Qualification Framework, publicImportV1}, } @misc{government_of_malawi_national_2015, title = {National {Education} {Standards} - primary and secondary education}, url = {http://www.education.gov.mw/phocadownload/NATIONAL%20EDUCATION%20STANDARS.pdf}, language = {English}, urldate = {2018-12-07}, author = {{Government of Malawi}}, year = {2015}, note = {UA-a102ca97-c919-4c5e-8762-6d9522ed1b77 KerkoCite.ItemAlsoKnownAs: 2129771:8E5PPF7X 2317526:PRMLTNFC}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Malawi, Qualification Framework, publicImportV1}, } @misc{government_of_south_africa_national_2015, title = {National {Policy} on {Community} {Education} and {Training} {Colleges}}, language = {en}, author = {{Government of South Africa}}, year = {2015}, note = {UA-c934d266-f205-45a0-a9e3-e144ec21abcf KerkoCite.ItemAlsoKnownAs: 2129771:S5XPV9GQ 2317526:SLS2TTI3}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, publicImportV1}, } @techreport{grijpstra_tvet_2015, title = {{TVET} teacher education in {Africa}}, abstract = {This study has three broad objectives. Firstly, it seeks to compare experiences on the education and training of Technical and Vocational Education and Training (TVET) teachers in South Africa, Egypt, Ghana, Tanzania, and Cameroon. Secondly, it seeks to get input from inspiring practices from European Member States. Lastly, policy pointers should be proposed for further action. This study was commissioned as part of the South Africa - EU Strategic Partnership sectoral policy dialogue in education. Data was collected between December 2014 and September 2015. The study serves as input to that policy dialogue, in particular in relation to the education and training of upper secondary and higher TVET teachers working in institution-based TVET providers in the formal public education system. Teachers are the most important in-school factor influencing the quality of student learning and the training of teachers is the key issue in this report. However, able practitioners do not necessarily reach their potential without appropriate support nor without being sufficiently professionally challenged and rewarded. The quality of TVET teaching also depends on other factors, such as the teacher's persona; the TVET organisation (at school or college level) and the wider TVET system (national structures related to TVET of which TVET teacher education is an important element). The main research activities consisted of desk research; interviews; country studies; and comparative analysis and reporting. To validate the findings and ensure a practical link to further dissemination of the results, policy workshops were organised with policymakers in the participating countries. In this summary, key conclusions are discussed per topic. For each topic, policy pointers are presented.}, language = {en}, author = {Grijpstra, Douwe}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S3TWILSU 2317526:E5TP2GEZ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:Cameroon, C:Egypt, C:South Africa, C:Tanzania, CLL:en, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @book{marope_unleashing_2015, address = {Paris}, title = {Unleashing the potential: transforming technical and vocational education and training}, isbn = {978-92-3-100091-1}, abstract = {"UNESCO has recently published the third volume of its Education on the Move series, a series dedicated to the analysis of key trends in education with the hope of inspiring dialogue among policy makers, educators and other key stakeholders on the challenges of education for tomorrow. The latest publication, entitled Unleashing the Potential: Transforming Technical and Vocational Education and Training is focused entirely on issues related to technical and vocational education and training (TVET). It takes stock of the steadily increasing demands and expectations on TVET systems around the globe and presents recent policy trends in the field of TVET. In their analysis, the authors provide insights into what it takes to unleash the potential of TVET systems around the world. They propose an integrated analytical approach that takes into consideration such factors as economic growth, social equity and issues related to sustainability so that TVET can contribute more effectively to contemporary policy issues such as youth unemployment, gender disparities and climate change. Overall, the book calls for a transformation of TVET systems to enable them to respond to the demands of their contexts. This transformation should enable TVET systems to acquire agility to stay current and responsive to the rapidly changing demands of the twenty-first century."--Publisher's website.}, language = {en}, author = {Marope, Priscilla Toka Mmantsetsa and Chakroun, Borhène and Holmes, K. P}, year = {2015}, note = {OCLC: 921829960 KerkoCite.ItemAlsoKnownAs: 2129771:AVKWPPMP 2317526:JK6589HH}, } @article{masinire_teachers_2015, title = {Teachers' {Perceptions} and {Students}' {Lived} {Experiences} in {Vocational}-{Technical} {Subjects} in a {Rural} {High} {School} in {Zimbabwe}}, doi = {10.1080/09540253.2015.1079357}, abstract = {This paper explores the construction of dominant models of gender among students in the Vocational-Technical. In the backdrop of dominant narratives that structure gender policies and practices in schooling in Zimbabwe, the paper elaborates upon how students' daily experiences in workrooms perpetuate the feminisation and masculinisation of fields of study such as DT and HESs in ways that inhibit the learning and achievement of boys and girls in these subjects. The argument in this paper is that in order to understand gender inequality in the Voc-Tech curriculum, educators need to understand how sociocultural perceptions of gender are constructed and embodied at the level of classroom interaction among students and teachers. Such insights provide a deeper understanding for addressing gender inequality in Voc-Tech subjects that moves beyond current structural and institutional barriers within a rural African context.}, language = {en}, journal = {Gender and Education}, author = {Masinire, Alfred}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/09540253.2015.1079357 10/gf62kx 2129771:7DPG8XQP 2317526:44W8UQC7 DOI-10.1080/09540253.2015.1079357}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Zimbabwe, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:achievement, F:attitude, F:curriculum, F:gender, F:girl, F:learning, F:policy, P:construction, P:environment, P:metal, P:teachers, R:evaluation, R:interview, R:observation, T:TVET, Z:Barriers, Z:Classroom Environment, Z:Critical Theory, Z:Curriculum Evaluation, Z:Educational Practices, Z:Feminism, Z:Foods Instruction, Z:Foreign Countries, Z:Gender Differences, Z:Gender Issues, Z:High School Students, Z:Institutional Characteristics, Z:Interviews, Z:Masculinity, Z:Metallurgy, Z:Nutrition Instruction, Z:Observation, Z:Rural Schools, Z:Sex Fairness, Z:Sex Role, Z:Student Attitudes, Z:Student Experience, Z:Teacher Attitudes, Z:Teacher Student Relationship, Z:Vocational Education, gender, publicImportV1}, } @techreport{momanyi_alternatives_2015, type = {Conference proceedings}, title = {Alternatives towards achieving {Education} {For} {All} ({EFA}): a case of the informal sector business institute ({ISBI}), {Nairobi}, {Kenya}}, url = {https://www.worldconferences.net/proceedings/gse2014/toc/papers_gse2014/G%20070%20-%20CHRISTOPHER%20MOMANYI_ALTERNATIVES%20TOWARDS%20ACHIEVING%20EDUCATION%20FOR%20ALL_read.pdf}, abstract = {In 1948 the United Nations declared that everyone has a right to education in the universal declaration of human rights. Education for All (EFA) is an international initiative first launched in Jomtien, Thailand, in 1990 to bring the benefits of education to “every citizen in every society’. To realize this aim, governments, civil society groups, and development agencies such as UNESCO and the World Bank have joined hands to achieve the EFA goals. Kenya is signatory to education for all initiative. Achieving the Education for All goals is critical for simultaneously attaining all 8 Millennium Development Goals (MDGs). The EFA strategies include the establishment of a policy on the re-entry of school-age mothers into the education system and the establishment of a non-formal education unit in the Ministry of Education Science and Technology. The recent implementation of free primary and secondary education is an effort by the government of Kenya to attain Universal primary Education (UPE) and the final attainment of EFA and MDGs. There are many suggestions both at the local and international levels on how to achieve this goal. Non-formal education and Technical and vocational education are some of the alternatives towards EFA, they lead participants to acquire practical skills in a particular occupation. Non formal education is flexible as more people who are out of the formal education system acquire skills. Strathmore Educational Trust (SET), a Public Charitable Trust incorporated in Kenya, established to promote educational initiatives started the Informal Sector Business Institute (ISBI) in 2004; a Non-formal education initiative to train jua kali artisans in ICT and business skills. Since its inception, more than 10,000 people have been trained in various skills. Data collected from artisans who have undergone the ISBI training showed that the artisans trained at ISBI are better than those form the same area that have not undergone the same training.}, language = {en}, author = {Momanyi, C}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5AMSN3QY 2317526:EIWGGY2S}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, HDR25, Q:community education, Q:degree, Q:open learning, Q:secondary education, T:Educação profissionalizante, T:Lehrlingsausbildung, T:TVET, T:continuing education, T:work-based learning, publicImportV1}, } @article{ndegwa_evaluation_2015, title = {Evaluation of artisan training in metal silo construction for grain storage in {Africa}: {Impact} on uptake, entrepreneurship and income}, url = {http://www.sciencedirect.com/science/article/pii/S073805931500053X?via%3Dihub}, doi = {10.1016/j.ijedudev.2015.04.012}, abstract = {This study assesses the impact of training sheet metal workers in Kenya on their uptake of learned skills and their income. Fifty-eight artisans trained in the construction of metal silos for hermetic grain storage were compared to a random sample of 123 untrained artisans. Results show that two-thirds of the trained artisans were making the silos, half of these in their own workshops and half as employees. The probability of using the skills learned declined with age but increased with previous experience in technical work. The training did not significantly increase the income of employed artisans, but increased the annual income of those who made the silos in their own workshops by KSh315,173 (about US\$3,600). The overall impact could be improved by better targeting of trainees, by using apprenticeships as an alternative mode of training, and by encouraging entrepreneurship through business training and provision of credit.}, language = {en}, journal = {International Journal of Educational Development}, author = {Ndegwa, M.K. and de Groote, Hugo and Gitonga, Z.M.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.04.012 10/f7q8g8 2129771:5AI7LX8E 2317526:FI7GMN2J}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:R, CT:T, P:artist, P:construction, P:metal, R:evaluation, R:impact, T:Lehrlingsausbildung, T:TVET, T:Training, T:trainee, Z:Adult education, Z:Benefits of education, Z:Employment skills, Z:Engineering education, Z:Intervention evaluation, Z:Vocational education and training, publicImportV1}, } @techreport{oecd_oecd_2015, title = {{OECD} {Reviews} of {Vocational} {Education} and {Training} - {Key} {Messages} and {Country} {Summaries}}, shorttitle = {{OECD} {Reviews} of {VET}}, abstract = {Full country policy reviews have been conducted, as part of the two OECD studies on VET, in Australia, Austria, Chile, China, Costa Rica, Czech Republic, Denmark, Egypt, Germany, Hungary, Ireland, Israel, Kazakhstan, Korea, Mexico, the Netherlands, Norway, South Africa, Sweden, Switzerland, the United Kingdom (England and Wales), and the United States (with case studies of Florida, Maryland and Washington State) and also the U.S states of South Carolina and Texas.}, language = {English}, author = {{OECD}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:STK8I4G3 2317526:9NUHFVZM UA-0E8E2366-8886-43BB-850D-1BFBA9676A04}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, CC:Australia, CC:Austria, CC:Chile, CC:China, CC:Costa Rica, CC:Czech Republic, CC:Denmark, CC:Egypt, CC:Germany, CC:Kazakhstan, CC:Korea, CC:Mexico, CC:Netherlands, CC:Norway, CC:South Africa, CC:Sweden, CC:Switzerland, CC:UK, CC:United States, CLL:en, Hungary, publicImportV1}, } @techreport{oluwafemi_governance_2015, title = {Governance and {Change} in {Educational} {Policy} {Systems} in {Technical} {Vocational} {Education}}, abstract = {From time immemorial, people have been controlled (ruled) by others in order to maintain law and order. This process is what is called governance. Governance is the act of exercising power and making decisions for a group of people by a selected few granted the authority to do so. Different human era called for different ‘curricular’ of teaching since it is believed that the needs of the society are one of the major determinants of the content of the curriculum. The authorities at each of such times only help to articulate the curriculum and provide the environment for teaching and learning to take place. In this pursuit, the Nigerian government has not been an exception. Over the years, the Governments have brought in one change or the other to the educational sector all with the utmost aim of making the nation better through her educational processes. This paper through the methodology of literature review and the authors’ observations focuses on some of the changes brought into the sector particularly in Technical Vocational Education. It looked at how these changes have benefited or otherwise affected the country and makes suggestions based on the findings.}, language = {en}, author = {Oluwafemi, CO and Martins, OR and Adebiaye, HO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XWDKZE4R 2317526:ZYPADVAW}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Central Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:policy, P:administration, Q:distance learning, T:TVET, publicImportV1, ⛔ No DOI found}, } @phdthesis{robertson_leadership_2015, title = {Leadership development for technical and vocational education and training college leaders in {South} {Africa}: {A} post-graduate curriculum framework}, url = {http://scholar.sun.ac.za/handle/10019.1/96966}, abstract = {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 by 2030. Leaders in these institutions have been faced with constant challenges in a rapidly changing environment. It has been internationally acknowledged that in order for leaders at all levels of vocational education and training institutions to be capable of and effective in transforming their institutions, leadership development is essential. Even though a leadership development programme was advocated in the Green Paper on Further Education and Training in South Africa (RSA, 2012), this training was not mentioned specifically in the subsequent White Paper (RSA, 2014). This lack of leadership development prioritisation of leaders in this sector differs from governments in other countries where customised leadership development in this complex sector has not only been prioritised but has become a matter of urgency. The purpose of this study was thus to develop a leadership development curriculum framework specifically for leaders, present and future, of public TVET colleges in South Africa. These colleges have also been examined as activity systems with their cultural and historical influences, according to Engeström’s (1987) version of activity theory. Through interactive qualitative analysis (IQA), an interpretive methodology grounded in systems theory (Northcutt \& McCoy, 2004) which uses an interpretive approach by means of focus group and individual interviews with different constituency populations, an attempt was made to gain an understanding of what challenges these college leaders face and what knowledge, skills, attributes and attitudes they may need to achieve the mandate of the White Paper (RSA, 2014). AFRIKAANSE OPSOMMING: Die openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika het die afgelope 20 jaar groot veranderings ervaar. Hierdie kolleges het onlangs die hoof-fokuspunt van onderwys en opleiding geword vandat die Groenskrif vir Na-skoolse Onderwys en Opleiding in 2012 gepubliseer is, wat die kolleges verskuif het na die hoër onderwys-en-opleidingstelsel met die verwagting om teen 2030 inskrywings van 650 000 tot 2.5 miljoen te vermeerder. Leiers in hierdie instellings ondervind voortdurende uitdagings in ’n vinnig-veranderende omgewing. Daar word internasionaal erken dat om leiers op alle vlakke by beroepsgerigte onderwys-en-opleidingsinstellings in staat te stel om hierdie instellings effektief te transformeer, leierskapontwikkeling essensieel is. Al word leierskapontwikkeling in die Groenskrif vir Na-skoolse Onderwys en Opleiding voorgestel, word daar nie vir hierdie opleiding in die daaropvolgende Witskrif (2014) voorsiening gemaak nie, wat verskil van die optrede van regerings in ander lande wat leierskapsontwikkeling in hierdie komplekse sektor prioritiseer. Gepaste leierskapskwalifikasies en -programme is oral ter wêreld vir leiers in dié sektor beskikbaar, maar nie in Suid-Afrika nie. Hierdie kolleges is ook as aktiwiteitstelsels ondersoek en daardeur is ’n analise van die kulturele en historiese invloede gemaak volgens Engeström (1987) se weergawe van Aktiwiteitsteorie. Die doel van hierdie studie was dus om ’n leierskapkurrikulumraamwerk vir huidige en toekomstige leiers van openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika te ontwikkel. Deur interaktiewe kwalitatiewe analise, ’n interpretatiewe metodologie wat sy basis in stelselsteorie het (Northcutt \& McCoy, 2004) en wat ’n interpretatiewe benadering toepas, is daar gepoog om deur middel van fokusgroep- en individuele onderhoude vas te stel wat leiers in die sektor glo in so ’n kurrikulumraamwerk ingesluit moet word, sodat die mandaat van die Witskrif (RSA, 2014) uitgeoefen kan word.}, language = {en}, author = {Robertson, Catherine A and Du Plessis, CA}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HQTXPUGS 2317526:DKF7G2VI UTI-CACA454E-39E3-3CEB-BAB8-A2EFFDF58548}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:T, F:curriculum, F:leadership, T:TVET, publicImportV1, ⛔ No DOI found}, } @techreport{romiszowski_baseline_2015, title = {Baseline {Study} for {Distance} {Technical} and {Professional} {Education} in {Mozambique}}, url = {http://oasis.col.org/handle/11599/1775}, abstract = {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 institutions. These institutions are classified into three levels, equivalent to the subdivisions of the general education system: elementary, basic and medium, the last being equivalent to high school – the 11th and 12th grades. Elementary level courses are offered in 36 technical schools, 28 offer basic level courses and 19 offer courses at the medium level, a total of 85.}, language = {en}, author = {Romiszowski, A}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EI9BPEQX 2317526:UK28UYUK}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Mozambique, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:manufacture, P:teachers, P:technology, Q:ICT, Q:ODEL, Q:distance education, Q:open education, T:Ausbildung, T:Educação Profissional Técnica de Nível Médio, T:TVET, T:competency-based training, T:professional and vocational education, T:trainee, publicImportV1}, } @techreport{ryan_if_2015, title = {“{If} {I} can be a helper, one day {I} be a boss”–{A} case study of informal apprenticeship in {Lusaka}}, abstract = {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, it is predominantly in the informal economy, which currently accommodates over 90 of employed Zambians. Zambia faces a clear challenge to translate the economic gains of the past few years into improved livelihood conditions and decent work outcomes. With over 46 per cent of the population being under the age of 15, there is an urgent need for programs that provide young people in particular with skills development and employment opportunities. In this climate, informal apprenticeships may offer young people access to both affordable training and future employment. Informal apprenticeship, as defined by the International Labour Organization (ILO), is a written or oral training agreement under which a master craftsperson (MC) provides an apprentice (a young person) with training in all skills relevant to a trade. An apprentice gains tacit skills by working alongside a master craftsperson in a micro or small enterprise in the informal economy. Informal apprenticeships are anchored in the norms and traditions of a society, which shape the obligations and incentives for MCs to train others, and for apprentices to seek this kind of training. Costs and benefits are shared between the apprentice and master craftsperson (ILO, 2012). This study seeks to identify the norms and characteristics of informal apprenticeship in Zambia’s capital city, Lusaka. The study aims to provide guidance on how informal apprenticeships in Zambia can be supported and strengthened within the ILO’s mandate to improve the quality of apprenticeships within the informal economy. The study also aims to contribute to ILO’s body of knowledge on informal apprenticeship, describing both the local specificities of informal apprenticeship in urban Zambia, and how the training relates to ILO’s broader findings on informal apprenticeship in Africa. This study found that training within the informal economy is widely undertaken in the Lusaka region. However, the informal institutional framework for apprenticeships in Lusaka’s informal economy is currently less well established, compared to informal apprenticeships in West Africa. Written contracts were found to be non-existent, and verbal training agreements were considerably undefined. There is no specific term used for apprentices within the informal economy – young people join businesses as othandiza (helpers), but this term may apply both to those in an apprenticeship role, and casual workers brought in for temporary work. This study also determined a variety of training arrangements within the informal economy including fluid models of group-based learning, whereby a young person may learn from several experienced craftspeople in a ‘cluster’ of selfemployed operators. Despite these issues, vast numbers of Zambian young people still gain skills through working and learning in informal economy enterprises. The majority of apprentices reported that they join businesses with the key objective of acquiring all relevant trade skills - training within an informal enterprise was also found to be the primary source of skills development for MCs. While the lack of clear norms surrounding informal apprenticeship may be seen as problematic, many MCs and apprentices felt that the flexibility of terms supported, rather than hindered the apprentice - for instance, by the apprentice being able to progress quickly through the learning process. Incentive and obligation operate as strong binding mechanisms for both MCs and apprentices to complete the training in the absence of fixed institutional frameworks. Furthermore, the fluid nature of Zambian informal apprenticeships may mean that any future targeted interventions may be incorporated more easily. There is currently an enabling institutional environment for upgrading informal apprenticeship in Zambia. With the 2011 election of the Patriotic Front (PF) party to government, there is a renewed focus on the issues of youth, job creation, skills training, self-employment opportunities and the quality of jobs. The PF government has stated that they seek to involve youths in national development by ‘expanding educational facilities and vocational training to absorb all school leavers’, ‘collaborating with industry to provide learnership/apprenticeship practical training’, and ‘facilitating access to finance and to markets’ for young people (The Patriotic Front, 2011). Considering informal apprenticeship as a mode of vocational training in Zambia would clearly support government’s aim of creating a vocational training system capable of absorbing all school leavers. Recognition of informal training is further supported by reforms in TEVET policy, which call for a greater focus on training within and for the informal sector, and seek to diversify the modes in which training is delivered. Key interventions are required to upgrade informal apprenticeship to a robust mode of vocational training leading to gainful and decent employment for young people in Zambia. This report argues that TEVET policy needs to become more responsive to the informal economy, with the Apprenticeship Act revitalized, trade testing promoted more effectively, and informally acquired skills recognized. The quality of training needs to be improved, such as through providing MCs with skills development opportunities, introducing competency assessment measures, and strengthening training agreements. Decent work outcomes also need to be strengthened through supporting trade associations, providing greater access to finance for MCs and graduating apprentices, improving health and safety outcomes, and creating greater links between the formal and informal training and employment sectors.}, language = {en}, author = {Ryan, S}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:28YFYBHE 2317526:AESRQWBS}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, A:West Africa, C:Zambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:learning, F:policy, HDR25, P:economy, R:case study, T:Ausbildung, T:Formal apprenticeship, T:Lehrlingsausbildung, T:TVET, T:Training, publicImportV1, ⛔ No DOI found}, } @incollection{vieira_os_2015, title = {Os {Desafios} {Das} {Reformas} {Na} {Formação} {De} {Professores} {Na} África {Subsariana}}, language = {pt}, author = {Vieira, Arlindo}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UUJDJPRD 2317526:V3IPGIU4}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:SSA, publicImportV1, ⛔ No DOI found}, } @article{yasak_ict_2015, title = {{ICT} {Integrations} in {TVET}: {Is} it up to {Expectations}?}, volume = {204}, issn = {18770428}, shorttitle = {{ICT} {Integrations} in {TVET}}, url = {http://linkinghub.elsevier.com/retrieve/pii/S1877042815047680}, doi = {10.1016/j.sbspro.2015.08.120}, abstract = {In today’s world where information and communication technology is playing a major role in people’s daily lives, how a student learns is dependent on how the student reacts to the sophisticated system offered by these technologies. Thus, it is not surprising that online learning is accepted as an important tool in the general education sector. However its adoption in Technical and Vocational Education and Training (TVET) is yet to reach the equivalence of the general education sector. With the availability of state of the art online learning technology, there is greater opportunity for acquiring the technology that can support TVET practices. The aim of this paper is to discuss the trend of ICT integration in teaching and learning in TVET based on a systematic review of ICT integration in post-secondary TVET. The focus is mainly on the “what’ and “how” aspects of ICT integration in TVET. The literature reviewed indicates that while ICT integration can be aimed at the learning goals in the three domains, the affective, cognitive and psychomotor domain; its effectiveness is more noted where learning goals are of the cognitive domains. More effective integration is also indicated where the blended mode is adopted as compared to the fully ICT mediated mode. Lessons learnt in light of these findings are discussed for future ICT integration in TVET.}, language = {en}, urldate = {2018-08-01}, journal = {Procedia - Social and Behavioral Sciences}, author = {Yasak, Zurina and Alias, Maizam}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2015.08.120 10/gf62qd 2129771:KRTUTE4V 2317526:FMVZC98R}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, ICT integration in TVET, Postsecondary Education, Review of ICT role in TVET, publicImportV1}, pages = {88--97}, } @article{lange_learner_2014, title = {Learner orientation through professional development of teachers? {Empirical} results from cascade training in {Anglophone} {Cameroon}}, volume = {44}, issn = {0305-7925, 1469-3623}, shorttitle = {Learner orientation through professional development of teachers?}, url = {http://www.tandfonline.com/doi/abs/10.1080/03057925.2013.841027}, doi = {10.1080/03057925.2013.841027}, language = {en}, number = {4}, urldate = {2015-12-16}, journal = {Compare: A Journal of Comparative and International Education}, author = {Lange, Sarah}, month = jul, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2013.841027 10/gfvv7x 2129771:95VP3EV5 2129771:E4373A25 2317526:8DZUAC7R}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Cameroon, CA:AandC, CCZ:Cameroon, CL:en, CL:fr, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:low-income country, F:attitude, F:learning, F:teaching, P:measurement, P:service industry, P:teacher training, P:teachers, R:quantitative, T:Ausbildung, T:trainee, T:work-based learning, Z:cascade training, Z:learner orientation, Z:professional development, Z:sub-Saharan Africa, Z:teachers, publicImportV1}, pages = {587--612}, } @article{kim_conceptual_2014, title = {A conceptual framework for examining {HRD} and {NHRD} linkages and outcomes: {Review} of {TVET} literature}, volume = {38}, issn = {2046-9012}, shorttitle = {A conceptual framework for examining {HRD} and {NHRD} linkages and outcomes}, url = {https://www.emeraldinsight.com/doi/abs/10.1108/EJTD-01-2013-0009}, doi = {10.1108/ejtd-01-2013-0009}, abstract = {This paper aims to review technical vocational education and training (TVET) literature, identify different components of the TVET system and develop a conceptual framework that integrates human resource development (HRD) and national human resource development (NHRD) outcomes. The renewed focus on technical vocational education and training (TVET) is important for human resource development (HRD), as it expands current understanding of its role in economic development through workforce training. National human resource development (NHRD) perspectives recognize the role of TVET in linking regional and national economic development strategies. Furthermore, TVET’s focus on literacy education, poverty alleviation and inclusion of marginalized and vulnerable populations emphasizes social development outcomes that are critical for NHRD. Using this background, the integration of HRD and NHRD outcomes into one conceptual TVET framework for addressing workforce, economic and social development outcomes has been proposed.}, number = {4}, urldate = {2018-08-01}, journal = {European Journal of Training and Development}, author = {Kim, Sehoon and Kotamraju, Pradeep and Alagaraja, Meera}, month = apr, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-01-2013-0009 10/gf62qc 2129771:CSVKCHI6 2317526:JQWJZUQY}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, \_C:Australia AUS, \_C:Austria AUT, \_C:Brazil BRA, \_C:Canada CAN, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:Hungary HUN, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Russian Federation RUS, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, pages = {265--285}, } @article{simiyu_role_2014, title = {The {Role} of {General} {Public} in the {Development} of {Technical} and {Vocational} {Education} in {Primary} {Schools} in {Eldoret} {Municipality}, {Kenya}}, volume = {4}, url = {https://www.semanticscholar.org/paper/The-Role-of-General-Public-in-the-Development-of-in-Simiyu-Sambu/0315238763d72aa57634a059744f80fff44d938f}, abstract = {The study sought to examine the role the general public play in the development of technical and vocational education in Primary schools. These subjects were: Home science, Art and Craft and Agriculture as offered in Primary schools in the urban and rural setting of Eldoret Municipality and the surrounding areas in Kenya A random sample of eight (8) schools was selected for the study. The respondents included eighty (80) standard eight (Std VIII) pupils, thirty-one (31) teachers and ten (10) parents of the pupils studying these subjects. From the study, a large proportion of the respondents, most of whom were made up of teacher-respondents, affirmed that the local communities were supposed to contribute to the provision of equipment and facilities in the development of technical and vocational education in Primary schools while some of them indicated that the communities were supposed to establish and manage the schools. As such, parents and the general public should be sensitized on the importance of technical and vocational component in the Primary school curriculum so that they can give it the support it deserves be it materially or morally in the task of national development. In addition, the government makes the technical and vocational subjects more attractive by providing adequate facilities and resources to Primary schools. The informal sector of the economy should be strongly supported so as to attract Primary school-leavers who achieve relevant practical skills. The study is useful to all education stakeholders as it highlights the need to incorporate socio-economic contextual factors in improving performance in technical and vocational subjects in individual schools.}, number = {1}, journal = {International Journal of Humanities and Social Science}, author = {Simiyu, John Wanyonyi and Sambu, Lenah}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4JQIR44W 2317526:78FRJHVU}, keywords = {⛔ No DOI found}, } @misc{noauthor_kenya_2014, title = {Kenya {National} {Qualifications} {Framework} {Act}}, url = {https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/101066/121600/F-126668736/KEN101066.pdf}, urldate = {2020-08-04}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LK23SSIH}, } @article{abas_building_2014, title = {Building mental health workforce capacity through training and retention of psychiatrists in {Zimbabwe}}, doi = {10.3109/09540261.2014.924487}, abstract = {Despite the need to improve the quantity and quality of psychiatry training in sub-Saharan Africa (SSA), very little is known about the experiences of psychiatric trainees in the region. This is the first study examining psychiatric trainees in a low-income country in SSA. It was carried out as part of the needs assessment for a unique Medical Education Partnership Initiative (MEPI) programme to find African solutions for medical shortages in Africa. We approached all doctors who had trained in post-graduate psychiatry in Zimbabwe in 2010 and conducted in-depth qualitative interviews with all except one (n = 6). We analysed the data using constant comparison and thematic analysis. Trainees described the apprenticeship model as the programme's primary strength, through providing clinical exposure and role models. Programme weaknesses included shortages in information sources, trainee salaries, trainers, public health education, and in the mental health service. Most respondents were, however, eager to continue practising psychiatry in Zimbabwe, motivated by family ties, national commitment and helping vulnerable, stigmatized individuals. Respondents called for sub-speciality training and for infrastructure and training to do research. Resources need to be made available for psychiatric trainees in more SSA settings to develop public health competencies. However, investment in psychiatry training programmes must balance service provision with trainees' educational needs. Directing investment towards needs identified by trainees may be a cost-effective, context-sensitive way to increase retention and learning outcomes. © 2014 Institute of Psychiatry.}, language = {en}, journal = {International Review of Psychiatry}, author = {Abas, Melanie A. and Nhiwatiwa, Sekai M. and Mangezi, Walter and Jack, Helen and Piette, Angharad and Cowan, Frances M. and Barley, Elizabeth and Chingono, Alfred and Iversen, Amy and Chibanda, Dixon and Barley, Elizabeth and Barley, Elizabeth and Chingono, Alfred and Iversen, Amy and Chibanda, Dixon}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.3109/09540261.2014.924487 10/gf62pv 2129771:S37KJPZJ 2317526:H7G6FTSU}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Zimbabwe, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:low-income country, F:assessment, F:learning, F:outcomes, F:salary, P:health, P:measurement, P:media, P:services, R:interview, R:qualitative, T:Lehrlingsausbildung, T:Training, T:trainee, \_C:Canada CAN, \_C:Ghana GHA, \_C:Mexico MEX, \_C:Nicaragua NIC, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @article{appiagyei_informing_2014, title = {Informing the scale-up of {Kenya}'s nursing workforce: {A} mixed methods study of factors affecting pre-service training capacity and production}, doi = {10.1186/1478-4491-12-47}, abstract = {© 2014 Appiagyei et al.; licensee BioMed Central Ltd. Background: Given the global nursing shortage and investments to scale-up the workforce, this study evaluated trends in annual student nurse enrolment, pre-service attrition between enrolment and registration, and factors that influence nurse production in Kenya.Methods: This study used a mixed methods approach with data from the Regulatory Human Resources Information System (tracks initial student enrolment through registration) and the Kenya Health Workforce Information System (tracks deployment and demographic information on licensed nurses) for the quantitative analyses and qualitative data from key informant interviews with nurse training institution educators and/or administrators. Trends in annual student nurse enrolment from 1999 to 2010 were analyzed using regulatory and demographic data. To assess pre-service attrition between training enrolment and registration with the nursing council, data for a cohort that enrolled in training from 1999 to 2004 and completed training by 2010 was analyzed. Multivariate logistic regression was used to test for factors that significantly affected attrition. To assess the capacity of nurse training institutions for scale-up, qualitative data was obtained through key informant interviews.Results: From 1999 to 2010, 23,350 students enrolled in nurse training in Kenya. While annual new student enrolment doubled between 1999 (1,493) and 2010 (3,030), training institutions reported challenges in their capacity to accommodate the increased numbers. Key factors identified by the nursing faculty included congestion at clinical placement sites, limited clinical mentorship by qualified nurses, challenges with faculty recruitment and retention, and inadequate student housing, transportation and classroom space. Pre-service attrition among the cohort that enrolled between 1999 and 2004 and completed training by 2010 was found to be low (6\%).Conclusion: To scale-up the nursing workforce in Kenya, concurrent investments in expanding the number of student nurse clinical placement sites, utilizing alternate forms of skills training, hiring more faculty and clinical instructors, and expanding the dormitory and classroom space to accommodate new students are needed to ensure that increases in student enrolment are not at the cost of quality nursing education. Student attrition does not appear to be a concern in Kenya compared to other African countries (10 to 40\%).}, language = {en}, journal = {Human Resources for Health}, author = {Appiagyei, Ashley A. and Kiriinya, Rose N. and Gross, Jessica M. and Wambua, David N. and Oywer, Elizabeth O. and Kamenju, Andrew K. and Higgins, Melinda K. and Riley, Patricia L. and Rogers, Martha F.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1478-4491-12-47 10/f6sjbd 2129771:STXD3RRB 2317526:S85ZAYJD}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Kenya, CA:AandC, CCZ:Kenya, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:R, CT:T, P:health, P:logistics, P:nurse, P:production, P:services, R:interview, R:mixed method, R:qualitative, R:quantitative, R:regression, T:Training, Z:Nursing workforce, Z:Scale-up, Z:Training, \_\_C:filed:1, publicImportV1}, } @article{bell_development_2014, title = {Development of an emergency nursing training curriculum in {Ghana}}, url = {https://www.sciencedirect.com/science/article/pii/S1755599X14000056}, doi = {10.1016/j.ienj.2014.02.002}, abstract = {Abstract The formal provision of emergency health care is a developing specialty in many sub-Saharan African countries, including Ghana. While emergency medicine training programs for physicians are on the rise, there are few established training programs for emergency nurses. The results of a unique collaboration are described between a university in the United States, a Ghanaian university and a Ghanaian teaching hospital that has developed an emergency nursing diploma program. The expected outcomes of this training program include: (a) an innovative, interdisciplinary, team-based clinical training model, (b) a unique and low-resource emergency nursing curriculum and (c) a comprehensive and sustainable training program to increase in-country retention of nurses.}, language = {en}, journal = {International Emergency Nursing}, author = {Bell, Sue Anne and Oteng, Rockefeller and Redman, Richard and Lapham, Jeremy and Bam, Victoria and Dzomecku, Veronica and Yakubu, Jamila and Tagoe, Nadia and Donkor, Peter}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ienj.2014.02.002 10/f6vv27 2129771:UFJJIVJS 2317526:5WYR796J}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CCZ:Ghana, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:curriculum, F:outcomes, F:teaching, P:health, P:media, P:nurse, Q:diploma, T:Training, Z:Curriculum, Z:Emergency Nursing, Z:Sub-Saharan Africa, Z:Training, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1}, } @article{briquet-duhaze_training_2014, title = {Training of {School} {Teachers} in {West} {Africa}: {Remediation} of {Reading} {Difficulties} through {Training} in {Phonological} {Awareness} and {Letter} {Names}}, abstract = {The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, Côte d'Ivoire and Burkina Faso), come to Dakar for a week. We have been asked four times tn Dakar (Senegal) to provide training for teachers of West Africa. It is all about being trained in order to resolve reading difficulties for students using our scientific research. This paper presents the theoretical framework of phonological awareness and letter names and the 0 phase and the beginning of Phase 1 of our research. We use these predictors as remedial reading difficulties among students aged 8 to 11 years. We present the first results.}, language = {en}, journal = {FIRE: Forum for International Research in Education}, author = {Briquet-Duhazé, Sophie}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TC75Z8YL 2317526:ZGBCTLGU LOCAL-eric:EJ1133799}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Burkina Faso, C:Cape Verde, C:Gambia, C:Guinea, C:Ivory Coast, C:Mali, C:Mauritania, C:Senegal, CA:AandC, CL:de, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:Improvement, P:teachers, T:TVET, T:Training, T:trainee, Z:Alphabets, Z:Elementary School Students, Z:Faculty Development, Z:Foreign Countries, Z:Longitudinal Studies, Z:Phoneme Grapheme Correspondence, Z:Phonological Awareness, Z:Predictor Variables, Z:Professional Continuing Education, Z:Reading Difficulties, Z:Relevance (Education), Z:Remedial Reading, Z:Teacher Improvement, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @article{colley_teacher_2014, title = {Teacher education in anglophone west {Africa}: {Does} policy match practice?}, doi = {10.1108/s1479-367920140000025015}, abstract = {© 2014 by Emerald Group Publishing Limited All rights of reproduction in any form reserved. This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2\% were on Gambia, 27.3\% were on Ghana, 10.4\% were on Liberia, 24.7\% were on Nigeria, and 19.5\% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are "add-on," meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.}, language = {en}, journal = {International Perspectives on Education and Society}, author = {Colley, Kabba E.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/s1479-367920140000025015 10/gf62j3 2129771:RTR537TR 2317526:3VLABS4Y}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, AAZ:West Africa, C:Gambia, C:Liberia, C:Nigeria, C:Sierra Leone, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:inclusion, F:outcomes, F:policy, P:services, P:teacher education, P:teacher training, P:teachers, Q:tertiary education, R:qualitative, R:quantitative, R:synthesis, T:Training, Z:Education, Z:Policy, Z:Supply, Z:Teacher, Z:Training, \_C:Ghana GHA, \_C:Sierra Leone SLE, publicImportV1}, } @incollection{deissinger_tvet_2014, address = {Berlin, Heidelberg}, series = {New {Frontiers} of {Educational} {Research}}, title = {{TVET} {System} {Research}}, isbn = {978-3-642-54224-4}, url = {https://doi.org/10.1007/978-3-642-54224-4_5}, abstract = {Research on TVET systems now comes up with various theoretical approaches. Apart from methodological issues, such as ‘typologies’, comparative criteria are crucial theoretical components by which existing TVET systems can be analysed. It is against this background—and not just by looking at the institutional and/or organisational pattern typical of a given TVET system—that underlying factors, such as the evaluation given to TVET, the different cultural imprints, the meaning of TVET and the political attention states dedicate to the field of post-compulsory education in general, should be taken into account. Differences between the German-speaking countries and the Anglo-Saxon world are hereby obvious and a good example for depicting cultural and pedagogical diversity in the field of TVET. The article focusses on various methodological perspectives for the purpose of understanding, among others, these differences.}, language = {en}, urldate = {2018-09-23}, booktitle = {Areas of {Vocational} {Education} {Research}}, publisher = {Springer Berlin Heidelberg}, author = {Deissinger, Thomas}, editor = {Zhao, Zhiqun and Rauner, Felix}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PF9MR8QV 2317526:CE2H9P7W UA-26AB1748-767A-43D1-9632-50B0E415DBC1}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, Dual System, Vocational Pathway, Vocational School, Vocational Training, Workplace Learning, publicImportV1}, pages = {91--108}, } @article{evoh_knowledge_2014, title = {Knowledge {Production} in the {Knowledge} {Economy}: {Higher} {Education} {Institutions} and the {Application} of {Innovations} in {ICT} for {Capacity} {Development} in {Africa}}, url = {https://www.emeraldinsight.com/doi/pdf/10.1108/S1479-3679(2013)0000021013}, abstract = {[FRGMNT] … 16.7 101.6 34.1 6 6.1 0 20 40 60 80 100 120 Pre-primary Primary secondary TVET Tertiary Fig. 1. Education Access in Sub-Saharan Africa (\% GER), 2011. Sources: Nsapato, Limbani (2012). Knowledge Production in the Knowledge Economy 295 Page 12 … [...]… RESEARCH METHODOLOGY Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … [...]… Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … 120 Pre-primary Primary secondary TVET Tertiary Fig …}, language = {en}, author = {Evoh, CJ and Mugimu, Christopher and Chavula, Hopestone}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VZPVMDHI 2317526:52LF3UGR}, keywords = {-FullBiblioUHMLgen, -RRQ:LOW, A:Africa, A:East Africa, A:Sub-Saharan Africa, C:Kenya, CA:AandC, CL:de, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:access, P:economy, P:measurement, P:production, Q:ICT, Q:higher education, R:case study, R:qualitative, R:research method, T:TVET, \_C:Uganda UGA, publicImportV1, ⛔ No DOI found}, } @phdthesis{forh_stakeholders_2014, address = {Walden University}, title = {Stakeholders' {Roles} in {Prioritizing} {Technical} {Vocational} {Education} and {Training} in {Postconflict} {Liberia}}, language = {en}, author = {Forh, Edward}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PWU6FMNR 2317526:IGW3YU3D}, } @phdthesis{forh_stakeholders_2014, title = {Stakeholders' {Roles} in {Prioritizing} {Technical} and {Vocational} {Education} and {Training} in {PostConflict} {Liberia}}, abstract = {Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.}, language = {en}, school = {Walden University}, author = {Forh, Edward S.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:I45EDFZ6 2317526:V4Y69WGI}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Liberia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:achievement, F:leadership, F:motivation, F:policy, P:administration, P:social, Q:higher education, R:case study, R:focus groups, R:interview, R:qualitative, T:TVET, T:Training, Z:Education Policy, Z:Higher Education Administration, Z:Higher education, Z:Sub Saharan Africa Studies, Z:Vocational education, publicImportV1, ⛔ No DOI found}, } @article{government_of_ethiopia_gender_2014, title = {Gender {Responsive} {Pedagogy} {Manual}}, url = {http://www.moe.gov.et/documents/20182/36315/Gender+Responsive+Pedagogy+Manual+%28Autosaved%29%281%29.pdf/56f75fcb-7a0b-4c7f-8cf0-02468495cd80}, urldate = {2019-01-04}, author = {{Government of Ethiopia}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZA488YF5 2317526:ZMCJNHXW}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @misc{government_of_ethiopia_gender_2014, title = {Gender {Strategy} for the {Education} and {Training} {Sector}}, url = {http://www.moe.gov.et/documents/20182/36315/GENDER+STRATEGY.pdf/b9e68a15-bc9e-4930-a5d2-1c1981ca264c}, urldate = {2019-01-04}, author = {{Government of Ethiopia}}, year = {2014}, note = {UA-46cd01a7-d8a9-492d-8b98-a24cd842a26c KerkoCite.ItemAlsoKnownAs: 2129771:7JH29QYT 2317526:PMC5SD9Y}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Ethiopia, gender, inclusion, publicImportV1}, } @misc{government_of_kenya_kenya_2014, title = {Kenya {National} {Qualifications} {Framework} {Act} {Nº} 22}, url = {https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/101066/121600/F-126668736/KEN101066.pdf}, abstract = {AN ACT of Parliament to establish the Kenya National Qualifications Authority; to provide for the development of a Kenya Qualifications Framework and for connected purposes}, urldate = {2018-12-10}, author = {{Government of Kenya}}, year = {2014}, note = {UA-c7caea3d-31e5-4518-894a-f2a923cf3c88 KerkoCite.ItemAlsoKnownAs: 2129771:YYI2DH67 2317526:L8PU5BJQ}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, Qualification Framework, publicImportV1}, } @article{government_of_nigeria_guidelines_2014, title = {Guidelines and {Procedures} for the {Establishment} of {Private} {Technical} and {Technological} {Institutions}}, url = {https://net.nbte.gov.ng/sites/default/files/2017-10/Guidelines%20and%20Procedures%20for%20TVET.pdf}, language = {English}, urldate = {2018-12-06}, author = {{Government of Nigeria}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8WBLVZR9 2317526:GRWQEZKP}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Nigeria, publicImportV1}, } @article{government_of_uganda_ubteb_2014, title = {{UBTEB} rules on the assessment of competences and conduct of business, technical and vocational examinations in {Uganda}}, url = {http://ubteb.go.ug/sites/default/files/Rules%20of%20UBTEB%20Examinations%20Rules%20and%20Regulations.pdf}, language = {English}, urldate = {2018-12-08}, author = {{Government of Uganda}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7R66QFK4 2317526:P6V2SGQI}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @techreport{iyengar_technical_2014, title = {Technical {Vocational} {Education} {Training} ({TVET}) {Brief}}, abstract = {As Kaura Specialist Development Foundation (KSDF) explores various pathways to support Technical Vocational Education Training (TVET) for the youth in Bauchi state, Nigeria, this brief has been written to provide information on the current status of education and youth in Bauchi state, as well as to document relevant strategies and best practices utilized around the world for TVET. Positioned within the global framework, under Sustainable Development Goals (SDGs), the aim of this brief is to highlight prevalent trends cited in the TVET literature and global examples to support a design of an effective program for Bauchi state’s youth to develop their personal and professional skills to become an integral part of the workforce and engage in lifelong learning.}, language = {en}, author = {Iyengar, R and Shin, HI and Aliyu, B and Menkiti, A}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UJ2T9H5L 2317526:E57GM6XJ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Guinea, C:Mali, C:Mauritania, C:Nigeria, C:Senegal, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, F:gender, F:learning, P:economy, Q:distance learning, Q:mobile learning, T:Ausbildung, T:TVET, T:Training, publicImportV1, ⛔ No DOI found}, } @phdthesis{mendonca_ambientes_2014, address = {Portugal}, type = {{PhD} {Thesis}}, title = {Ambientes online na profissionalização de professores em {Cabo} {Verde}: um projeto de investigação ação}, url = {http://hdl.handle.net/1822/37893}, abstract = {A introdução de ambientes online nas práticas docentes no ensino superior, tem-se afigurado numa necessidade um pouco por todo o mundo. Nesta investigação apresenta-se uma dessas iniciativas desenvolvidas na universidade de Cabo Verde (Uni-CV), no Departamento de Ciências Sociais e Humanas (DCSH). A Uni-CV conta com oito anos de existência, encontrando-se ainda na caminhada para a inclusão digital, a par do que ocorre no arquipélago cabo-verdiano. Mesmo com limitações, luta-se para alcançar os desafios da infoinclusão, nomeadamente através de programas como o Mundu Novu. É com esta preocupação que se trabalhou com estudantes finalistas em Ciências da Educação – Percurso de Desenvolvimento Pessoal e Social - futuros docentes da disciplina, do ensino secundário, de Formação Pessoal e Social/Educação para os Direitos Humanos e Cidadania. Isto para vivenciarem na sua formação inicial uma experiência inovadora, no período de estágio pedagógico, que enriquecesse a sua vivência e contribuísse para ampliar a sua visão sobre o potencial pedagógico dos ambientes online. Assim, a preocupação central da investigação foi perceber que desafios coloca a integração dos ambientes online nos processos de profissionalização dos docentes do Ensino Secundário em Cabo Verde, bem como compreender o espaço dos ambientes online nesse processo. Para tal, propôs-se compreender como é que as orientações legais e representações dos sujeitos estão a ser compreendidas pela Uni-CV, procurando-se simultaneamente contribuir com a organização de conteúdos formativos destinados aos estagiários e seus orientadores, de forma a contribuir para o aprofundamento das suas competências e simultaneamente criar um referencial indicativo de áreas prioritárias de formação em contexto de profissionalização para os professores de ensino secundário em Cabo Verde. Neste sentido levou-se a cabo um projeto de investigação ação, de natureza descritiva, com caráter eminentemente qualitativo, no âmbito do qual se concebeu e se implementou o b-curso: SuperVisão de estágio. Para a realização, com sucesso, desta investigação, foi necessário recorrer a diversas técnicas de recolha de dados em distintos momentos do processo, designadamente questionários, entrevistas (semi estruturadas e informais na modalidade individual e em focus group), observações participante e não participante, conversas e observações informais. Procedeu-se à análise estatística e de conteúdo com recurso ao Nvivo10 e ao Statistical Package for the Social Sciences (SPSS) garantindo uma triangulação destes que permitiu inferir da vontade dos parte dos participantes em ganharem destrezas no uso das Tecnologias de Informação e Comunicação (TIC) e na exploração dos ambientes online, revelando-se altamente motivados para a formação nos domínios, por eles, identificados como prioritários, a saber: TIC e ambientes online, planificação em educação, designadamente formulação de objetivos e competências em educação, estratégias e recursos pedagógicas. Tais domínios são percecionados como meio de desenvolvimento das competências científicas, técnicas e transversais no seu processo de profissionalização. Foi possível aferir, a partir dos resultados de investigação, que houve um considerável aumento do acesso à Internet pelos participantes. A par disso, também se verificou que a Uni-CV não dispõe, ainda, de condições técnicas e tecnológicas ideais para o desenvolvimento deste tipo de ações, com recurso a ambientes online. Porém, o recurso à Moodle no estágio pedagógico garantiu mais autonomia e flexibilidade ao estagiário, bem como ajudou-o na partilha quer de informações, quer de ansiedades, pelo que destacaram como atividades preferenciais, fóruns, o acesso a informações em diversos formatos, livro interativo e glossários. Como principais ganhos identificou-se o maior acesso a conteúdos específicos para trabalho na disciplina dinamizada pelos estagiários, bem como o feedback imediato facultado pela docente/investigadora e alguns colegas de estágio. As principais limitações relacionam-se com a duração do estágio (apenas quatro meses), o que limitou, nas atividades online, o envolvimento dos estagiários e seus orientadores, impossibilitando inclusivamente a participação destes últimos, bem como a evolução reflexiva na prática pedagógica. A estas dificuldades acresce a dificuldade de resposta da Uni-CV em facultar as condições ideais para que este b-curso decorresse com menos pressão. Apesar das dificuldades vivenciadas, entende-se que esta experiência contribuiu para que estes estagiários saíssem muito mais enriquecidos da sua formação académica inicial, pois, ainda que por pouco tempo, tiveram a possibilidade de “mergulharem no mundo digital”, de uma forma em que não o poderiam fazer sem que esta experiência ocorresse. Estes futuros professores interiorizam a necessidade de integração das TIC e dos ambientes online nas suas rotinas diárias e a necessária aprendizagem destas nas suas aprendizagens profissionais na perspetiva de formação ao longo da vida. Foi possível comprovar que, não obstante as dificuldades, é possível realizar uma prática pedagógica mediada por ambientes online na Uni-CV, desde que profissionais e gestores estejam cientes do seu potencial e procurem desenvolver as condições ideais para a sua exploração e desenvolvimento na Instituição, procurando envolver todas as forças ativas de modo a reunir sinergias e contribuir para o seu sucesso. A infoinclusão assumiria, aqui, um papel relevante na prossecução dos objetivos dos participantes neste processo da prática pedagógica, tornando-o ainda mais desafiador, para uns e para outros no âmbito das políticas e práticas da profissionalização docente em Cabo Verde.}, language = {Portuguese}, school = {Universidade do Minho}, author = {Mendonça, Adriana}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R9BYMURD 2317526:ARB3PRT4}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:Cape Verde, CLL:pt, publicImportV1}, } @article{muganyizi_analysis_2014, title = {An analysis of pre-service family planning teaching in clinical and nursing education in {Tanzania}}, doi = {10.1186/1472-6920-14-142}, abstract = {Doc number: 142 Abstract Background: Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Methods: Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. Results: A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9\% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3\% (n = 7) of schools had skills laboratories, 76\% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Conclusions: Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills. Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9\% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3\% (n = 7) of schools had skills laboratories, 76\% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills.}, language = {en}, journal = {BMC medical education}, author = {Muganyizi, Projestine S and Ishengoma, Joyce and Kanama, Joseph and Kikumbih, Nassoro and Mwanga, Feddy and Killian, Richard and McGinn, Erin}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1472-6920-14-142 10/f6bm6p 2129771:L3TWRW5G 2317526:I5R28FG3}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Tanzania, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:teaching, P:economy, P:health, P:media, P:medical officers, P:nurse, P:service industry, P:services, P:teachers, Q:degree, R:evaluation, R:interview, R:observation, R:qualitative, R:quantitative, R:questionnaire, T:Ausbildung, T:TVET, publicImportV1}, } @article{nganyi_strategies_2014, title = {Strategies {That} {Enhance} {Students} {Access} to {Public} {Technical} {Training} {Institutions} in {Kenya}}, url = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.679.8830&rep=rep1&type=pdf}, abstract = {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 study was conducted in Western Region of Kenya. Western Region comprise of the former Western, Nyanza and rift valley Provinces. The sample constituted of 200 lecturers (principals, deputy principals, heads of departments and registrars) and 400 students from 30 Technical Training Institutions. Data was collected using questionnaires. The results show that the strategies used to attract students are bursaries, provision of competitive courses and opening more centres. However these strategies do not attract students to these Technical Training Institutions because of weak administration and implementation by the institutions. It was recommended that in an effort to promote enrolment in Technical Training Institutions, the Kenyan Government should fully fund students enrolled in Technical Training Institutions. Besides Technical Training Institutions should enhance advertisement of the courses offered; strengthen distance/e-learning; and review courses offered to meet the market demand.}, language = {en}, journal = {International Journal of Academic Research in Business and Social Sciences}, author = {Nganyi, JE and Odebero, SO and Onderi, H and Musera, G}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RKH467V7 2317526:MK8JHFSX UTI-716A363B-23C2-361F-B8C1-391AED460CFC}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, C:Ethiopia, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, Q:open learning, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{ogbondah_revitalizing_2014, title = {Revitalizing {Technical} and {Vocational} {Education} in {Nigeria} for {Youths} and {National} {Development}}, abstract = {Nigeria as a developing nation cannot but strive to meet with the fast speed of technological advancement and the challenges in a globalize world nowadays. If she must address the numerous technological and job challenges, the issue of technology, skills and vocation acquisition must be tackled with all sincerity in the country’s education system. Highly industrialized nations have at one time or the other identified technical and vocational education as a transformational and development key index policy trust for technological growth, economic performance and development in general. Technical and vocational education lays emphasis on learning, skills acquisition; job creation and development that would enable individual engaged in it adjust to the changes in the ever dynamic society of today. This paper therefore, tends to examine this aspect of education in the country’s education system and the need to revitalize it to promote the technological growth in particular and development in general. It suggests among others; adequate funding, improvement of the status of technical and vocational education and training of needed manpower to impart the requisite skills and competencies the youths required in the technology world of today.}, language = {en}, journal = {Journal of Education and Practice}, author = {Ogbondah, Livinus and Wobi, KK}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Y2CX5IBY 2317526:XXZHYLIM UTI-8AB811C3-40A0-3034-BA8C-72A1082F4B5A}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Central Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, Q:educational technology, T:Educação profissionalizante, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{okoye_technical_2014, title = {Technical {Vocational} {Education} and {Training} ({TVET}) as intervention mechanism for global competitiveness: perspectives from {Nigeria}}, abstract = {At national and international platforms, it has been maintained that TVET provides the needed employable skills and attitudes necessary for effective performance in the workplace. In many nations across the globe, some reform strategies to build on the inherent strength of TVET systems has been vigorously adopted, Nigeria not left behind. This paper explores the national TVET system in response to the emergent global issues on economic productivity. The following outlines provided a guide in the discourse; TVET defined, TVET reform standard and adaptability, TVET and the state of the art in Nigeria, unemployment level and the causes in Nigeria, concept transformation as mechanism for skill acquisition and why few enrolment in TVET Programs. Based on the analysis made in this paper, some recommendations were made on ways of strengthening TVET system in Nigeria for global competitiveness.}, language = {en}, journal = {Developing Country Studies}, author = {Okoye, KRE and Okwelle, PC}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:75FTDNBM 2317526:XM7BTMXF}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, P:mechanic, P:service industry, P:social, Q:open learning, T:Educação profissionalizante, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{okry_forging_2014, title = {Forging {New} {Partnerships}: {Lessons} from the {Dissemination} of {Agricultural} {Training} {Videos} in {Benin}}, doi = {10.1080/1389224x.2013.783495}, abstract = {Purpose: This article evaluates the dissemination and use of rice training videos by radio stations, farmers, farmer associations and extension services in Benin. It pays attention to positive deviants and process innovation within a 'hands-off experiment'. Design/methodology/approach: Using questionnaires and checklists we interviewed leaders of radio stations, extension services of nine municipalities and organized focus discussions with 13 farmer associations. Interviews focused on the processes of video dissemination/acquirement and the use and usefulness of the video. Findings: The commercial radio of Glazoué developed persuasive adverts and sold most of the 240 VCDs to farmers and extension services, whereas the community radios distributed most VCDs free of charge. About 20\% of all the VCDs were sold, suggesting that farmers are eager to invest in acquiring knowledge. Extension services acquired the rice videos in various ways, indicating the need to inject videos via multiple pathways into the agricultural innovation system. Watching the farmer-to-farmer videos during staff meetings gave extension agents more confidence to interact with farmers. Practical implications: Videos do not need to be distributed to all farmer associations in the same village, as dissemination may take place between different associations. Farmers appreciate watching videos with their families if they are available in their local language. When suitable language versions are not available, group viewing is more appropriate. Originality/value: The farmer-to-farmer rice videos have created a momentum in Benin and across Africa, especially in the current context of rapid changes in the agricultural systems. The newly established non-governmental organization Access Agriculture aims at further supporting video-mediated learning in developing countries. [PUBLICATION ABSTRACT]}, language = {en}, journal = {The Journal of Agricultural Education and Extension}, author = {Okry, Florent and Van Mele, Paul and Houinsou, Felix}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1389224x.2013.783495 10/gf62k7 2129771:HKPGFNHX 2317526:3SKW69JC}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Benin, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:developing country, F:access, F:learning, F:pay, P:agricultural, P:agriculture, P:media, P:service industry, P:technology, R:focus groups, R:interview, R:questionnaire, T:Ausbildung, T:Training, publicImportV1}, } @incollection{olabiyi_challenges_2014, title = {Challenges and {Prospects} of {Information} {Communication} {Technology} ({ICT}) in {Teaching} {Technical} {Education} towards {Globalisation}}, abstract = {The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be overemphasised in the knowledge-based and globalised society. The world of works is in as continuous a state of change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Therefore, this chapter discusses the challenges and prospects of ICT in teaching TVE towards globalisation. The chapter points out clearly the meaning, philosophy, and objectives of TVET, concept and types of ICT, the need for effective utilisation of ICTs and its role in TVET, the challenges and solutions to the effective utilisation of ICTs in TVET, and the prospect of using ICT in teaching TVET. The chapter concludes by suggesting solutions for proper planning, management, and effective utilisation of ICTs resources in TVET.}, language = {en}, booktitle = {Effects of {Information} {Capitalism} and {Globalization} on {Teaching} and {Learning}}, author = {Olabiyi, OS}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VI7QUHLL 2317526:2R3T6FAS}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:teaching, P:technology, Q:ICT, T:TVET, publicImportV1}, } @article{olukanni_re-integrating_2014, title = {Re-{Integrating} {Vocational} {Technical} {Skill} {Acquisition} into the {Educational} {Curriculum}: {Capacity} {Building} for {Future} {Professionals}}, abstract = {One of the observable problems facing most developing nations today is the non-availability of adequately trained and well-motivated professionals with the capacity to solving problems of national development. Many University graduate professionals complain of unemployment. However, there exist substantial employment opportunities in Africa and other developing nations but the major challenge being that, the skills to match up with imminent challenges are missing. There is, therefore a need to re-integrate vocational technical skill acquisition into the Educational Curriculum for young professionals with proper mental orientation and practical skills for solving societal problems. This paper underlined the necessity of re-integrating vocational technical education (VTE) courses with special targets on sustainability and capacity building aspect of citizenry lives with a view to ascertain the empowerment of students for self employment after graduation. In a bid to achieve this, the current pedagogical approach and curriculum dynamics employed at the Architecture and Civil Engineering Department of Covenant University Ota, Nigeria was evaluated. Specific reference was made in terms of knowledge application from fabrication, construction in timber, reinforced concrete and steel to the main architectural design project. As regards the capacity building development aspect within the architectural and civil engineering education, the application of the respective vocational technical knowledge, obtained through lectures, site works and work shop practices were of major essence in collaborative design projects. It is expected that the indispensability of VTE courses for a successfully-integrated design would bind every element of the design together in different scales. In this way, the sustainability component of the designs in the studio, engineering workshop practice and energy-efficient design would be put to use. The study recommended the investigation and application of all critical elements of VTE-based curriculum development for a sustainable capacity development of emerging future professionals.}, language = {en}, journal = {ICERI 2014}, author = {Olukanni, David O. and Aderonmu, Peter A. and Ogbiye, Adebanji S. and Akinwumi, Isaac I. and Chova, LG and Martinez, AL and Torres, IC}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KJHLPP9Q 2317526:GQUWIYUQ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:T, D:developing nation, F:curriculum, F:pedagogy, P:architecture, P:construction, T:TVET, T:trainee, Z:Capacity Building, Z:Educational Curriculum, Z:Future Professionals, Z:Sustainability, Z:Vocational Technical Skill, publicImportV1, ⛔ No DOI found}, } @article{owusu-daaku_pharmacists_2014, title = {Pharmacists, {Pharmacy} {Training} and {Mental} {Health} {Care} {Provision} in {Ghana}}, abstract = {Background: Generally, mental health care seeking in Ghana, a small, very religious West African nation of about 25 million people, is a pluralistic phenomenon, fraught with stigma. The advent of biomedical medicines, with pharmacists involved in providing medicines for mental health care, has somewhat lessened this stigma. Context: Has the pharmacy curriculum in Ghana adequately prepared students to be part of a mental health team? What is the attitude of pharmacy students and pharmacists towards mental health provision? Will the passage of the Mental Health Bill make any impact on pharmacists' role in mental health? Answers to these questions are explored by examining literature and relevant institutional documents Evaluation: Minimal attention has been paid to the training of pharmacists in the provision of mental health care, especially in Ghana. It is recommended that pharmacists themselves and related bodies collaborate to make effective use of this neglected potential.}, language = {en}, journal = {Pharmacy Education}, author = {Owusu-Daaku, Frances}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QHNMBMY8 2317526:F7FDC49G}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, CA:AandC, CCZ:Ghana, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:attitude, F:curriculum, P:health, P:measurement, P:media, R:impact, T:Ausbildung, Z:Pharmacists, Z:mental health, Z:pharmacy training, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @article{sharehu_empowering_2014, title = {Empowering {Individuals} to {Empower} the {Nation} {Nigeria}}, url = {https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2578866}, abstract = {This paper examined strategies of empowering individuals to empower the nation with focus on Technical and Vocational Education Training (TVET), Entrepreneurship Education (EE) and Information Communication Technology (ICT). It is established that from history TVE was not given its prominent place and that may have accounted for the slow and lagging nature of advancement in TVE. Consequently, future progress will be determined by the level of empowerment given to individuals in schools which is predicated upon level of empowerment of TVE teachers themselves. A number of strategies were identified as possible options for empowering learners and youths in Nigeria. Some of them include combining TVE with academic work till end of secondary education, vocationalisation, and work experience programmes (eg SIWES, youth apprenticeship and school based experience) and adjusting to effects of advance technology among others. With government’s political will and schools and teachers prepared for change, much could be achieved in empowering the nation.}, language = {en}, journal = {National Association for Science, Humanities \& Education Research Journal}, author = {Sharehu, A and Achor, E}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7WQEPFKI 2317526:YBZRX3IR}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:Q, CT:T, Q:ICT, T:TVET, T:apprenticeship training, T:entrepreneurship education, publicImportV1, ⛔ No DOI found}, } @article{simiyu_promotion_2014, title = {Promotion of {PV} {Uptake} and {Sector} {Growth} in {Kenya} through {Value} {Added} {Training} in {PV} {Sizing}, {Installation} and {Maintenance}}, url = {https://www.sciencedirect.com/science/article/pii/S1876610214016579}, doi = {10.1016/j.egypro.2014.10.290}, abstract = {Abstract Sub-Saharan Africa, and more specifically the East African region, has the lowest rates of access to electricity in the world. On average, at most 15\% of the rural population has access to electricity. Rural households and remote institutions use traditional energy sources such as charcoal, firewood, kerosene and diesel for generator sets, batteries and dry cell batteries. On the other hand, the region is one of the most promising in the world in economic development with growth levels being high and market saturation is a far away future problem. This growth has however been hampered by several factors with lack of energy being one of them. Kenya being one of the countries in the region faces a similar problem with the traditional sources of hydro facing weather related challenges. The situation is more wanting in the rural setting having only achieved electrification rates of between 5 and 10\%. The rural being where the majority of low-income earning groups reside is further compounded with large geographical imbalance in electricity demand and supply. The main challenge to adopting pv utilization however, is lack of local capacity to handle the uptake all the way from solar home systems to grid connected and hybrid systems. According to Kenya Renewable Energy Association (KEREA), it is estimated that between 800 and 1000 pv technicians have been in practice since this sector started in Kenya in the late eighties, majority of them having the basic skills but no formal training to provide the service. They however have been offering necessary service to end-users and are hence an important aspect in the pv sector as a whole. Currently the pv (mainly SHS) comprise an over the counter trade system which provides loopholes when it comes to quality of products and installation. To safeguard the quality and safety of installations, formal training has to be incorporated in the system.}, language = {en}, journal = {Energy Procedia}, author = {Simiyu, Justus and Waita, Sebastian and Musembi, Robinson and Ogacho, Alex and Aduda, Bernard}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.egypro.2014.10.290 10/gf62p8 2129771:VFFH9ZCF 2317526:W57PZ89F}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, A:Sub-Saharan Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:access, P:culture, P:economy, P:electro, P:services, P:technician, T:Training, Z:Pv training, Z:cultural acceptance, Z:value addition, publicImportV1}, } @article{subban_public_2014, title = {Public {Administration} {Training} and {Development} in {Africa}: {The} {Case} of the {Republic} of {South} {Africa}}, doi = {10.1080/15236803.2014.12001804}, abstract = {South Africa is a developmental state that suffers from a lack of management capacity in the public service. Hence, a national imperative focuses on addressing talent management and building a cohort of qualified and competent public servants. The synergistic link between public sector management and the content of public administration can be associated with and contribute to addressing critical skills shortages in the public service. Training in this regard with the demand for and supply of competent managers raises some serious consideration. Given that academicians and scholars often criticize the history and evolution of education and training in public administration as being overly administrative and outdated, how has the need for a transformative management-governance context advanced in South Africa? In this regard, a range of "soft skills" deemed necessary for the developmental agenda in South Africa is a focal point of contemporary public administration. From a training perspective, methodologies include problem-based learning, performance-oriented and situation-emergent training, project management approach to managerial problems, and emphasis placed on indigenous management knowledge in a developmental context. We hope that these innovative approaches would address the wide managerial gap in the public administration environment.}, language = {en}, journal = {Journal of Public Affairs Education}, author = {Subban, Mogie and Vyas-Doorgapersad, Shikha}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15236803.2014.12001804 10/gf622g 2129771:U9QT565G 2317526:JN7MMLM7 LOCAL-WOS:000410029600006}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:learning, P:administration, P:environment, P:service industry, T:Ausbildung, Z:action learning, Z:capacity, Z:developmental state, Z:new public governance, publicImportV1}, } @book{unesco_teaching_2014, series = {{EFA} {Global} {Monitoring} {Report}}, title = {Teaching and learning: achieving quality for all}, isbn = {978-92-3-104255-3 92-3-104255-6}, shorttitle = {Teaching and learning}, url = {http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/}, language = {English}, publisher = {UNESCO Publishing}, author = {{UNESCO}}, editor = {Rose, Pauline}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L7BYMPGX 2129771:VSDHHN2M 2317526:84RYDD8Q 2317526:ANC99CQF 261495:N6VKK8WW}, keywords = {AWP2, AWP2-actual, CitedIn:AKFC, CitedIn:OER4S-TPE-HHH2, CitedIn:OER4Schools-2012-HHH1, CitedIn:OER4Schools-HHH3, CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS, CitedIn:OER4Schools-HHH3-B, CitedIn:PhD\_Thesis, EfA, GMR, RPF-May-2016, \_C:Afghanistan AFG, \_C:Albania ALB, \_C:Algeria DZA, \_C:Andorra AND, \_C:Angola AGO, \_C:Antigua and Barbuda ATG, \_C:Argentina ARG, \_C:Armenia ARM, \_C:Artsakh XARTH, \_C:Australia AUS, \_C:Austria AUT, \_C:Azerbaijan AZE, \_C:Bahamas BHS, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belarus BLR, \_C:Belgium BEL, \_C:Belize BLZ, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Bosnia and Herzegovina BIH, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Brunei Darussalam BRN, \_C:Bulgaria BGR, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Congo, Republic COG, \_C:Costa Rica CRI, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Equatorial Guinea GNQ, \_C:Eritrea ERI, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Federated States of Micronesia FSM, \_C:Fiji FJI, \_C:Finland FIN, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Grenada GRD, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:Guyana GUY, \_C:Haiti HTI, \_C:Honduras HND, \_C:Hungary HUN, \_C:Iceland ISL, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Ivory Coast CIV, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kazakhstan KAZ, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Korea XKOR, \_C:Korea, Democratic People's Republic PRK, \_C:Korea, Republic KOR, \_C:Kuwait KWT, \_C:Kyrgyzstan KGZ, \_C:Latvia LVA, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Libya LBY, \_C:Lithuania LTU, \_C:Luxembourg LUX, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Malta MLT, \_C:Marshall Islands MHL, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Monaco MCO, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nauru NRU, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:North Macedonia MKD, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Palau PLW, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Portugal PRT, \_C:Pridnestrovian Moldovan Republic XPRMR, \_C:Qatar QAT, \_C:Republic of Moldova MDA, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:San Marino SMR, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Serbia SRB, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Slovakia SVK, \_C:Slovenia SVN, \_C:Solomon Islands SLB, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Suriname SUR, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:São Tomé and Príncipe STP, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Togo TGO, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Turkmenistan TKM, \_C:Tuvalu TUV, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Uzbekistan UZB, \_C:Vanuatu VUT, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{unesco-unevoc_unevoc_2014, title = {{UNEVOC} {World} {TVET} {Database}: {Uganda}}, url = {https://unevoc.unesco.org/wtdb/worldtvetdatabase_uga_en.pdf}, language = {English}, urldate = {2018-11-27}, author = {{UNESCO-UNEVOC}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UQ6LJ4WG 2317526:EMWFCMYD}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, publicImportV1}, } @techreport{yangben_career_2014, title = {Career challenges in construction craft training in technical vocational education and training in {Ghana}}, url = {http://udsspace.uds.edu.gh/handle/123456789/340}, abstract = {The study examined the challenges of the Pilot Training Centre (PTC) at the National Vocational Training Institute (NVTI) at Kokomlemle, a suburb of Accra in the training of tradesmen for the construction industry. A descriptive survey design was used for the study. The population consists of tutors, current students and past students of the PTC/NVTI and contractors within the Accra Metropolis. The sample comprised ten tutors, fifteen past students, one hundred and ten currents and ten contractors were randomly selected from the PTC and contractors. A set of questionnaire was prepared and used for collecting data for the study. The data were analyzed using the descriptive statistics from the Statistical Package for Social Scientist (SPSS 16 version).For many years, technical and vocational education in Africa has been considered as a career path for the less academically endowed. This perception has been fuelled by the low academic requirements for admission into TVET programmes and the limited prospects for further education and professional development. Worse of all, the impression is sometimes created by governments that the primary objective of the vocational education track is to keep dropouts from the basic and senior high school system off the streets, rather than project this type of training as an effective strategy to train skilled workers for the employment market. However, 84.3\% of the respondents refuted the assertion and only 15.7\% supported the assertion. Based on these findings on the career challenges TVET trainees face, it was recommended that training institutions should be well resourced by the collective efforts of government and all other stakeholders so that training programmes can achieve their set objectives. Training providers should liaise with those in the industry so that in-service training activities could be organized which would enrich students with the right skills for the job market. There should be a clear cut for technical students climbing the academic ladder without bottlenecks.}, language = {en}, author = {Yangben, PN and Seniwoliba, JA}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3G4FCKWH 2317526:6SPWM8TL UTI-BB8248E6-3B00-36D8-B42C-02FDB191916A}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:construction, P:crafts, P:nature, Q:masters, T:Educação profissionalizante, T:TVET, T:Training, T:career, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @article{alagaraja_exploring_2013, title = {Exploring technical vocational education and training systems in emerging markets: {A} case study on {Ghana}}, volume = {37}, issn = {2046-9012}, shorttitle = {Exploring technical vocational education and training systems in emerging markets}, url = {https://www.emeraldinsight.com/doi/abs/10.1108/EJTD-04-2013-0037}, doi = {10.1108/ejtd-04-2013-0037}, abstract = {Purpose - The purpose of this study was to explore trends and changes in technical vocational education and training (TVET) in emerging economies as a national human resource development (NHRD) approach and its practical applications using Ghana as an example. Design/methodology/approach - A case study approach was used to develop an in-depth analysis of TVET practices in Ghana. The study utilizes a targeted review of literature, analysis of government documents and interviews with key informants as illustrative sources of evidence for developing the case study. Findings - TVET has been identified as a major contributor to skills development in Ghana. Capitalizing on the potential of TVET requires addressing the challenges of increasing employer participation in TVET, improving TVET curriculum to enhance student's employability and reflect labor market needs. Additionally, informal TVET plays a major role in skills development therefore it is recognized as part of the TVET planning process. Research limitations/implications - Data for this research were gathered from key informant interviews and archival records. Additional methods such as observations would further enhance this study. Further research of trends in Ghana to validate implications drawn from this research is recommended. Practical implications - This research provides an overview for HRD professionals to understand the potential of TVET as an approach to human capital development within emerging markets. This is because developing comprehensive plans that address national and employer needs regarding talent acquisition, development and retention will re-emerge as a critical objective for TVET system as nations compete in the global market place. Originality/value - This study provides a unique perspective of current TVET practices in Ghana and its implications for human resource development (HRD). Furthermore, it adds to the small but growing literature on HRD in Ghana and in the African context.}, language = {en}, number = {9}, urldate = {2018-11-25}, journal = {European Journal of Training and Development}, author = {Alagaraja, Meera and Arthur-Mensah, Nana}, month = nov, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-04-2013-0037 10/gfc4m2 2129771:KWC5DXAK 2317526:BX9DKE3Z}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:emerging economies, F:curriculum, P:economy, P:human resources manager, P:measurement, R:case study, R:interview, R:observation, T:TVET, Z:Case studies, Z:Economic development, Z:Economic growth, Z:Emerging markets, Z:Globalization, Z:Human capital, Z:Human resource management, Z:Theory, Z:Workforce, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1}, pages = {835--850}, } @techreport{bmbf_strategiepapier_2013, title = {Strategiepapier der {Bundesregierung} zur internationalen {Berufsbildungszusammenarbeit}}, language = {de}, number = {17/14352}, institution = {Bundesministerium für Bildung und Forschung}, author = {BMBF}, month = jul, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LPD7DU74 2317526:6RI87PDW 2317526:RZ354GI2}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CLL:de, publicImportV1}, } @article{okoye_private-public_2013, title = {Private-{Public} {Partnership} and {Technical} {Vocational} {Education} and {Training} ({TVET}) in a {Developing} {Economy}}, volume = {2}, doi = {10.12816/0002333}, abstract = {Technical Vocational Education and Training (TVET) system is widely recognised as education system expected to produce a competent workforce who can compete and excel in a rapidly changing environment and improves a country's economy. That TVET system in Nigeria and many other countries are in crisis or in immediate need for intervention, are often heard. Private Public Partnership (PPP) is viewed as an alternative strategy put forward to address the challenges confronting this all-important education system. Therefore, this paper attempts to add to the available literature on PPP in TVET by examining; conceptualizing PPP and its relative importance in economic growth, revamping TVET for technological advancement and economic growth in Nigeria through PPP collaboration. Constraints on TVET as a measure for economic development in Nigeria were also highlighted. The paper concludes by recommending for a proper PPP involvement in TVET system in Nigeria to enhance its economic potentiality. [PUBLICATION ABSTRACT]}, language = {English}, number = {10}, urldate = {2018-08-01}, journal = {Arabian Journal of Business and Management Review (Oman Chapter); Sohar}, author = {Okoye, KRE and Chijioke, Okwelle P.}, month = may, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.12816/0002333 10/gf623m 2129771:7DMPRDQN 2317526:DLRDBJDN}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, Business And Economics--Management, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, Economic growth, P:economy, Public private partnerships, Q:Private Public Partnership, Studies, T:TVET, Vocational education, publicImportV1}, pages = {51--61}, } @incollection{deissinger_is_2013, address = {Rotterdam}, series = {Professional and {VET} learning}, title = {Is the {German} {Qualifications} {Framework} an {Instrument} that {Contributes} to {Permeability} and {Progression} {Within} the {VET} {System}? – {An} {International} {Perspective}}, shorttitle = {Is the {German} {Qualifications} {Framework} an {Instrument} that {Contributes} to {Permeability} and {Progression} {Within} the {VET} {System}?}, url = {https://brill.com/view/book/edcoll/9789462091917/BP000023.xml}, language = {en}, urldate = {2020-05-31}, booktitle = {From {Diagnostics} to {Learning} {Success}: {Proceedings} in {Vocational} {Education} and {Training}}, author = {Deissinger, Thomas}, editor = {Beck, Klaus and Zlatkin-Troitschanskaia, Olga}, month = jan, year = {2013}, doi = {10.1007/9789462091917_023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-6209-191-7\_22 10.1007/9789462091917\_023 2129771:4FAQSXRA 2129771:F5GH7BN5 2317526:PVUGJWBG}, keywords = {Apprenticeship System, Apprenticeship Training, Dual System, Qualification Framework, Vocational Qualification, ⚠️ Invalid DOI}, pages = {295--307}, } @misc{noauthor_kenya_2013, title = {Kenya {Institute} of {Curriculum} {Development} {Act}}, url = {https://kicd.ac.ke/wp-content/uploads/2017/10/KICDACT2013-1.pdf}, urldate = {2020-08-04}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ECWUYMCE}, } @techreport{noauthor_technical_2013, title = {Technical and {Vocational} {Education} and {Training} {Act} n°29}, url = {https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/98807/117649/F1763223240/KEN98807.pdf}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3J7INUWS}, } @book{aggarwal_lessons_2013, title = {Lessons learnt from informal apprenticeship initiatives in {Southern} and {Eastern} {Africa}}, language = {en}, author = {Aggarwal, A}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2NAGN4HC 2317526:AEINLRYL}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:eastern Africa, C:Malawi, C:Tanzania, C:Zambia, C:Zimbabwe, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:T, HDR25, T:Lehrlingsausbildung, publicImportV1, ⛔ No DOI found}, } @book{akoojee_apprenticeship_2013, title = {Apprenticeship in a {Globalised} {World}: {Premises}, {Promises} and {Pitfalls}}, isbn = {978-3-643-90352-5}, shorttitle = {Apprenticeship in a {Globalised} {World}}, abstract = {In April 2013, the International Network on Innovative Apprenticeship (INAP) hosted its fifth international conference in Johannesburg, South Africa, in co-operation with the International Labor Organization (ILO), bringing together researchers, policy makers, and practitioners from 34 nations. The title of the conference - "Apprenticeship in a Globalized World: Premises, Promises and Pitfalls" - points out the need for apprenticeship to deliver on its promise of workplace skills and for it to develop and change as world economies develop. An international exchange of ideas among researchers from all over the world is necessary to identify cases of good practice and facilitate the transfer of knowledge and innovation, also within the frame of informal apprenticeships. This book, a summary of the papers presented and discussed at the Johannesburg conference, is split up equally into five key topics: Introducing Apprenticeship: Backgrounds, Changes, and Difficulties * Enabling Learning Opportunities in Workplaces and Informal Contexts * Competence Assessment and Development * Managing Transitions from VET into the World of Work * Curriculum Design, Apprenticeships, and National Qualification Frameworks. (Series: Bildung und Arbeitswelt - Vol. 27)}, language = {en}, publisher = {LIT Verlag Münster}, author = {Akoojee, Salim}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZUWUBTLB 2317526:L3PT9D4H}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, Education / Professional Development, publicImportV1}, } @article{amedorme_challenges_2013, title = {Challenges facing technical and vocational education in {Ghana}}, url = {http://www.ijstr.org/paper-references.php?ref=IJSTR-0613-6625}, abstract = {Abstract : Technical and vocational education and training (TVET) in Ghana is facing a number of challenges. The problems ranging from the limited number of technical institutes available in the country, lack of facilities and materials for training students, inadequate technical teachers or facilitators, limited number of training institutions for technical teachers and difficulty in career progression to the negative public attitudes and perceptions towards technical and vocational education and training in Ghana. In this paper, these challenges confronting TVET and the pertinent issues are discussed with the aim of recommending ways of addressing them.}, language = {en}, journal = {International Journal of Scientific \& Technology Research}, author = {Amedorme, SK and Fiagbe, YAK}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UZEN6WB2 2317526:GCVCK6TS}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:T, T:TVET, T:training needs, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @techreport{baker_e-learning_2013, title = {E-{Learning} for {Teacher} {Training} in {Tanzania}}, url = {https://asanteafrica.org/wp-content/uploads/2018/03/E-Learning.-TZ-Teachers.2013.pdf}, abstract = {Rural Tanzania is struggling to provide an adequate number of qualified teachers to keep up with increased primary and secondary school enrollment rates. Teachers enter classrooms with minimal teaching experience and education, sometimes having never studied the subject they are teaching. As a result of this under-qualification, teachers struggle in critical topics such as math, science, and English, exacerbating the trend of low academic performance. A lack of well-qualified teachers means the country is producing students whose education is cut short, as they are not passing national exams for graduation. This result is a great disappointment and an unacceptable outcome for students who represent years of investment and hope for the future. Primary and secondary school teachers must have sufficient knowledge and skills in the classroom. Teacher training will need to employ a variety of tools, among them education of and with Information and Communications Technologies (ICTs). This project has two components. First, it provides a landscape review of national and international policies and initiatives that affect education in Tanzania, clarifying how Asante Africa’s programs can best fit into the country’s established systems. Second, it identifies best practices for using e-learning ICTs to train teachers and improve the country’s education system. The report identifies four prospective e-learning models, and recommends that Asante Africa consider aspects of two: mobile learning and massive open online courses (MOOCs). Through our model evaluation, we found that these two models ranked best for Tanzania in effectiveness, cost, rural feasibility, scalability, and sustainability. Once a delivery method is in place and Asante Africa ensures technical support for the teachers utilizing the training materials, Asante Africa can strategize a plan for content and curriculum that leverages its Khan Academy videos. By implementing the recommended ICTs for learning and teacher training, Asante Africa will deliver increased access of quality training to teachers in the rural districts of Tanzania, improving the academic environment and performance of students throughout the country.}, language = {en}, author = {Baker, D and Bliss, A and Chung, R}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:I53KBPC4 2317526:2QHUGPLF}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, F:learning, F:ministry, P:teacher training, Q:e-learning, Q:mobile learning, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{baraki_effectiveness_2013, title = {Effectiveness of {Technical} and {Vocational} {Education} and {Training} ({TVET}) {Insights} from {Ethiopia}'s reform}, volume = {25}, doi = {10.1108/tqm-11-2012-0099}, abstract = {Purpose - This paper provides an overview on the technical and vocational education and training (TVET) program components/mechanisms and their overall effect on learning outcomes in a developing country context. Design/methodology/approach - Using secondary data, this descriptive case study integrates the realistic evaluation framework of Pawson and Tilley (1997) with Total Quality Management (TQM) frameworks. Findings - Ethiopia's TVET system adopts/adapts international best practices. Following the implementation of the 2008 TVET strategy, the proportion of formal TVET graduates who were recognized as competent by the assessment and certification system increased from 17.42 percent in 2009/2010 to 40.23 percent in 2011/2012. Nevertheless, there is regional variation. Research limitations/implications - Outcome-based TVET reforms that are based on TQM frameworks could improve learning outcome achievements in developing countries by enhancing awareness, coordination, integration, flexibility, participation, empowerment, accountability and a quality culture. Nevertheless, this research is limited by lack of longitudinal data on competency test results. There is also a need for further investigation into the practice of TQM and the sources of differences in internal effectiveness across TVET institutions. Practical implications - Our description of the Ethiopian reform experience, which is based on international best experience, could better inform policy makers and practitioners in TVETelsewhere in Africa. Originality/value - A realistic evaluation of TVET programs, the articulation of the mechanisms, especially based on TQM, that affect TVET effectiveness would add some insight into the literature. The evidence we have provided from the Ethiopian case is also fresh. © Emerald Group Publishing Limited.}, language = {en}, number = {5}, journal = {TQM}, author = {Baraki, Atakilt Hagos and van Kemenade, Everard}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/tqm-11-2012-0099 10/gf62pf 2129771:XWCMFHMK 2317526:PUQ8JVC2}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Ethiopia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:R, CT:T, D:developing country, F:achievement, F:assessment, F:learning, F:outcomes, F:policy, P:culture, P:mechanic, Q:certificate, R:case study, R:evaluation, T:TVET, Z:Developing countries, Z:Ethiopia, Z:Internal effectiveness, Z:Realistic evaluation, Z:TVET quality, Z:TVET reform, Z:Total quality management, \_\_C:filed:1, publicImportV1}, pages = {492--506}, } @article{blaak_non-formal_2013, title = {Non-formal vocational education in {Uganda}: {Practical} empowerment through a workable alternative}, url = {http://www.sciencedirect.com/science/article/pii/S0738059312000211?via%3Dihub}, doi = {10.1016/j.ijedudev.2012.02.002}, abstract = {This article reflects on the potential of non-formal vocational education in Uganda to improve the quality of life of those excluded from formal education. Based on an exploration of humanizing development theorists Sen, Freire and Nyerere, together with two case studies, practical empowerment is described as a desirable outcome of education for development. Practical empowerment includes acquiring marketable skills as well as capabilities to critically give direction to one's life. Although education leading to this outcome is desirable for all, non-formal vocational education can reach those currently excluded from formal education, thus enhancing their empowerment by equipping them with useful skills and knowledge. © 2012 Elsevier Ltd.}, language = {en}, journal = {International Journal of Educational Development}, author = {Blaak, M. and Zeelen, J. and Openjuru, , G.L.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.02.002 10/gf62mt 2129771:8TXYAWXU 2317526:QFZ3G83W DOI-10.1016/j.ijedudev.2012.02.002}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:outcomes, HDR25, R:case study, T:TVET, Z:Alternative provision, Z:Drop-out, Z:Employment skills, Z:Poverty, Z:Vocational education and training, \_C:Uganda UGA, \_\_C:filed:1, publicImportV1}, } @article{bonsu_challenges_2013, title = {The challenges and prospects of {ICTs} in teaching and learning in {Sunyani} {Polytechnic}, {Ghana}}, url = {http://tum.ac.ke/assets/highlights/6896059_JOURNAL_FINAL_COPY.pdf#page=16}, abstract = {Globally, the impact of Information and Communication Technology (ICT) in the past decades has been enormous. ICT plays a crucial role in socio-economic development and in bringing the world together as a global village. Indeed, in today‟s knowledge based economy, a completely new set of skills are required. Developing countries need to respond to demand for strategies to prepare the youth for the competitive opportunities driven by information and communication technology. The role of ICT tools in education should be more emphasized despite the heavy investment on ICT infrastructure, equipment and professional development for improved education. However, the adoption of ICT and its integration in teaching and learning have met challenges. This study reports the state of ICT usage in teaching and learning at Sunyani Polytechnic, Ghana. The study highlights factors that influence effective integration of ICT in teaching and learning. The findings revealed minimal adoption of ICT in teaching and learning at Sunyani Polytechnic, Ghana. The study makes recommendations that would enhance ICT uptake and adoption when implemented.}, language = {en}, journal = {Capa Scientific Journal}, author = {Bonsu, KA and Duodu, A and Bonsu, K and Duodu, K}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IBZFIJST 2317526:SDK35I7X}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, F:teaching, P:economy, P:teacher education, Q:ICT, Q:educational technology, R:case study, T:TVET, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @techreport{butt_narrowing_2013, type = {Conference proceedings}, title = {Narrowing the {Digital} {Divide} a case study of “learning by doing” approach to narrowing the {Digital} {Divide} in {East} {Africa} ({Kenya}) by {Dubai} {Women}'s {College} students}, url = {https://ieeexplore.ieee.org/abstract/document/6749487/}, abstract = {It is globally assumed that improvements in Information Communication Technology (ICT) will enforce a better global communication; improve business processes and commercial activities, thereby leading to superior standards of living for individuals while benefitting society. This paper narrates the experiences of fifteen HCT students who visited Kenya in an attempt to narrow the existing “Digital Divide” by building computer networking labs in some of the vocational institutes in remote East Africa. This paper encapsulates key reflections of the study tour participants who embraced a “learning by doing” model in order to gain valuable international work experience and narrow the digital divide in four educational institutes in Kenya. The success of this initiative mandates that we document the learning from this experience in order to ensure success and sustainability of future projects of similar calibre. We believe the process of conducting “international field-trips” followed by reflections formulating lessons learnt from these trips will be useful for future volunteers.}, language = {en}, author = {Butt, Z and Chaudhri, AA and Nassiri, N}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UA9KC9S9 2317526:ALC3S6WJ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:access, F:learning, F:women, P:economy, Q:digital divide, Q:digital technology, R:case study, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{chukwuedo_information_2013, title = {Information and communication technology: {The} pivot of teaching and learning of skills in electrical and electronics technology programme in {Nigeria}}, url = {http://www.academicjournals.org/journal/IJVTE/article-full-text-pdf/0BC31E742499}, abstract = {The polymorphous nature of teaching and learning has contributed to the quest for skills delivery and acquisition at any place and pace. Teaching and learning of skills in electrical and electronics programme cannot be restricted to the traditional classroom settings, but should adopt favourable and acceptable technological dynamism. The inadequacy in the supply of facilities and qualified manpower perhaps has contributed to the need for skills delivery and acquisition in electrical and electronics programme through other technological means. One of such means found achievable is information and communication technologies (ICTs). This paper therefore reviewed ICTs as the pivot of globalizing teaching and learning of skills in electrical and electronics technology programme. The paper identified some of the skills in this programme, and ICTs that can be used to teach and learn the skills, by both normal and impaired teachers and learners. The findings from the survey questioning revealed that learners unavoidably support their teaching-learning situation with ICTs. It was therefore concluded that ICTs are pivot of teaching and learning of electrical and electronic skills.}, language = {en}, journal = {International Journal of Vocational and Technical Education}, author = {{Chukwuedo}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5MJMBBBF 2317526:Z8TBHDAA}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:learning, F:teaching, P:electro, P:technology, Q:ICT, Q:distance learning, T:Educação profissionalizante, T:TVET, publicImportV1}, } @article{ebeigbe_traditional_2013, title = {Traditional eye medicine practice in {Benin}-{City}, {Nigeria}}, url = {http://avehjournal.org/index.php/aveh/article/view/54}, abstract = {The use of traditional eye medicines as a form of eye care in Africa is very common. However, there is concern about the harmful effects of some traditional medicines on the eyes. This study was a cross-sectional survey conducted in Benin-City, Edo state, Nigeria. Sixty-eight traditional medicine practitioners (TMPs) who treated eye conditions participated in this study. Most (87\%) were males and 13\% were females. Their age ranged between 25 to 65 years with a mean age of 42.25 ± 2.14 years. Information was obtained through one-on-one oral interviews and a structured questionnaire consisting of open-ended questions. The most common method of training (46\%) was by father-to-son tutelage. Conjunctivitis, itching and poor vision were the most common conditions treated by all practitioners. The majority of the TMPs (62\%), practiced full time while 38\% practiced part time. Forty six percent considered patients’ case histories as more important than physical examination of the eye while 54\% felt both history and examination were equally important. Thirty-six percent of practitioners reported inverting the upper eyelids as part of their examination. Couching of cataracts was done by 38\%. While 49\% had referred ‘difficult’ or ‘stubborn’ cases to orthodox hospitals, 51\% had never referred a case. Traditional healers are well accepted in their communities and will continue to be consulted by the people. Health education programs with emphasis on safe eye care practices need to be established for traditional healers. Working with healers and training them to recognize cases needing urgent referral and encouraging the use of non-harmful practices may provide a more sustainable health care structure in the community. Cooperation between these two aspects of medicine is extremely important for the provision of primary eye care services in rural Africa.}, language = {en}, journal = {Southern African Optometrist}, author = {Ebeigbe, JA}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9CDQAVRA 2317526:GEI8RZF9}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:learning, F:payment, P:healers, P:media, T:Formal apprenticeship, T:Lehrlingsausbildung, T:Training, publicImportV1, ⛔ No DOI found}, } @techreport{euler_duale_2013, title = {Das duale {System} in {Deutschland} – {Vorbild} für einen {Transfer} ins {Ausland}?}, url = {https://www.bertelsmann-stiftung.de/fileadmin/files/BSt/Publikationen/GrauePublikationen/GP_Das_duale_System_in_Deutschland.pdf}, urldate = {2020-05-28}, institution = {Bertelsmann Stiftung}, author = {Euler, Dieter}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QMYR7MLX 2317526:H9L46TR6}, } @misc{government_of_botswana_bqa_2013, title = {{BQA} {Act} - {Botswana} {Qualifications} {Authority} {Act} {Nº} 24}, url = {http://www.bqa.org.bw/sites/default/files/documents/botswana_qualifications_authority_1_ncqf_act_0.pdf}, language = {English}, urldate = {2018-12-09}, author = {{Government of Botswana}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7Y8WZPDB 2317526:6ISIESAH}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1}, } @misc{government_of_kenya_tvet_2013, title = {{TVET} {Act}, nº29 of 2013 - {Technical} and {Vocational} {Education} and {Training} {Act} ({Kenya}) - {L}.{N}. 95/2013, {L}.{N}. 57/2014}, url = {https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/98807/117649/F1763223240/KEN98807.pdf}, abstract = {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}, language = {English}, urldate = {2018-11-02}, author = {{Government of Kenya}}, year = {2013}, note = {UA-fb89b6bc-0740-414a-82e2-54cf9a036c63 KerkoCite.ItemAlsoKnownAs: 2129771:LKHJI62C 2317526:PTGH7PN5}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, publicImportV1}, } @misc{government_of_south_africa_regulation_2013, title = {Regulation on the {Assessment} {Process} and {Procedures} for {Adult} {Education} and {Training} ({AET}) - {NQF} {Level} 1}, language = {English}, author = {{Government of South Africa}}, year = {2013}, note = {UA-7a419a3c-dc3e-4636-855a-a3892e5a20b8 KerkoCite.ItemAlsoKnownAs: 2129771:IFI3Y6WR 2317526:9H4IERYD}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, Qualification Framework, publicImportV1}, } @misc{government_of_uganda_guidelines_2013, title = {Guidelines for licensing and regulating private schools}, language = {English}, urldate = {2018-12-18}, author = {{Government of Uganda}}, year = {2013}, note = {UA-7f7feb58-efb3-4047-b1b6-14c51747534d KerkoCite.ItemAlsoKnownAs: 2129771:968D6A4X 2317526:AP3KURJ7}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, publicImportV1}, } @misc{hojlund_vocational_2013, address = {Johannesburg}, title = {Vocational skills formation in the informal economy in {Tanzania}}, author = {Höjlund, Gunilla}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PVFB3W42 2317526:3HSM6BFZ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, publicImportV1}, } @article{jacobs_evaluation_2013, title = {Evaluation of the vocational education orientation programme ({VEOP}) at a university in {South} {Africa}}, url = {http://www.irrodl.org/index.php/irrodl/article/view/1568}, doi = {10.19173/irrodl.v14i4.1568}, abstract = {To address the training needs of Further Education and Training college (FETC) lecturers, and in the absence of a full professional education qualification, several higher education institutions, FETCs, and other bodies in South Africa formed an alliance to develop a short programme towards a possible future full qualification. In 2010 a Vocational Education Orientation Programme (VEOP) was piloted. In line with the responsibility for quality assurance, and the need to inform further developments in the training of FETC lecturers, the aim of this research was to evaluate the VEOP presented by the University of the Free State (UFS). To reach the stated aim, a two phase evaluative study was undertaken (1) to assess the individual modules, and (2) to holistically investigate the quality of the programme. Two questionnaires were used to gather data. The first set of data was collected at the completion of each of the six modules. For the second phase of the study, 48 lecturer-students were randomly selected more than a year after completion of the VEOP. The study identified a number of strengths and weaknesses of the VEOP. The results emphasise the need to carefully select tutors and train them to have an understanding of the FETC milieu, rethink the methodology employed in the education training of FETC lecturers, and redesign the modules’ contents to better reflect the FETC sector. The need to enhance student support and improve administration is also highlighted by the study. The results of the study may inform the development of a full qualification for FETC lecturers.}, language = {en}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Jacobs, L and Wet, C De}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v14i4.1568 10/gf623n 2129771:ZEMMK3KE 2317526:MEYCNUIZ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, P:media, Q:distance education, Q:open education, Q:open learning, R:evaluation, T:Ausbildung, T:TVET, publicImportV1}, pages = {8}, } @techreport{konayuma_using_2013, type = {Working {Paper}}, title = {Using {Open} and {Educational} {Resources} ({OERs}) and {Wiki}’s to {Support} {Entrepreneurship} {Training} in {Technical} and {Vocational} {Education} and {Training} ({TVET}) {Institutions} in {Zambia}}, url = {http://dspace.col.org/handle/11599/1835}, language = {en}, author = {Konayuma, G}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EVAW675M 2317526:6BWLASND}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Zambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:Improvement, F:access, F:bandwidth, F:policy, Q:ICT, Q:ODEL, Q:OER, Q:digital technology, Q:educational technology, Q:open education, Q:open educational resources, Q:open learning, T:Ausbildung, T:TVET, T:Training, T:trainee, publicImportV1}, } @techreport{krishnan_technical_2013, type = {Working {Paper}}, title = {Technical and vocational {Education} and {Training} in {Ethiopia}}, url = {http://prime-ethiopia.org/wp-content/uploads/2015/03/TVET1.pdf}, abstract = {This report presents a background study of the state of Technical and Vocational Education and Training in Ethiopia. We discuss the state of TVET in Ethiopia, as well as the contextual information on education system and economic indicators in Ethiopia as they relate to the TVET implementation and policy. We argue that given the supply-driven nature of the TVET system in Ethiopia, it is important to improve its efficiency, and we propose two ways to doing this: (1) Improve efficiency and equity of the centrallydriven allocation mechanism drawing on the recent advances in matching algorithms and their application to the school choice; (2) Impact evaluation of the final labour market outcomes of the graduates has to be integral part of the TVET system, and we discuss various ways such evaluation could be conducted.}, language = {en}, author = {Krishnan, P and Shaorshadze, I}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6BTP2ZMG 2129771:VSPWZKH6 2317526:IKLU5I39 2317526:V6KZKE23}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Ethiopia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:T, T:Ausbildung, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{mahrin_mobile_2013, title = {Mobile {Lernumgebungen} und {Handlungsansätze} für die internationale {Berufsbildungszusammenarbeit}}, abstract = {Auf einer Vielzahl von Baustellen in Ländern des mittleren Ostens und Nordafrikas besteht ein erheblicher Bedarf, das bauausführende Personal für die Tätigkeiten, die es aktuell auszuführen hat, anzulernen. Nur so kann erreicht werden, dass die notwendige Arbeit zumindest einigermaßen fachgerecht erfolgt. Denn die nach dem hire and fire Prinzip häufig wechselnden Bauarbeiter verfügen nicht über ausreichende praktische Erfahrung und häufig kaum über erforderliche Basiskompetenzen.}, language = {de}, journal = {bwp@}, author = {Mahrin, Bernd}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8287D4TI 2317526:4EZQ48ST}, keywords = {⛔ No DOI found}, } @article{maigida_entrepreneurial_2013, title = {Entrepreneurial skills in technical vocational education and training as a strategic approach for achieving youth empowerment in {Nigeria}}, url = {https://pdfs.semanticscholar.org/8a31/dc43ba0e48d513bd89c8e182f44c2e359a9c.pdf}, abstract = {Entrepreneurial studies are inter-displinary training that focuses on the tools needed to start a new business or vocation. Because Nigeria is fast becoming a predominantly youthful society with high rate of unemployment requires training the youth in entrepreneurial skills in Technical Vocational Education and Training to tackle the unemployment which has reached alarming proportions. This is because the youth represents a tremendous potentials development of human capital which the society cannot afford to neglect. Young people’s situation and future prospects are of vital concern to all. Many youth face high unemployment, joblessness and difficulties in getting a firm foothold into the labour market. These have led to problem of unemployment especially among youth leaving various educational institutions. The youth graduate from school without the needed skills or competencies that would enable them function in today’s emerging society. Therefore, this paper examined how entrepreneurial skills in Technical Vocational Education and Training (TVET) can be used as a strategic approach for achieving youth empowerment in Nigeria.}, language = {en}, journal = {International Journal of Humanities and Social Science}, author = {Maigida, JF and Saba, TM}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Y7937GDQ 2317526:7XMIRUEB UTI-07487CB8-9983-3320-9CBB-FF1466B43253}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:assessment, P:measurement, T:Ausbildung, T:TVET, publicImportV1, ⛔ No DOI found}, } @incollection{moon_teachers_2013, address = {New York}, series = {Education, {Poverty} and {International} {Development} {Series}}, title = {Teachers and the development agenda: {An} introduction}, shorttitle = {Teachers and the development agenda: {An} introduction}, booktitle = {Teacher {Education} and the {Challenge} of {Development}: a {Global} {Analysis}}, publisher = {Routledge}, author = {Moon, B. and Dladla, N}, editor = {Moon, B.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AS5DFL78 2129771:TMKIIFDA 2317526:8UYLVCSQ 261495:96U29X8H}, keywords = {CitedIn:OER4Schools-2011-PDIE}, pages = {5--18}, } @book{moon_teacher_2013, address = {New York}, series = {Education, {Poverty} and {International} {Development} {Series}}, title = {Teacher {Education} and the {Challenge} of {Development}: a global analysis}, isbn = {978-0-415-60071-2}, shorttitle = {Teacher {Education} and the {Challenge} of {Development}: a global analysis}, publisher = {Routledge}, author = {Moon, B. and Dladla, N and Bird, A. Nordstrum, L. Hanbing, Y. McCormick, B. Banks, F. Dheram, P. Ibn Junaid, M. Wolfenden, F. Buckler, A. Gafar, A. Tao, S., L. Storey and Kirk, J. and Azlam, M. and Kingdon, G. and Dembele, M. and Miaro-II, J. Power, T., B. Anamuah-Mensah and Umar, A.}, editor = {Moon, B.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9ZEGYMQF 2129771:XIRMR2Y4 2317526:JLSR2KAW 261495:GV5J6KI4}, keywords = {AWP2, AWP2-actual, CitedIn:AKFC, CitedIn:OER4Schools-2012-HHH1, CitedIn:OER4Schools-HHH3, CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS, CitedIn:OER4Schools-HHH3-B, CitedIn:PhD\_Thesis, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Congo XCO, \_C:France FRA, \_C:Ghana GHA, \_C:India IND, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Mali MLI, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, } @article{mubika_challenges_2013, title = {Challenges in the training of teachers through open and distance learning: {Implications} for quality}, url = {http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.2(3)/AJSSH2013(2.3-06).pdf}, abstract = {This study aimed at establishing the challenges that may have affected the training of teachers through ODL at the Zimbabwe Open University. The study was carried out in order to put in place a model that may be implemented to improve the quality teacher training programme. The study adopted the case study design for the gathering the in-depth perceptions held by the given population. Questionnaires, telephone interviews and documentary analysis were adopted for data collection. The population of the study consisted of the National Programme Leader, Regional Programme Coordinators and graduate diploma students and their former school heads. Thirty-three members of the population constituted the sample for this study. Among other findings, results of the study show that while the training of teachers was a very viable undertaking at ZOU, existing collaboration between the schools and the training institution was very informal. Teaching practice faced numerous problems such as inadequate funding and unavailability of teaching practice vehicles. The study recommended that there be collaboration among all the stakeholders. There is also need for the setting up of a Teaching Practice Department which should be fully equipped with to enable the smooth flow of teaching practice supervisory activities.}, language = {en}, journal = {Asian Journal of Social Sciences \& Humanities}, author = {Mubika, KA and Bukaliya, R}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7Y69A25Z 2317526:936H4XCC UTI-BCF2239B-F7FC-3E8D-A3BE-8B8B5C6D7A5D}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:teachers, Q:ODEL, T:Lehrlingsausbildung, T:Training, publicImportV1, ⛔ No DOI found}, } @book{nbte_guidelines_2013, edition = {3}, title = {Guidelines for {Establishing} {New} {Programmes} in {Polytechnics} and {Similar} {Tertiary} {Institutions} in {Nigeria}}, author = {{NBTE}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8A6NF3RD}, } @book{nbte_standards_2013, edition = {3 (revised)}, title = {Standards for {Accreditation} and {Re}-accreditation of {Diploma} {Programmes} in {Polytechnics} and {Similar} {Post}–{Secondary} {Technical} institutions in {Nigeria}}, author = {{NBTE}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5ZNCVFND}, } @techreport{nepad_review_2013, title = {Review of agricultural technical vocational education and training ({ATVET}) in {Africa} : best practices from {Benin}, {Ethiopia}, {Namibia} and {Sierra} {Leone}}, language = {en}, author = {{NEPAD}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MRLFQA2A 2317526:UXBUFKAU}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Benin, C:Ethiopia, C:Namibia, C:Sierra Leone, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:T, P:agricultural, T:TVET, \_C:Sierra Leone SLE, publicImportV1}, } @article{ntim_exploring_2013, title = {Exploring the mismatch between teacher demand-supply in sub-{Saharan} {Africa}: {Ghana} as case study}, url = {http://www.mcser.org/index.php/38-archive/mjss-archive/mjss-2013/617-mjss-vol-4-no-1-2013-2}, doi = {10.5901/mjss.2013.v4n1p273}, abstract = {This study presents an analysis of the factors affecting the supply and demand of school teachers in Ghana. The findings suggest that the major pull causing the mismatch in teacher supply-demand equation can be summed up under: a) economic demand, b) demographic factors and c) market forces. Sixty percent of those sampled constituting 162 of the respondents were of the view that there was a significant correlation between remuneration and supply while the other 40\% (108) not attributing it to remuneration per se, nevertheless saw a link between supply and other economic issues such as end of service benefit. Ninety five percent of respondents were of the view that teacher upgrading in higher market premium courses in institutions of higher learning exacerbate teacher attrition into other better paid jobs: an indication of non-incentives pulling teachers from the teaching profession. The objective of the study is to contribute to advocacy on teacher issues, especially increased resources as well as innovative funding for the employment of sufficient number of teachers.}, language = {en}, journal = {Mediterranean Center of Social and Educational Research}, author = {Ntim, , S.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2013.v4n1p273 2129771:UFJXNNYW 2317526:G97GX7S6}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:incentives, F:learning, F:motivation, F:remuneration, F:teaching, P:economy, P:services, P:teacher education, P:teachers, Q:higher education, R:case study, T:career, Z:Higher education, Z:Teacher career, Z:Teacher deployment, Z:Teacher education, Z:Teacher motivation, \_C:Ghana GHA, publicImportV1, ⚠️ Invalid DOI}, } @incollection{ogwo_linking_2013, title = {Linking informal apprenticeship and formal education in {South}-{Eastern} {Nigeria} through market/mechanic village schools}, abstract = {The Nigerian government as well as international agencies have implemented several informal apprenticeship intervention programmes aimed at improving productivity, trade union leadership and literacy/numeracy of practitioners. One of such interventions is the Education Trust Fund (ETF) intervention in boy-child education within south-eastern Nigeria established by UNICEF. This paper highlights the process, nature, and scope of the ETF intervention in relation to informal apprenticeships. As research meth9odology, the research \& development (R\&D) design was used for the study. Among other outcomes, the UNICEF market/mechanic village school curriculum was modified using open-learning principles by informal apprenticeship. School is taken to the apprentices rather than the apprentices to school by incorporating formal education into informal apprenticeship thus ensuring certification and enhanced social status for informal apprenticeship graduates.}, language = {en}, author = {Ogwo, Benjamin}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UTQZWLF3 2317526:P4HA5X54}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:curriculum, P:mechanic, P:social, Q:certificate, Q:e-learning, R:survey, T:Formal apprenticeship, T:Lehrlingsausbildung, publicImportV1}, pages = {117}, } @article{okoye_technical_2013, title = {Technical and vocational education and training ({TVET}) in {Nigeria} and energy development, marketing and national transformation}, volume = {4}, abstract = {Education is considered by many as an agent of human development, social mobility and socio-economic development of any society. However, it is arguable that the type and quality of education a nation offers to its citizens is a function of the level of progression of that nation. In this context, technical and vocational education and training (TVET) has been recognized as the wide-diversified education system instrumental in making the remarkable contribution to economic growth of a country by a way of suitable manpower production relevant to the needs of industry, society and changing technological work environment. This paper explores the TVET situation for Nigeria for its transformation agenda with highlights on such factors as trends on TVET policies for human resource development, capacity building, energy development and professional marketing in the national transformation agenda.}, language = {en}, number = {4}, journal = {Journal of Education and Practice}, author = {Okoye, KRE and Chijioke, Okwelle P.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JVP62MTJ 2317526:PAEALDAN}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:attitude, P:electro, P:technology, T:Educação profissionalizante, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{safford_give_2013, title = {“{Give} courage to the ladies”: {Expansive} apprenticeship for women in rural {Malawi}}, url = {http://www.tandfonline.com/doi/abs/10.1080/13636820.2012.755213}, doi = {10.1080/13636820.2012.755213}, abstract = {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 a traditional route to learning and employment, but tend to reflect a restrictive approach characterised by narrowly defined roles and weak educational outcomes. This paper examines the apprenticeship opportunities in a large scale Access to Teaching Scholarship in Malawi. The programme's study materials and support structures are designed to move participants from restrictive to expansive contexts for learning and to develop hybrid roles as students, community workers and apprentice teachers. The authors examine data from the first cohort of participants and consider the extent to which the Scholarship offers an innovative model of expansive apprenticeship to address barriers to female continuing education and chronic teacher shortages in Sub-Saharan Africa. © 2013 Copyright The Vocational Aspect of Education Ltd.}, language = {en}, journal = {Journal of Vocational Education \& Training}, author = {Safford, K. and Cooper, D. and Wolfenden, F. and Chitsulo, J.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13636820.2012.755213 10/gf62pr 2129771:W7A3AETF 2317526:J9QU3SAQ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Malawi, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:T, D:developing world, F:access, F:gender, F:learning, F:motivation, F:outcomes, F:teaching, F:women, P:economy, P:measurement, P:teacher education, P:teacher training, P:teachers, Q:certificate, Q:distance education, Q:lifelong learning, T:Lehrlingsausbildung, T:TVET, T:Training, T:apprentice, T:career, T:continuing education, T:workplace education, Z:Access to Education, Z:Adult Education, Z:Apprenticeships, Z:Barriers, Z:Career aspirations, Z:Continuing Education, Z:Distance Education, Z:Distance education, Z:Donors and NGOs, Z:Economic Development, Z:Elementary Schools, Z:Female empowerment, Z:Females, Z:Foreign Countries, Z:Gender Issues, Z:Mentors, Z:Rural Areas, Z:Teacher Certification, Z:Teacher Education, Z:Teacher Shortage, Z:Teacher education, Z:Teacher motivation, Z:VET and development, Z:VET and economic development, Z:Vocational Education, Z:Vocational education and training, Z:Women Faculty, Z:Workplace Learning, Z:adult learning, Z:gender and learning, Z:learning in life \&, Z:philosophy of VET, Z:teacher training, Z:training, Z:vocational education \&, Z:work transitions, Z:workplace learning, publicImportV1}, } @article{samkange_training_2013, title = {Training {Teachers} at a {Distance}: {Perceptions} and {Challenges} of {Open} and {Distance} {Learning} ({ODL}) in {Teacher} {Education} the {Zimbabwean} {Experience}}, abstract = {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 study was to examine the different methods used in the training of teachers and the role of ODL in addressing skills shortages. The study used the qualitative methodology and the case study design. The respondents were purposively selected. Data was collected through lesson observations, document analysis and open-ended questionnaires that were administered to senior teachers, deputy school heads and school heads. These gave a total of twenty respondents from different schools. At the same time twenty trainee teachers in different programmes with the Zimbabwe Open University (ZOU) were observed teaching and were assessed. The study also examined views, attitudes and perceptions about the training of teachers. From the data it could be concluded that the model being used by teachers' colleges (2-5-2) was more inclined to ODL than the 'conventional' model, thus demonstrating that indeed teachers can be trained through ODL. Whilst there were mixed feelings about the role of universities in the training of pre-service teachers, it could be concluded that universities had a role in the training of teachers regardless of the mode of delivery they used. The study noted that the lack of resources and lack of understanding between different stakeholders was negatively affecting the success of the ODL model of training teachers at the Zimbabwe Open University (ZOU).}, language = {en}, journal = {Turkish Online Journal of Distance Education}, author = {Samkange, Wellington}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7V79AP65 2317526:56BUMTPF}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, AA:Africa, C:Zimbabwe, CA:AandC, CL:en, CL:fr, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:R, CT:T, D:developing country, F:attitude, F:teaching, P:measurement, P:service industry, P:teacher education, P:teacher training, P:teachers, Q:ODEL, Q:distance education, Q:distance learning, R:case study, R:observation, R:qualitative, R:questionnaire, T:Ausbildung, T:trainee, Z:Zimbabwe Open University (ZOU), Z:distance education, Z:teacher training, publicImportV1, ⛔ No DOI found}, } @article{smith_lifeline_2013, title = {The {Lifeline} {Program}: {A} {Case} {Study} of {Workforce} {Education} {Combating} {Poverty} for {Females} in {Ghana}}, abstract = {This case study research examined the contributions of the Lifeline Program in Ghana, West Africa to the preparation of young women for the workforce; this preparation is an effort to combat poverty. In this research report, a succinct overview of Ghana was provided, the economic status of the country was delineated, and the history of the Lifeline Program from its inception was given. The research provided an explanation of each of the three vocational skills training programs offered by Lifeline: catering, dressmaking, and hairdressing. The vocational skills training programs in Ghana are likened to workforce education programs in the United States. Conclusions were drawn for the Lifeline Program and the vocational skills training programs based on the Human Capital Theory, a major economic framework. Also, recommendations were suggested based on the findings and the theory that undergirded this case study. [PUBLICATION ABSTRACT]}, language = {en}, journal = {International Education}, author = {Smith, Bettye P and Lowe, Tony and Hunt-Hurst, Patricia and Okech, David and Blalock, Emily and Dery, Alexis}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A4EV4G7T 2317526:EWVREBQW LOCAL-PQ-1467994353}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:women, P:economy, P:measurement, R:case study, T:Ausbildung, T:vocational skills, T:workplace education, Z:Accelerated death benefits, Z:Case studies, Z:Education, Z:Females, Z:Workforce, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @article{tripney_technical_2013, title = {Technical and vocational education and training ({TVET}) for young people in low- and middle-income countries: a systematic review and meta-analysis}, volume = {5}, issn = {1877-6345}, shorttitle = {Technical and vocational education and training ({TVET}) for young people in low- and middle-income countries}, url = {http://ervet-journal.springeropen.com/articles/10.1186/1877-6345-5-3}, doi = {10.1186/1877-6345-5-3}, abstract = {The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middleincome countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed.}, language = {en}, number = {1}, urldate = {2018-08-01}, journal = {Empirical Research in Vocational Education and Training}, author = {Tripney, Janice S and Hombrados, Jorge G}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1877-6345-5-3 10/gf62zx 2129771:J9NNI3R6 2249382:8Z39TPIP 2317526:ZDA23HGH UA-ef9e8a77-a2ae-48e7-aee2-7ad36c907bed}, keywords = {-AB-Review, -AB-Review-SSA, -RQAsummary, -codedOrSummarised, -review, C:Kenya, CLL:en, FF1.1/3, FF2.2, FF2.7.a, keyReview en, onLongList, retain\_obsolete, revofrevSummarisedSeptember2018, summarised}, pages = {3}, } @techreport{unesco_status_2013, address = {Paris, France}, title = {Status of {TVET} in the {SADC} region: assessment and review of technical and vocational education and training ({TVET}) in the {Southern} {African} {Development} {Community} {Region} and of the development of a regional strategy for the revitalisation of {TVET}}, shorttitle = {Status of {TVET} in the {SADC} region}, url = {http://unesdoc.unesco.org/images/0022/002256/225632e.pdf}, abstract = {in spite of the importance of TVET for development and a range of national reform initiatives to support TVET over the past two decades, major concerns remain regarding the state of TVET in the Southern African region. These led SADC and UNESCO to intervene through the commissioning of a pilot TVET monitoring tool and a regional review of the state of TVET, with a view to developing a new strategic programme of action for regional cooperation in TVET. As is made clear throughout this report, the evidence gathering process for these activities demonstrated the very weak current knowledge base for TVET in the region. This means that the report has to be seen as a first step towards better knowledge for better policies and practices. The limitations of the data mean that the findings are often the best currently possible rather than meeting the highest standards of rigour. Equally, the comparative analysis cannot be as sophisticated as may be possible in future years when the data are more robust. Nonetheless, the report represents an important step forward in building an evidence-driven picture of the state of TVET in Southern Africa that provides a valuable basis for future strategic interventions.}, language = {English}, institution = {UNESCO}, author = {{UNESCO}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4FTD8LQC 2317526:4QU25BEI}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, CC:Congo, CC:Lesotho, CC:Malawi, CC:Mauritius, CC:Mozambique, CC:Namibia, CC:Seychelles, CC:South Africa, CC:Tanzania, CC:Zambia, CC:Zanzibar (tz), CC:Zimbabwe, CC:eSwatini (Swaziland), CLL:en, publicImportV1}, pages = {106}, } @article{wellard_review_2013, title = {A {Review} of {Community} {Extension} {Approaches} to {Innovation} for {Improved} {Livelihoods} in {Ghana}, {Uganda} and {Malawi}}, doi = {10.1080/1389224x.2012.714712}, abstract = {Purpose: Farmer-to-farmer extension offers a potentially low-cost and wide-reach alternative in supporting agricultural innovation. Various approaches are being promoted but information on their impact and sustainability is sparse. This study examines experiences of Self Help Africa and partners in Ghana, Uganda and Malawi. It asks: What is good practice in community extension for agriculture? What has been the impact of community extension on food security for smallholder farmers? What is the potential for scale-up and policy influence? Design/methodology/approach: Findings are based on a three-country mixed methods study of 240 households, farmer groups and community, government and NGO extensionists. Findings: Models of good practice include: community selection of extensionists, a twin technical and community development focus, and mutual learning. Impact of community based extension approaches on uptake of technologies, food security and livelihoods of poor groups was found to be broadly positive. Practical implications: Community based approaches appear sustainable where: communities provide support for their extensionists; community extensionists have marketable skills; communities and extensionists are developing Community Based Organisations (CBOs); and linkages are maintained with research and extension bodies. Community based extension approaches are being scaled-up in Malawi and elsewhere. To achieve sustainable pro-poor impacts, support will be needed for continued technical and community development training and back-stopping for community extensionists, and evaluation of different approaches. Originality/value: The study provides important evidence that community extensionists can help facilitate innovation in sustainable agriculture and reach the poor in a cost-effective way. They should be seen by policy-makers as part of pluralistic demand-driven extension, complementing over-stretched extension services. (Contains 6 tables.)}, language = {en}, journal = {The Journal of Agricultural Education and Extension}, author = {Wellard, Kate and Rafanomezana, Jenny and Nyirenda, Mahara and Okotel, Misaki and Subbey, Vincent}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1389224x.2012.714712 10/gf62k8 2129771:3TBPH3VN 2317526:63P23WRI}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Malawi, CA:AandC, CL:de, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:learning, F:policy, F:pro-poor, P:agricultural, P:agriculture, P:economy, P:measurement, P:services, P:technology, R:evaluation, R:impact, R:mixed method, T:Training, Z:Agricultural Occupations, Z:Agriculture, Z:Community Development, Z:Community Support, Z:Economically Disadvantaged, Z:Evidence, Z:Food, Z:Foreign Countries, Z:Innovation, Z:Poverty, Z:Rural Education, Z:Rural Extension, Z:Security (Psychology), Z:Sustainability, \_C:Benin BEN, \_C:Ghana GHA, \_C:Malawi MWI, \_C:Morocco MAR, \_C:Norway NOR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @article{simiyu_nature_2012, title = {Nature and type of government and {NGO} interventions in curbing unemployment and underemployment of urban youth in {Kenya}}, volume = {3}, issn = {2141-6990}, url = {https://journals.co.za/content/sl_jeteraps/3/5/EJC127683}, abstract = {This paper examines nature and type of Government and NGO interventions in curbing youth unemployment and underemployment based on a study of the youth in Nairobi and Kisumu cities in Kenya. The study was descriptive in nature with a stratified sample from a population comprising respondents selected from slums of two major cities in Kenya where youth unemployment is rampant: Kibera slums in Nairobi and Manyatta slums in Kisumu. Questionnaires and interviews were the main research instruments used to gather data from the field for analysis. The sample size was determined by the number of registered youth groups in the slums. Data was analyzed by using descriptive statistics. Youth unemployment and underemployment is a crucial concern throughout the developing world, but it is a particularly acute problem in Africa where young people comprise a large proportion of the economically active population. Suffice to say, youth unemployment is highly dependent on the overall status of the economy. Economic activity, measured by GDP growth is probably the single factorthat most influences the chances of young people finding a job. In order to find a decent job in a globalized world, young people need to develop a range of skills and knowledge that are typically gained through formal education and training. African governments are implementing various policies and schemes to promote employment opportunities for young people, including skills training and entrepreneurship funds. Even if properly designed, however, the implementation of these interventions is constrained by cost and the lack of capacity among governments to evaluate the impact of policies. The study is useful to scholars and employment institutions in supplementing efforts by NGOs and the Government in dealing with the impact of youth unemployment and underemployment.}, language = {en}, number = {5}, urldate = {2020-02-02}, journal = {Journal of Emerging Trends in Educational Research and Policy Studies}, author = {Simiyu, John and Sambu, Lenah}, month = oct, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JXJI9ZDS 2317526:SGVYM5KD}, keywords = {⛔ No DOI found}, pages = {730--736}, } @article{mcgrath_vocational_2012, series = {Skills and {Development}}, title = {Vocational education and training for development: {A} policy in need of a theory?}, volume = {32}, issn = {0738-0593}, shorttitle = {Vocational education and training for development}, url = {http://www.sciencedirect.com/science/article/pii/S0738059311001696}, doi = {10.1016/j.ijedudev.2011.12.001}, abstract = {The current decade has seen a significant return of interest in vocational education and training (VET) amongst the international policy community. This rise in policy and programmatic interest in VET's role in development, however, stands in contrast to the state of the academic debate. Whilst there have continued to be both policy and academic developments in VET in OECD countries; in the South there has been a paucity of VET research and little in the way of theoretical exploration. Rather, the academic orthodoxy in the international education and development field is dismissive of VET's possible contribution. Given the return of the policy interest in VET for development, and the possibilities of a broader vision of education–development relations beyond 2015, when the MDGs end, it is time to revisit the role of VET in development from an explicitly theoretical stance. In this article, I argue that the current approach to VET is grounded in an outmoded model of development, whilst the academic critique of VET in developing countries is clearly long outdated. In contrast, I examine the implications for VET of recent trends in thinking about development through the exploration of three particular theoretical approaches: human rights, capabilities and integrated human development. I conclude by considering the purposes, natures and possibilities of VET as a means of human development.}, language = {en}, number = {5}, urldate = {2019-03-07}, journal = {International Journal of Educational Development}, author = {McGrath, Simon}, month = sep, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.12.001 10/fzsb6q 2129771:3MJ4MM34 2317526:RP7TJBIY}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:Q, CT:T, Development theory, F:learning, F:policy, Human development, Q:distance learning, Q:mobile learning, T:Educação profissionalizante, T:TVET, Vocational education and development, publicImportV1}, pages = {623--631}, } @article{eze_capacity_2012, title = {Capacity {Building} {For} {Entrepreneurship} {Education}: {The} {Challenge} {For} {The} {Developing} {Nations}}, volume = {5}, copyright = {Copyright (c)}, issn = {1942-2512}, shorttitle = {Capacity {Building} {For} {Entrepreneurship} {Education}}, url = {https://clutejournals.com/index.php/AJBE/article/view/7117}, doi = {10.19030/ajbe.v5i4.7117}, language = {en}, number = {4}, urldate = {2020-05-27}, journal = {American Journal of Business Education (AJBE)}, author = {Eze, John F. and Nwali, Anthony C.}, month = jul, year = {2012}, note = {Number: 4 KerkoCite.ItemAlsoKnownAs: 10.19030/ajbe.v5i4.7117 10/gf62m8 2129771:3N36VEHG 2129771:9HU76LE7 2317526:7ISBHD6T 2317526:H2PQ8BHW}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:T, Capacity Building, D:developing country, D:developing nation, D:developing world, Economic Development, Entrepreneurship, Entrepreneurship Education, F:curriculum, F:inclusion, F:learning, F:policy, P:economy, P:service industry, P:social, Q:certificate, Q:degree, Q:diploma, Q:higher education, T:Ausbildung, T:entrepreneurship education, Z:Business education, Z:Business schools, Z:Curriculum development, Z:Developing countries--LDCs, Z:Economic development, Z:Entrepreneurship, Z:Higher education, Z:Studies, publicImportV1}, pages = {401--408}, } @article{schaap_students_2012, title = {Students’ {Learning} {Processes} during {School}-{Based} {Learning} and {Workplace} {Learning} in {Vocational} {Education}: {A} {Review}}, volume = {5}, issn = {1874-785X, 1874-7868}, shorttitle = {Students’ {Learning} {Processes} during {School}-{Based} {Learning} and {Workplace} {Learning} in {Vocational} {Education}}, url = {https://link.springer.com/article/10.1007/s12186-011-9069-2}, doi = {10.1007/s12186-011-9069-2}, abstract = {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 study therefore aims to structure empirical insights into students’ learning processes during the combination of school-based learning and workplace learning in vocational education. A review-study has been conducted in which ultimately 24 articles were analyzed thoroughly. The review shows that students’ learning processes in vocational schools and workplaces are related to six main themes: students’ expertise development, students’ learning styles, students’ integration of knowledge acquired in school and workplace, processes of knowledge development, students’ motivations for learning and students’ professional identity development. Our results show that students are novices who use specific and different learning styles and learning activities in vocational schools and workplaces. It is concluded that the enhancement of students’ learning processes needs to be adaptive and differentiated in nature. Recommendations for further research are elaborated and suggestions for the enhancement of students’ learning processes are discussed using insights from hybrid learning environments and boundary crossing via boundary objects.}, language = {en}, number = {2}, urldate = {2018-08-01}, journal = {Vocations and Learning}, author = {Schaap, Harmen and Baartman, Liesbeth and Bruijn, Elly de}, month = jul, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s12186-011-9069-2 10/cw47r7 2129771:SRK6VS6C 2317526:MU9A5LG9}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, publicImportV1}, pages = {99--117}, } @techreport{aitchison_educacao_2012, title = {A educação e aprendizagem de jovens e adultos na África {Austral}: visão geral de um estudo para cinco nações}, url = {https://www.info-angola.com/attachments/article/3877/portugueseeducationoverview.pdf}, abstract = {A pesquisa para este relatório foi realizada em 2010 e 2011 em cinco países da África Austral e, em seguida, foi conferido e editado pelo professor John Aitchison, da Universidade de KwaZulu-Natal.}, language = {Portuguese}, institution = {Open Society Initiative for Southern Africa (OSISA)}, author = {Aitchison, John}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Q4UV6D63 2317526:DKKQTBZ3}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:Angola, C:Lesotho, C:Mozambique, C:Namibia, C:Swaziland, CLL:pt, publicImportV1}, } @techreport{azoh_recherche_2012, address = {Ouagadougou, Burkina Faso}, title = {La recherche sur les competences techniques et professionnelles permettant l'insertion - etat des lieux, contraintes et perspectives dans trois pays de l'afrique de l'ouest}, url = {http://www.norrag.org/fileadmin/Events/ROCARE-NORRAG_RAPPORT_FINAL_AVRIL_2012_FR.pdf}, abstract = {[FRGMNT] On assiste en Afrique à un regain d'intérêt pour la question du développement des compétences techniques et professionnelles (DCTP). L'existence de données et d'analyses fiables sur ce thème représente néanmoins un préalable indispensable à la définition et à la …[...]… CAP Certificat d'Aptitude Professionnelle CBL Competency Based Learning CBT Competency Based Training CCI Chambre de Commerce et d'Industrie CEBNF Centre d'Education de Base Non Formelle CEPE Certificat d'Etude Primaire Elémentaire … [...]… COTVET Council for Technical and Vocational Education and Training CPAF Centre Permanent d'Alphabétisation Fonctionnelle … NACVET National Coordinating Committee on Technical and Vocational Education and Training … [...]Page 1. LA RECHERCHE SUR LES COMPETENCES TECHNIQUES ET PROFESSIONNELLES PERMETTANT L'INSERTION ETAT DES LIEUX, CONTRAINTES ET PERSPECTIVES DANS TROIS PAYS DE L'AFRIQUE DE L'OUEST (Burkina Faso, Côte d'Ivoire et Ghana) …}, language = {French}, institution = {NORRAG; ROCARE}, author = {Azoh, François-Joseph and Weyer, Frédérique and Carton, Michel}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RSBEIDQR 2317526:AVQL6L32 2317526:JLIAVL84}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQv:f2-H-fr, A:Africa, A:West Africa, C:Burkina Faso, C:Ivory Coast, CA:AandC, CC:Burkina Faso, CC:Ghana, CC:Ivory Coast, CL:en, CL:fr, CLL:fr, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:learning, F:pay, Q:certificate, T:Ausbildung, T:TVET, \_C:Ghana GHA, publicImportV1}, } @article{baumann_magdeburger_2012, title = {Magdeburger {Schriften} zur {Berufs}- und {Wirtschaftspädagogik}}, abstract = {National qualifications frameworks are currently described as a global phenomenon, a label which accounts for the fact, that frameworks in their different shapes are increasingly subject to policy transfer and thus more and more frameworks are developed in many countries across the globe. The supposed benefits of national qualifications frameworks seem to be convincing, therefore the concept of qualifications frameworks whether national or otherwise in scope, has been greeted with much enthusiasm in literature. Many policy makers perceive national qualifications frameworks as a key driver for reform in the qualifications system, where the latter might be characterized by fragmentation, exclusion of certain groups, a lack of quality assurance or resources, uncoordinated qualification routes, a multitude of providers and awards and so forth.}, language = {en}, author = {Baumann, Fabienne-Agnes}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B9X8B2F3}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {152}, } @article{boateng_restructuring_2012, title = {Restructuring vocational and technical education in {Ghana}: {The} role of leadership development}, url = {https://pdfs.semanticscholar.org/b171/6c09ac0070a4745af81b41d615400b343082.pdf}, abstract = {Vocational technical education and training in Ghana is currently undergoing restructuring. Many reforms are in place to improve the quality of provision and learning outcomes to make it more accessible and attractive to all, and to ensure it is relevant and connected to the world of work. The potential success of these reforms will depend largely on the administrators and managers who are responsible for generating ideas and formulating policies ,as well as those responsible for transforming policies into practice. In this regard, effective leadership becomes an important variable that must be considered in the new vocational education environment. There is the need for Ghana to pay attention to providing leadership programs and guidance to current leaders and new and aspiring administrators and managers of vocational technical education. Such leadership development programs should attempt to cultivate in individuals key attributes and characteristics that can predispose successful leadership performance. The availability of leadership development programs and the possibility of being able to acquire certain leadership behaviours and enhance and use certain leadership attributes holds great promise for those participating in and leading vocational educational programs, reform efforts, and the change process in the country.}, language = {en}, journal = {International Journal of Humanities and Social Science}, author = {Boateng, C}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M5PF2WFZ 2317526:5ZL9IKEU}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:leadership, F:policy, T:TVET, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @article{cabridens_amrefs_2012, title = {{AMREF}'s {Stand} {Up} {For} {African} {Mothers} {Campaign}: {Training} {Midwives} to {Reduce} {Maternal} {Mortality} in {Africa}}, url = {https://journals.openedition.org/factsreports/1862}, abstract = {Abstract. AMREF is the African Medical and Research Foundation, a uniquely African organization, created in 1957 which runs 145 health programmes a year to help around 7 million people in Africa. Headquartered in Nairobi and with offices around the world, AMREF ensures access to health care for the most vulnerable and marginalized people in Africa, with a focus on women and children. AMREF works within the communities, and works with and for women as they are the heart of the communities. Indeed, by focusing on midwives training in the Stand Up For African Mothers campaign, AMREF is able to talk about the key role of women and mothers for a healthy Africa and the needs of health workers to reduce mortality rates for mothers but also for children. Keywords. Health care, Africa, women, children, poverty, social work, midwifes, pregnancy.}, language = {en}, journal = {The Journal of Field Actions: Field Actions Science Reports}, author = {Cabridens, M and Tolve, S}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6PYYPYX6 2317526:Y2FGVEU7 UTI-1A7853B5-3161-3827-A9DE-182958302341}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:West Africa, C:Ethiopia, C:South Sudan, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:Q, CT:T, Q:ICT, Q:e-learning, T:Ausbildung, T:TVET, T:Training, \_C:Uganda UGA, publicImportV1, ⛔ No DOI found}, } @techreport{eichhorst_roadmap_2012, address = {Bonn, Germany}, type = {Discussion {Paper}}, title = {A {Roadmap} to {Vocational} {Education} and {Training} {Systems} {Around} the {World}}, url = {http://repec.iza.org/dp7110.pdf}, abstract = {With young people among the big losers of the recent financial crisis, vocational education and training (VET) is often seen as the silver bullet to the problem of youth joblessness. This paper provides a better understanding of VET around the world, dealing with three types of vocational systems: school-based education, a dual system in which school-based education is combined with firm-based training, and informal training. We first explore the motivation for these different types of training, before summarizing the institutional evidence, highlighting the key elements of each training system and discussing its main implementation strengths and challenges. We subsequently review the evidence on the effectiveness of VET versus general education and between the three VET systems. There are clear indications that VET is a valued alternative beyond the core of general education, while the dual system tends to be more effective than school-based VET. Informal training is effective, however relatively little is known of its relative strengths compared with other forms of vocational education.}, language = {English}, urldate = {2018-06-11}, institution = {Institute of Labor Economics (IZA)}, author = {Eichhorst, Werner and Rodríguez-Planas, Núria and Schmidl, Ricarda and Zimmermann, Klaus F}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z6HUUQJF 2317526:HFS4J5GC}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Botswana, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:R, CT:T, P:social, Q:flexible, R:quantitative, T:Ausbildung, T:TVET, T:dual TVET, T:firm-based training, T:informal training, T:school-based VET, T:vocational school, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @article{evoh_taming_2012, title = {Taming the youth bulge in africa: {Rethinking} the world bank's policy on technical and vocational education for disadvantaged youth in the knowledge economy}, doi = {10.1108/s1479-3679(2012)0000016019}, abstract = {This study presents an innovative approach to Information and communication technology (ICT) skill training and employment generation for out-of-school and disadvantaged youths in Africa. With technical and policy assistance from the World Bank, ICTs can be used to revitalize technical and vocational training to meet skill and employment needs of disadvantaged youths in the region. The deplorable conditions of out-ofschool youth and the state of secondary education in Africa underscore the urgency to engage disadvantaged youth in productive economic activities. An ICT-enhanced technical and vocational training program in Africa provides both private and social gains: it provides economic prospects for disadvantaged youth and; it adds to the development of the knowledge economy in Africa. The NairoBits Digital Design School in Kenya is presented as a model of a vocational and training school that uses ICTs to improve skill formation among disadvantaged youths in informal settlements in urban Africa. Meeting the objectives of an ICTbased training and employment generation program for underprivileged youth in Africa require strong regulatory frameworks and contributions from the World Bank. The involvement of the bank, particularly through private sector grants for ICT skill train in Africa will help to revitalize technical and vocational education and training in the region. Above all, the collaboration of government agencies, private businesses, other international development agencies and civil society groups in ICT skill training will help to meaningfully engage African youths in the development of their communities in the emerging knowledge economy. © 2012 by Emerald Group Publishing Limited.}, language = {en}, journal = {International Perspectives on Education and Society}, author = {Evoh, Chijioke J.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/s1479-3679(2012)0000016019 10/gf62mw 2129771:GV4YC8G2 2317526:HX44FZMG}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:policy, P:economy, P:social, Q:ICT, Q:secondary education, T:TVET, T:Training, publicImportV1}, } @incollection{ginestie_leftp_2012, address = {Marseille}, title = {L’{EFTP} en {Afrique} subsaharienne: où en est-on?}, shorttitle = {L’{EFTP} en {Afrique} subsaharienne}, url = {https://www.researchgate.net/publication/236682702_L'EFTP_en_Afrique_subsaharienne_ou_en_est-on}, abstract = {The adoption of the Millennium Development Goals (MDGs) and the importance attached to Education for all (EFA) mark an important turning point in the elaboration of a common initiative, which aims to improve living conditions of people worldwide. Its ambition is to eliminate misery and to increase wealth. The means to achieve this goal focus essentially on education, which has become a goal in itself: reduce illiteracy, ensure global access to basic schooling and promote equal opportunities for all. Through education other objectives can be targeted, such as promoting poverty reduction through gainful employment, gender equality, and sustainable development and partnerships for development. This paper aims to present the situation in subSaharan Africa (SSA) since the end of the 1990s and the international focus on these great programs.}, language = {fr}, booktitle = {Éducation technologique, {Formation} professionnelle et égalité des chances}, publisher = {IUFM Aix-Marseille}, author = {Ginestié, Jacques and Huot-Marchand, Hervé and Delahaies, Laetitia}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SZZY8H6R 2317526:5UCZSLLA 2317526:G7T7NRYJ}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, -RRQv:f2-H-fr, AA:SSA, C:Central African Republic, C:Gabon, C:Ivory Coast, C:Senegal, C:Tunisia, CLL:fr, publicImportV1, ⛔ No DOI found}, pages = {61--76}, } @misc{government_of_ghana_ntvetqf_2012, title = {{NTVETQF} - {National} {Technical} and {Vocational} {Education} and {Training} {Qualifications} {Framework}}, url = {http://www.dhet.gov.za/Archive%20Manuals/Ghana/Appendix%202_National%20TVET%20Qualifications%20Framework.pdf}, urldate = {2018-12-19}, author = {{Government of Ghana}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8FB9S4VM 2317526:3DBJ7LGD}, keywords = {FullBiblioUHMLgen, GeneralCitations, Ghana, Qualification Framework}, } @article{government_of_uganda_evaluating_2012, title = {Evaluating and improving the quality of education - {Part} 6: {How} we inspect. {A} guide to external evaluation}, url = {http://www.lcdinternational.org/sites/default/files/user-uploads/part_6_-_how_we_inspect.pdf}, language = {English}, urldate = {2018-12-18}, author = {{Government of Uganda}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:V5NC2VCC 2317526:BTCJ68NK}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, National Standards, publicImportV1}, } @misc{government_of_uganda_uganda_2012, title = {Uganda {Vocational} {Qualifications} {Framework} ({UVQF}) {Summary} of {Generic} {Level} {Descriptors}}, url = {http://dituganda.org/}, urldate = {2018-12-21}, publisher = {Directorate of Industrial Training}, author = {{Government of Uganda}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AS2NGQU8 2317526:NCF9TRC7}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, publicImportV1}, } @article{hardman_reforming_2012, title = {Reforming teacher education in {Tanzania}}, url = {http://www.sciencedirect.com/science/article/pii/S073805931200003X}, doi = {10.1016/j.ijedudev.2012.01.002}, abstract = {It is widely acknowledged that in order to improve the quality of education in primary schools in developing countries there is a need to place pedagogy and its training implications at the centre of teacher education reform. Like many countries in Eastern and Southern Africa, Tanzania has introduced various initiatives and reforms to improve the quality of teacher education at the pre- and in-service stages. Drawing on evidence from a baseline study of primary teacher interactional and discourse practices, and a review of teacher training colleges, this paper explores the training needs of teacher educators in Tanzania who, in the light of recent reforms to teacher education, will be responsible for education and training at the pre and in-service levels.}, language = {en}, journal = {International Journal of Educational Development}, author = {Hardman, F and Abd-Kadir, J and Tibuhinda, A}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.01.002 10/f37fn5 2129771:GK5LZYEH 2317526:AD2UXXH5}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:T, D:developing country, F:pedagogy, F:teaching method, P:services, P:teacher education, P:teacher training, P:teachers, Q:college education, Q:primary education, T:Training, T:training needs, Z:African languages, Z:College education, Z:English language, Z:Mathematics education, Z:Primary education, Z:Teacher education, Z:Teaching methods, publicImportV1}, } @article{idris_assessment_2012, title = {An assessment of employability skills among technical and vocational education students in {Nigeria}}, abstract = {The research was conducted to investigate the level of importance as well as the competence among the students of technical and vocational education in terms of employability skills in Nigeria. There are 233 final year students that constituted the sample for the study in Kano State. The respondents were picked from mechanical, electronic, electrical installation and automobile departments in technical colleges in the state. The data was collected using questionnaire which was adapted from Employability skills for Australian small and medium sized enterprises. The analysis was done using descriptive statistics such as mean and standard deviation. The findings of the study showed that all the respondents perceived the employability skills components as high and rated their competency as low. A significant difference was found among the students in terms of their ages while no significant difference was found between the respondents in the area of competency. The study concludes that there is still an opportunity for technical and vocational institution in Nigeria to focus and redouble efforts towards equipping the students’ employability skills. Quality education and training enhances productivity, therefore, students of technical and vocational education in Nigeria need a better education that will help in accomplish the national goals.}, language = {en}, journal = {Archives Des Science}, author = {Idris, A and Rajuddin, MR}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7DIXQXFQ 2317526:DGLU6N9H}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Central Africa, A:West Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:assessment, F:women, T:TVET, publicImportV1, ⛔ No DOI found}, } @book{international_labour_office_upgrading_2012, address = {Geneva}, title = {Upgrading informal apprenticeship: a resource guide for {Africa}}, isbn = {978-92-2-125776-9 978-92-2-125777-6}, shorttitle = {Upgrading informal apprenticeship}, language = {en}, author = {{International Labour Office}}, year = {2012}, note = {OCLC: 793374144 KerkoCite.ItemAlsoKnownAs: 2129771:2RASZQ7X 2317526:NNDJQFHD}, } @article{kijima_assessing_2012, title = {Assessing the {Impact} of {Training} on {Lowland} {Rice} {Productivity} in an {African} {Setting}: {Evidence} from {Uganda}}, url = {https://www.sciencedirect.com/science/article/pii/S0305750X12000691}, doi = {10.1016/j.worlddev.2012.04.008}, abstract = {Summary This study attempts to assess the impacts of a training program on the adoption of improved cultivation practices, the productivity of rice farming, and the income and profit from rice production by using ex-post non-experimental data in Uganda. We found that participation in the training program increased the adoption of the improved cultivation practices. Furthermore, the profit from rice production was also found to have increased by the training program. These findings support the hypothesis that one of the major constraints on the growth in productivity of rice farming in sub-Saharan Africa is the absence of effective extension systems.}, language = {en}, journal = {World Development}, author = {Kijima, Yoko and Ito, Yukinori and Otsuka, Keijiro}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2012.04.008 10/gf62mn 2129771:6TCK7VHB 2317526:VYZHZQWE}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, CA:AandC, CCZ:Uganda, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:R, CT:T, P:production, P:technology, R:impact, T:Training, Z:diffusion of technology, Z:improved cultivation practices, Z:lowland rice, Z:yield enhancement, \_C:Uganda UGA, publicImportV1}, } @article{king_eight_2012, title = {Eight proposals for a strengthened focus on technical and vocational education and training ({TVET}) in the education for all ({EFA}) agenda}, journal = {Background paper prepared for the Education for All Global Monitoring Report}, author = {King, Kenneth}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z8SAIYVM 2317526:5MMGULKF UA-7F5619D8-8B4D-4A2F-8840-B3E62805CD0D}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, publicImportV1, ⛔ No DOI found}, } @book{lancy_childrens_2012, title = {Children's {Work} and {Apprenticeship}}, url = {https://works.bepress.com/david_lancy/120/download/}, language = {en}, author = {Lancy, DF}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BQL6WTEL 2317526:L8VWPZD5}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Central Africa, A:East Africa, C:Burkina Faso, C:Guinea, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:learning, P:crafts, R:survey, T:Formal apprenticeship, T:Lehrlingsausbildung, publicImportV1}, } @article{lebatteux_prise_2012, title = {La prise en compte des rapports aux savoirs pour favoriser l’égalité des chances d’insertion professionnelle et sociale des élèves dans un lycée professionnel français}, abstract = {Often oriented by default, students enrolled in vocational education are characterized by a lack of professional project for the future job. This lack creates an insufficient engagement in their studies. In this context, we present and illustrate an original formative practice that considers a special form of relationship to knowledge and to school in order to further their chances of professional and social integration. To do so, relying on interviews, we meet the views of teachers and students.}, language = {fr}, author = {Lebatteux, Nicole}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:946NJP4G 2317526:GJ94Y7MI}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:France, publicImportV1, ⛔ No DOI found}, } @article{mano_how_2012, title = {How {Can} {Micro} and {Small} {Enterprises} in {Sub}-{Saharan} {Africa} {Become} {More} {Productive}? {The} {Impacts} of {Experimental} {Basic} {Managerial} {Training}}, url = {https://www.sciencedirect.com/science/article/pii/S0305750X1100235X}, doi = {10.1016/j.worlddev.2011.09.013}, abstract = {Summary The vast majority of micro and small enterprises (MSEs) in developing countries are located in industrial clusters, and the majority of such clusters have yet to see their growth take off. The performance of MSE clusters is especially low in Sub-Saharan Africa. While existing studies often attribute the poor performance to factors outside firms, problems within firms are seldom scrutinized. In fact, entrepreneurs in these clusters are unfamiliar with standard business practices. Based on a randomized experiment in Ghana, this study demonstrates that basic-level management training improves business practices and performance.}, language = {en}, journal = {World Development}, author = {Mano, Yukichi and Iddrisu, Alhassan and Yoshino, Yutaka and Sonobe, Tetsushi}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2011.09.013 10/cxgkj2 2129771:JQM5BFMC 2317526:68LWWGVE}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, AA:Africa, CA:AandC, CCZ:Ghana, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:R, CT:T, D:developing country, F:standards, R:impact, T:Training, Z:industrial development, Z:management training, Z:randomized experiment, Z:survival clusters, \_C:Ghana GHA, publicImportV1}, } @article{miceli_advances_2012, title = {Advances in clinical education: a model for infectious disease training for mid-level practitioners in {Uganda}}, url = {https://www.sciencedirect.com/science/article/pii/S1201971212012088}, doi = {10.1016/j.ijid.2012.07.003}, abstract = {Summary Advances in health professional education have been slow to materialize in many developing countries over the past half-century, contributing to a widening gap in quality of care compared to developed countries. Recent calls for reform in global health professional education have stressed, among other priorities, the need for approaches that strengthen clinical reasoning skills. While the development of these skills is critical to enhance health systems, little research has been carried out on the effectiveness of applying these strategies in the context of severe human resource shortages and complex disease presentations. Integrated Infectious Disease Capacity Building Evaluation (IDCAP) based at the Infectious Diseases Institute at Makerere University created a training program using current best practices in clinical education to support the development of complex reasoning skills among clinicians in rural Uganda. Over a period of 9 months, the program integrated classroom and clinic-based training approaches and measured indicators of success with particular reference to common infectious diseases. This article describes in detail the IDCAP approach to integrating advances in health professional education theory in the context of an overburdened, inadequately resourced primary health care system; results from the evaluation are expected in 2012.}, language = {en}, journal = {International Journal of Infectious Diseases}, author = {Miceli, Antonina and Sebuyira, Lydia Mpanga and Crozier, Ian and Cooke, Molly and Naikoba, Sarah and Omwangangye, Aquilla Priscilla and Rayko-Farrar, Lisa and Ronald, Allan and Tumwebaze, Margaret and Willis, Kelly S. and Weaver, Marcia R.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijid.2012.07.003 10/f2fz47 2129771:Q9VBXXDP 2317526:RNKFJVNL}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, AAZ:Africa South of the Sahara, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:P, CT:R, CT:T, D:developing country, P:health, P:media, P:nurse, R:evaluation, T:TVET, T:Training, T:work-based learning, Z:Clinical competence, Z:Education, distance, Z:Education, medical, continuing, Z:Education, nursing, continuing, Z:In-service training, \_C:Uganda UGA, publicImportV1}, } @techreport{mulder_critical_2012, title = {A {Critical} {Review} of {Vocational} {Education} and {Training} {Research} in 2012 and {Suggestions} for the {Research} {Agenda}}, url = {https://www.mmulder.nl/wp-content/uploads/2011/11/2013-Mulder-Roelofs-Critical-Review-of-VET-Research-and-Research-Agenda-2012.pdf}, abstract = {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, as well as the articles of a number of VET research journals of publication year 2012. A total of 173 articles are reviewed and after a qualitative interpretation divided into seven different research themes. The conclusions of the review are quite similar to last year. 1. There is a lot of VET research and this research is quite diverse and fragmented. 2. The quality of the articles is not always very high, also because a lot of conference proceedings are included. 3. There are many important topics for further research.}, language = {en}, author = {Mulder, Martin and Roelofs, Eline}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UQUK4HXG 2317526:FBJ74PAL 2317526:PCHAS6F4}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:policy, P:social, T:TVET, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @techreport{ndoye_critical_2012, type = {Synthesis {Report}}, title = {Critical knowledge, skills and qualifications for accelerated and sustainable development in {Africa}}, url = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.458.7698&rep=rep1&type=pdf}, abstract = {The major challenge of the 2012 ADEA Triennale will be to help African countries design and develop suitable and effective education and training systems that can help move the continent away from the struggle for subsistence and the spiral of poverty towards a process of sustainable transformation that reconciles economic growth with the pursuit of equity and the conservation of natural resources. In short, the aim is to enable Africa to “run while others walk”, while avoiding causing the same damage others caused when they were running. To achieve such a goal, the Synthesis Report recommends that a number of prerequisites should be met before the required reforms can be possible. They will succeed only if they look back at Africa’s past identity in order to take greater control over future choices, if they are based on a common vision of the future determined with all concerned stakeholders, and if they make education, training and employment central to current and future policies. The report then discusses the unprecedented efforts of public and private, African and international officials and stakeholders in order to formulate appropriate, concrete responses to the challenge of the Triennale, which is to “promote critical knowledge, skills and qualifications for Africa’s sustainable development”. These responses, categorized by sub-theme, may be summed up as follows. Sub-theme 1: building a common core of skills for all The education system should give people of all ages access to a common core of basic skills (cognitive, communication and learning-to-learn skills, personal and social development skills, etc.) to enable them to control their human, social and economic environment and develop responsible and active African citizenship. Sub-theme 2: mass development of technical and vocational skills Massive investment to raise training and qualification levels is urgently required in order to wage an effective war against unemployment and massive underemployment of youth and the low productivity of a largely informal economy. It is also necessary to invest in high-level qualifications in order to support and, if possible, anticipate changes and technological innovation and promote the badly-needed industrialization of the African economy. Sub-theme 3: building knowledge and innovation-based economies and societies in Africa R\&D, knowledge and innovation have become the key drivers of output, economic competitiveness and development generally. Africa needs to catch up in this respect and, to this end, it must build its scientific development on indigenous African knowledge, use science and technology to strengthen education and exploit the current surge in information and communication technology as a driver of development. All this will be possible only if all African countries work towards the adoption of a continental pact for sustainable development.}, language = {en}, author = {Ndoye, M and Walther, R}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UD7XFDU6 2317526:NBSBQZMH}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, A:Africa, A:Central Africa, C:Burkina Faso, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:qualification, Q:lifelong learning, T:Ausbildung, T:Lehrlingsausbildung, T:TVET, T:journeyman, T:vocational skills, publicImportV1, ⛔ No DOI found}, } @article{okpor_public-private_2012, title = {Public-private partnership for skill acquisition and vocational technical education development in {Nigeria}}, url = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.656.4936&rep=rep1&type=pdf#page=91}, abstract = {This paper discusses the Private Sector Partnership with Education for Skill Acquisition and Vocational Technical Education Development. The relevance of the partnership on bringing skilled and trained manpower in their area of specialization is for the purpose of national development and self actualization. Strategies were identified for the effectiveness of the programme.}, language = {en}, journal = {Mediterranean Journal of Social Sciences}, author = {Okpor, I and Najimu, H}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CI83ZTKH 2317526:CKZC5QTG}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:T, T:Ausbildung, T:TVET, T:occupational education, publicImportV1, ⛔ No DOI found}, } @article{prager_feasibility_2012, title = {Feasibility of training {Zambian} nurse–midwives to perform postplacental and postpartum insertions of intrauterine devices}, url = {https://www.sciencedirect.com/science/article/pii/S0020729212000902}, doi = {10.1016/j.ijgo.2012.01.013}, abstract = {Abstract ObjectiveTo explore the feasibility of competency-based training of Zambian nurse–midwives in postplacental and postpartum intrauterine device (PPIUD) insertion and to estimate learning curves for this procedure. MethodsA pilot service-delivery project was conducted, involving 9 nurse–midwives who participated in a 10-day PPIUD insertion training course at the University Teaching Hospital, Lusaka, Zambia. US and Zambian clinicians taught the didactic and practical curriculum. Checklists were used for standardization and a pelvic model was developed to achieve PPIUD insertion competency in the classroom before moving to clinical practice. Patients were recruited during prenatal visits, in early labor, and postpartum. Informed, voluntary consent was obtained. All clinical PPIUD insertions were supervised or performed by experienced trainers. ResultsAll 9 nurse–midwives achieved competency on the pelvic model after 3 attempts. During the training period, 38 PPIUDs were inserted in postpartum women; no complications occurred. By the end of training, 4 of the nurse–midwives were deemed competent to independently insert PPIUDs. On average, 4 PPIUD insertions were needed to achieve clinical competency. ConclusionsConcentrated, competency-based training in PPIUD insertion is feasible in an African setting. Replication of such training could increase the popularity and prevalence of PPIUD use among African women.}, language = {en}, journal = {International Journal of Gynecology \& Obstetrics}, author = {Prager, Sarah and Gupta, Pratima and Chilambwe, Jully and Vwalika, Bellington and Neukom, Josselyn and Siamwanza, Nomsa and Eber, Maxine and Blumenthal, Paul D.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijgo.2012.01.013 10/f2hgm7 2129771:PV67NDUD 2317526:22IE8B28}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Zambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:curriculum, F:learning, F:pedagogy, F:standards, F:teaching, F:women, P:nurse, P:services, T:Training, T:competency-based training, T:trainee, Z:Competency-based training, Z:Contraception, Z:Family planning, Z:Postpartum intrauterine device, Z:Postplacental intrauterine device, Z:Training model, publicImportV1}, } @phdthesis{raji_professionalisierung_2012, type = {{PhD} {Thesis}}, title = {Professionalisierung von {Bildungs}- und {Berufsberatung} in {Nigeria} – {Analyse} der nationalen und internationalen theoriebegründeten {Konzeptentwicklung} und der {Vernetzung} der {Akteure}}, url = {http://www.qucosa.de/fileadmin/data/qucosa/documents/9756/RajiThesisGesamt.pdf}, urldate = {2019-05-29}, school = {Technische Universität Dresden}, author = {Raji, Moromoke Nimota}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VMRLDQP2 2317526:WZQQAWNR}, keywords = {C:Nigeria}, } @mastersthesis{rubio_as_2012, title = {As tecnologias de informação e comunicação na educação continuada: uma análise do projeto {FODEPAL}/{UFV} para os países africanos lusófonos}, url = {http://www.locus.ufv.br/handle/123456789/4166}, language = {Portuguese}, school = {Universidade Federal de Viçosa}, author = {Rubio, Jose Aurélio Vazquez}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UTUDUWVK 2317526:YWXR43YG}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:pt, publicImportV1}, } @phdthesis{sawadogo_arbeitsmarktorientierte_2012, title = {Arbeitsmarktorientierte {Berufsbildung} unter besonderer {Berücksichtigung} des sog. informellen {Sektors} in {Burkina} {Faso}}, language = {Deutsch}, school = {University of Dresden}, author = {Sawadogo, Wendkouni J Eric}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DGAGFUFY 2317526:3UB4ETIS}, } @article{sonnenberg_traditional_2012, title = {Traditional apprenticeship in {Ghana} and {Senegal}: {Skills} development for youth for the informal sector}, url = {http://home.hiroshima-u.ac.jp/~cice/wp-content/uploads/publications/15-2/15-2-06.pdf}, abstract = {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 activities in the informal sector often far exceed those of the formal sector. UNESCO’s 2012 EFA Global Monitoring Report on youth skills development states that traditional apprenticeships are an important way of acquiring transferable and job-specific skills, particularly for the informal sector. An extensive review of the literature of Ghana and Senegal reveals that these two countries have long histories of traditional apprenticeship and that these forms of skills training reach more youth than formal technical and vocational training. This paper examines the approaches these two countries’ governments have taken to increase access to and quality of non-formal skills training opportunities. Despite a lack of data on the long-term outcomes of these initiatives, programs and reforms, several important implications arise from these countries’ experiences. These implications are discussed as well as areas for future research.}, language = {en}, journal = {Journal of International Cooperation in Education}, author = {Sonnenberg, K}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R6VJJ3WT 2317526:PNGX2ZNF}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, A:West Africa, C:Senegal, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, HDR25, P:agriculture, P:measurement, Q:ICT, T:Ausbildung, T:Formal apprenticeship, T:Lehrlingsausbildung, T:apprentice, T:education and skills training, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @article{stein_understanding_2012, title = {Understanding theory of change in international development}, language = {en}, author = {Stein, Danielle and Valters, Craig}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S8EA6I57 2317526:MFZZLT8S 2317526:NIXWR2K6}, keywords = {⛔ No DOI found}, pages = {25}, } @article{tukamushaba_hospitality_2012, title = {Hospitality and {Tourism} {Education} in {Uganda}: {An} {Integrative} {Analysis} of {Students}' {Motivations} and {Industry} {Perceptions}}, doi = {10.1080/15313220.2012.729457}, abstract = {This article presents an integrative analysis of students' motivations in choosing hospitality and tourism programs as well as industry perceptions of graduates' qualifications for employment in Uganda, A mixed-method approach is used for data collection, analysis, and reporting. Quantitatively, the study replicates a motivational scale of choosing educational programs and identifies six factors that collectively explain about 60\% of the variance in students choosing hospitality and tourism programs in this African developing economy. Industry perceptions of graduates' qualifications for employment are reported on the basis of qualitative interviews. Implications of the study are discussed in light of curriculum and program refinement to better prepare future graduates for the industry.}, language = {en}, journal = {Journal of Teaching in Travel \& Tourism}, author = {Tukamushaba, Eddy Kurobuza and Xiao, Honggen}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15313220.2012.729457 10/gf62kz 2129771:Z4QMF3PS 2317526:28LGQ7QE}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CCZ:Uganda, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:curriculum, F:motivation, F:qualification, P:economy, P:tourism, R:interview, R:qualitative, R:quantitative, T:career, Z:career choice, Z:employer perception, Z:hospitality and tourism education, Z:study motivation, \_C:Uganda UGA, publicImportV1}, } @techreport{unesco-unevoc_unevoc_2012, title = {{UNEVOC} {World} {TVET} {Database}: {Botswana}}, url = {https://unevoc.unesco.org/wtdb/worldtvetdatabase_bwa_en.pdf}, language = {English}, urldate = {2018-11-22}, author = {{UNESCO-UNEVOC}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WLP56L3H 2317526:A5LT8Q49}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1}, } @techreport{unesco-unevoc_unevoc_2012, title = {{UNEVOC} {World} {TVET} {Database}: {Nigeria}}, language = {English}, urldate = {2018-11-27}, author = {{UNESCO-UNEVOC}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NAMI6L7Y 2317526:3M2K379W}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, C:Nigeria, CC:Nigeria, publicImportV1}, } @article{ushimaru_sustainable_2012, title = {Sustainable green energy production from agricultural and poultry operations-{A} renewable energy project for community empowerment and vocational training in remote villages in {South} {Africa}}, doi = {10.1109/ghtc.2012.80}, abstract = {The development of an innovative waste-to-energy plant in rural South Africa is now underway. A plan to construct a test unit that uses chicken droppings from a nearby chicken farm as a fuel source is presented. This waste-to-energy plant offers an opportunity to provide economic development and community empowerment. The system is based on two critical components: (1) a power generation plant which uses chicken droppings as a fuel source, and (2) a waste processing unit that is based on magnetic induction heating technology. The ultimate goal of the power plant is to utilize it as a vocational training tool to teach young people of the community to become power plant technicians, a vocational option that has never been available in rural African communities until now. © 2012 IEEE.}, language = {en}, journal = {INEE Global Humanitarian Technology Conference}, author = {Ushimaru, Kenji}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/ghtc.2012.80 10/gf62nf 2129771:TX6XC4WV 2317526:THP2WYWK LOCAL-SCOPUS\_ID:84873114957}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:T, P:agricultural, P:economy, P:production, P:technician, P:technology, T:TVET, Z:agricultural waste, Z:economicdevelopment, Z:induction heating, Z:job creation, Z:power plant, Z:renewableenergy, Z:steam extraction, publicImportV1}, } @article{walters_study_2012, title = {Study on {Key} {Issues} and {Policy} {Considerations} in {Promoting} {Lifelong} {Learning} in {Selected} {African} {Countries} {Ethiopia}, {Kenya}, {Namibia}, {Rwanda} and {Tanzania}}, url = {http://www.adeanet.org/triennale-2012/sites/default/files/2018-07/1.3.05_document_sub_theme_1.pdf}, language = {en}, author = {Walters, Shirley and Yang, Jin and Roslander, Peter}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Y8BTH6NC 2317526:6KI5SDZC}, keywords = {⛔ No DOI found}, } @article{wodi_global_2012, title = {Global economic crisis: {A} challenge to the entrepreneurship development of technical vocational education and training in oil and gas sector of the {Nigerian} {Economy}}, url = {http://www.hrmars.com/admin/pics/679.pdf}, abstract = {The paper attempts to evaluate the Global economic crisis and the challenges to entrepreneurship development of technical vocational education and training in oil and Gas sector of the Nigerian economy. Effects of the global melt down in the economies of developed countries of the world and its chain-link action has gradually enveloped the entire world economy. This development impacted negatively on the Nigerian economy coupled with the Niger delta crisis that has drastically affected oil and gas production and development of new fields with its attendant consequences. Accordingly, vocational and technical education institutions that undertake training of technicians in such enterprise as welders, electricians, pipe fitters including safety experts were affected as a result of global melt down, constraining the oil and gas companies from engaging the services of Technical Vocational Education and Training Professionals (TVET) in the energy sector.}, language = {en}, journal = {International Journal of Academic Research in Business and Social Sciences}, author = {Wodi, SW}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WV2ZQM7U 2317526:6SUVI26U UTI-621EF8ED-FC0B-37B7-8B86-05C15BA2D5E4}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Nigeria, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:T, P:economy, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{hardman_developing_2011, title = {Developing a systemic approach to teacher education in sub-{Saharan} {Africa}: emerging lessons from {Kenya}, {Tanzania} and {Uganda}}, volume = {41}, issn = {0305-7925, 1469-3623}, shorttitle = {Developing a systemic approach to teacher education in sub-{Saharan} {Africa}}, url = {http://dx.doi.org/10.1080/03057925.2011.581014}, doi = {10.1080/03057925.2011.581014}, abstract = {While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.}, language = {en}, number = {5}, urldate = {2015-10-15}, journal = {Compare: A Journal of Comparative and International Education}, author = {Hardman, Frank and Ackers, Jim and Abrishamian, Niki and O’Sullivan, Margo}, month = sep, year = {2011}, note = {00073 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2011.581014 10/gftr63 2129771:HFSLX6UE 2129771:NCXUKWK4 2129771:Q5IYQCTD 2317526:JIARV2LH 2339240:7KFNHLPK 2405685:J57J3RGT 2405685:QWHDI7ZH 2534378:L9VFMLYK}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, A:Sub-Saharan Africa, C:Kenya, C:Kenya / Uganda / Tanzania, C:Tanzania, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:Improvement, F:ministry, F:pedagogy, F:policy, F:teaching, P:teacher education, P:teachers, Q:distance education, Q:open learning, R:survey, T:TVET, T:Training, T:work-based learning, Z:Cost Effectiveness, Z:Educational Change, Z:Educational Development, Z:Educational Improvement, Z:Educational Policy, Z:Educational Quality, Z:Equal Education, Z:Foreign Countries, Z:Systems Approach, Z:Teacher Education, \_C:Botswana BWA, \_C:Brunei Darussalam BRN, \_C:Ghana GHA, \_C:Ireland IRL, \_C:Kenya KEN, \_C:Myanmar MMR, \_C:Nigeria NGA, \_C:Peru PER, \_C:Rwanda RWA, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_working\_potential\_duplicate, publicImportV1}, pages = {669--683}, } @inproceedings{noauthor_actes_2011, title = {Actes du colloque international {RAIFFET} de {Saly} {Portudal} – {Mbour} au {Sénégal}}, url = {https://raiffet.org/actes-colloque-international-raiffet-de-saly-portudal-mbour-senegal-octobre-2011/}, abstract = {Éducation technologique, formation professionnelle et égalité des chances Ibrahima Wade, Jacques Ginestié, Alioune Diagne, Jean Sylvain Bekale Nze éditeurs Sous le patronage de Monsieur le Ministre de l’Enseignement Technique et de la Formation Professionnelle de la République du Sénégal Partenaires Le troisième colloque du RAIFFET a eu lieu à Saly Portudal (Sénégal) du 24 au 26 octobre 2011, sous le haut …}, language = {fr-FR}, urldate = {2020-02-02}, booktitle = {{RAIFFET}}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9RWHDK82 2317526:3P7H87IV}, keywords = {⛔ No DOI found}, } @phdthesis{ahmed_building_2011, type = {{PhD} {Thesis}}, title = {Building capacity of teachers and trainers in technical and vocational education and training ({TVET}) in {Sudan} ({Case} of {Khartoum} {State} {University}).}, url = {http://www.qucosa.de/fileadmin/data/qucosa/documents/7391/thesis.pdf}, abstract = {The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional development of teachers and trainers? Is the private sector contributes to the training programs? Which approaches could be implemented to improve the teacher training? To what extent the integration of ICTs in learning and teaching process improves competence of TVET teachers? Is there re-training program for old teachers? Is there need to train teacher in private sector workshop? Moreover: the following concepts are relevant to raising the capacity building of teachers are studied: teacher professional development, capacity building, integration of suitable level of information and communication technology (ICT) to teacher education and the connectivity of training process to world of work. In order to collect convenient information, the study used the questionnaire and interview as instruments to achieve the objectives of the research. The main population of the study is teachers, trainers, administrators and employers. With respect to data analysis, the study used the SPSS program and the Chi-square to test some hypotheses. The results of the study showed that essential innovations and reforms on the initial and in service training programs should be done especially, respect to practical components of the initial and in-service training to reach the professional development for teachers. Since most of interviewees confirmed old curricula of the initial education of teacher and there was no retraining program for the teacher on the job: the linkage of the training to world of work is needed to keep the teacher up-to date. Integration of ICT into learning/teaching process is very important factor because it’s one of the modernization requirements; hence if we do not do this now it should be urgent necessity at the near future. Major result of the study the proposed training approach for TVET teachers in Sudan, whereas implementation of this approach depends on three levels: macro- level the political commitment by undertaking ii clear national policy and conceptual framework for technical and vocational education and improving the image of teachers, their work conditions and media involvement. Meso level:(public and private sector): since a moral contribution towards training of TVET teachers should be realized, by providing real opportunity to make a success to this new training approach by means of offering technical support, technical consultation, advanced knowledge, specialized seminars and contributing of all training policies especially the financial cost. Micro-level (TVET institutions): there is vital role of administrators to play to attract best candidates not only students of low grades to TVET domain. For example, integrate simple level technology into curricula. Improve initial and in-service training programs based on training needs assessment. Create good internship, and improving the work environment and incentives for teachers}, language = {en}, urldate = {2019-05-29}, school = {Technische Universität Dresden}, author = {Ahmed, Hashim}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6N36KIAQ 2317526:6UYEDH2C 2317526:JCRCRCL6 UTI-242D92CD-6820-377B-90B3-574781F893D6}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Sudan, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:social, P:teachers, Q:educational technology, T:TVET, T:trainee, publicImportV1}, } @inproceedings{ayarkwa_industrial_2011, title = {Industrial training in {Ghana}: perceptions of the undergraduate construction student}, url = {http://dspace.knust.edu.gh/handle/123456789/10925}, abstract = {The recent oil discovery and processing in Ghana is expected to result in growth of infrastructural development and increased chances of construction graduates to secure jobs. Universities hold the responsibility of producing graduates with sufficient background and excellent qualification to meet the expectations of the construction industry. Although universities‘ curricula have provisions for industrial training (IT), such programmes have not made the expected impact and need quick redress. This paper assesses the perceptions of undergraduate construction students of the College of Architecture and Planning of the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana, on IT, and identifies challenges and possible measures to overcome such challenges. A structured questionnaire survey of 185 final year Building Technology and Architecture students was conducted. Data obtained were analyzed based on mean scores of factors evaluated and also t-test to assess the significance of the differences between students‘ performance before and after undertaking IT. Students are of the view that IT exposes them to real work environment and increase their job prospects among others. Students‘ satisfaction level with their performance on personal attitude, communication and work attitude significantly improved after undergoing IT. They are, however, not satisfied with their departments‘ involvement, particularly, with regards to placement and monitoring. Stressful placement processes and financial strain on students are some of the challenges identified. Educational institutions are to collaborate with industry to secure suitable placement for all students and to monitor IT activities in order to enhance the effectiveness of training programmes.}, language = {en}, author = {Ayarkwa, J and Adinyira, E and Agyekum, K}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2GWSGUHU 2317526:QC26FE86}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:construction, P:environment, Q:educational technology, T:TVET, T:Training, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @article{chikasanda_teachers_2011, title = {Teachers' views about technical education: implications for reforms towards a broad based technology curriculum in {Malawi}}, url = {https://link.springer.com/article/10.1007/s10798-010-9125-5}, doi = {10.1007/s10798-010-9125-5}, abstract = {Internationally there has been concern about the direction of technical education and how it is positioned in schools. This has also been the case in Malawi where the curriculum has had a strong focus on skills development. However, lately there has been a call for enhancing technological literacy of students, yet little support has been provided for teachers to achieve this goal. This paper reports from a wider study that looked at teachers’ existing views and practices in technical education in Malawi. The article focuses on the findings from interviews that were conducted with six secondary school teachers to find out about their understanding of the meaning and rationale for technical education. It is also discussed how the teachers view technical education as involving skills development for making things and their thoughts on the benefits of such knowledge. It is argued that teachers’ views about technical education were strongly linked to the goals of the curriculum vacationalization policies adopted at the dawn of political independence. Besides skills training they saw the potential to impart thinking skills related to design and problem solving, and the need for essential pedagogical techniques to support learning in technical education. Examination requirements, inadequate opportunities to conduct practical activities and a lack of supportive policy were seen as limiting factors. This article claims that teachers’ views were shaped by their expectations and beliefs about the nature of technical education and what they perceived students may gain from such learning. Their views were also influenced by contextual factors which may have implications on reforms towards broader notions of technology education.}, language = {en}, journal = {International Journal of Technology and Design Education}, author = {Chikasanda, VK and K Otrel-Cass, K and Jones, A}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10798-010-9125-5 10/cqjzj5 2129771:JIJIU75V 2317526:W2LRL8U3}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Malawi, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:curriculum, P:teachers, P:technology, Q:educational technology, T:TVET, publicImportV1}, } @article{david_video_2011, title = {Video as a tool for agricultural extension in {Africa}: a case study from {Ghana}}, abstract = {The paper explores the effectiveness of video viewing clubs (VVCs) as a training method based on a formal survey of 32 Ghanaian women farmers who were trained on cocoa integrated crop and pest management (ICPM) using this method. Results suggests that the video viewing club is effective as a relatively low cost, interactive training method for providing low literacy populations with skills, information and knowledge on complex technical topics. While there was no significant difference between VVC participants and a control group in cocoa yields and implementation of selected ICPM practices, the study demonstrated that VVC training significantly improved farmers' knowledge of most topics covered. Farmers' perception of changes in their practices provided further evidence of the positive impact of the training, as did their high rate of knowledge diffusion. The use of local facilitators in the VVCs, which created a sense of ownership and added to the credibility of the technical messages, contributed to farmers' appreciation of the method. The paper concludes by discussing the challenges of scaling up VVCs and identifying issues for further research. [PUBLICATION ABSTRACT]}, language = {en}, journal = {International Journal of Education and Development using ICT}, author = {David, Soniia and Asamoah, Christopher}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XZ5EUUA2 2317526:GWMBRM44}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:women, HDR25, P:agricultural, Q:distance learning, Q:educational technology, Q:interactive, R:case study, R:impact, R:survey, T:Training, T:trainee, Z:Agricultural education, Z:Cocoa, Z:Distance learning, Z:Educational technology, Z:Farmers, Z:Video, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @article{dodds_open_2011, title = {Open and distance learning for health: supporting health workers through education and training}, url = {https://www.tandfonline.com/doi/abs/10.1080/02680513.2011.567757}, doi = {10.1080/02680513.2011.567757}, abstract = {This case study surveys the growing use of open and distance learning approaches to the provision of support, education and training to health workers over the past few decades. It classifies such uses under four headings, providing brief descriptions from the literature of a few examples of each group. In conclusion, it identifies key lessons from the experience of open and distance learning generally that could be of benefit in health education and training at a distance.}, language = {en}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Dodds, T}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2011.567757 10/gf6225 2129771:JPSIX5HQ 2317526:J9WSZLRZ UTI-5ACC3104-9BB4-3C7F-8B7B-FFDE5E23EA04}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Gambia, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:health, P:measurement, Q:ODEL, Q:distance learning, Q:e-learning, Q:open educational resources, Q:open learning, T:Ausbildung, T:Training, T:continuing education, publicImportV1}, pages = {5}, } @article{gadio_policy_2011, title = {Policy {Review} on {Adult} {Learning}: {The} {Adult} {Non}-formal {Education} {Policy} of {Mali}, {West} {Africa}}, doi = {10.1177/104515951102200303}, abstract = {The shift to democracy was manifested in a constitution voted in 1992 that declared education a fundamental civil right and granted citizens the freedom of organizing themselves around their own needs. [...]new actors emerged in the education sector like the civil society and the private sector. Rapid changes in all societies today are creating new needs in relation with lifelong learning that the policy document doesn't cover sufficiently. [...]the policy document should be amended and completed with enforcement laws to provide adult education professionals and practitioners with instruments that would help to effectively recognize and reorganize the field to adapt it to the changing needs of modern Mali.}, language = {en}, journal = {Adult Learning}, author = {Gadio, Moussa}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/104515951102200303 10/gf623j 2129771:3ETCYCY8 2317526:9NUH92WE LOCAL-PQ-1430243183}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Mali, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:learning, F:policy, Q:adult education, Q:lifelong learning, T:continuing education, Z:Adult education, Z:Adult learning, Z:Continuing education, Z:Decentralization, Z:Democracy, Z:Education policy, Z:Lifelong learning, publicImportV1}, } @article{gondwe_alignment_2011, title = {Alignment of higher professional education with the needs of the local labour market: the case of {Ghana}}, url = {https://www.voced.edu.au/content/ngv:49114}, author = {Gondwe, Mtinkheni and Walenkamp, Jos}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EG3DK3SW 2249382:PHA6F7KQ 2317526:AF48W9NJ}, keywords = {GS\_en, \_C:Ghana GHA, ⛔ No DOI found}, } @article{government_of_ethiopia_education_2011, title = {Education {Statistics} {Annual} {Abstract}}, url = {http://www.moe.gov.et/documents/20182/23015/Education+Statistics+Annual+Abstract/993180be-b6a2-44d3-9353-71b468be46dd}, language = {English}, urldate = {2019-01-04}, author = {{Government of Ethiopia}}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9UCN9LNT 2317526:RAVWXKPC}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Ethiopia, publicImportV1}, } @book{government_of_south_africa_integrated_2011, address = {Pretoria}, title = {Integrated strategic planning framework for teacher education and development in {South} {Africa}, 2011-2025}, isbn = {978-1-4315-0394-0}, url = {https://www.gov.za/sites/default/files/Integrated%20Strategic%20Plan%20Teacher%20Dev_0.pdf}, language = {English}, publisher = {Department of Basic Education}, author = {{Government of South Africa}}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:33373HWY 2317526:GEB5KEP4}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, Education, Education and state, Teachers, Training of, publicImportV1}, } @article{hicks_vocational_2011, title = {Vocational education voucher delivery and labor market returns: {A} randomized evaluation among {Kenyan} youth}, author = {Hicks, Joan Hamory and Kremer, Michael and Mbiti, Isaac and Miguel, Edward}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CJ6L8A5V 2249382:ZKVITHQN 2317526:IL7JP85A}, keywords = {-AB-Research, CLL:en, MaintenanceTag-AB-Research-previous, ⛔ No DOI found}, } @article{kingombe_lessons_2011, title = {Lessons for developing countries from experience with technical and vocational education and training}, url = {http://www.theigc.org/wp-content/uploads/2014/09/Kingombe-2014-Working-Paper-1.pdf}, abstract = {The literacy requirements of both globalization and technological change necessitate enhancement of literacy education and training to keep pace with these phenomena. Sierra Leone‘s An Agenda for Change – Second Poverty Reduction Strategy (PRSPII) 2008-2012 has mainstreamed youth employment and the government has developed a National Action Plan on Youth Employment. Moreover, TVET in Sierra Leone needs a new focus and new direction to strongly respond to the PRSP. In fact a national harmonized policy for TVET is required for a national curriculum. Hitherto, the development and implementation of TVET reform programmes has been severely hampered by budgetary constraints in all 16 countries in the ECOWAS. Based on frontier research on the lessons learned from recent TVET reforms in other developing countries, this paper aims to inform the future comprehensive design and implementation of strategies for TVET in Sierra Leone . The paper makes suggestions for how to address future challenges and opportunities to ensure that the good performance of TVET reforms contribute to the promotion of sustainable growth through private sector development. The paper is structured as follows. Section 2 provides a stock taking of the available quantitative evidence on the impact of TVET. Section 3 presents and discusses different institutional and strategic TVET frameworks. Section 4 discusses the importance of a demand-oriented TVET system. Section 5 discusses the various existing and potential sources for the financing of the TVET system. Section 6 pres ents various examples of successful external cooperation on TVET projects in Africa and Asia. Finally, section 7 concludes and presents policy options.}, language = {en}, journal = {Economic Challenges and Policy Issues in Early Twenty-First-Century Sierra Leone}, author = {Kingombe, Christian}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:P729X3LJ 2317526:ZGB6R7BP}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Sierra Leone, CA:AandC, CC:Sierra Leone, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:T, D:developing country, Education / Educational Policy \& Reform / General, F:learning, F:policy, P:economy, P:measurement, P:teachers, Q:certificate, Q:community education, Q:distance learning, Q:primary education, Q:secondary education, T:Lehrlingsausbildung, T:TVET, \_C:Sierra Leone SLE, publicImportV1, ⛔ No DOI found}, pages = {278--365}, } @incollection{maclean_editorial_2011, title = {Editorial}, booktitle = {The future of technical and vocational education and training: {Global} challenges and possibilities}, publisher = {Taylor \& Francis}, author = {Maclean, Rupert and Lai, Ada}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R5NKQXE6 2317526:MPV6YHX7}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, publicImportV1}, } @article{mains_study_2011, title = {Study on the feasibility of provision of distance learning programmes in surgery to {Malawi}}, url = {https://www.sciencedirect.com/science/article/pii/S1479666X10002969}, doi = {10.1016/j.surge.2010.11.032}, abstract = {Abstract Medical educational opportunities and resources are considerably limited in the developing world. The expansion of computing and Internet access means that there exists a potential to provide education to students through distance learning programmes.This study investigated the feasibility of providing distance learning course in surgery in Malawi. The study investigated the user requirements, technical requirements and Internet connections in two teaching hospitals in Malawi. In addition the appropriateness of current course material from the Edinburgh Surgical Sciences Qualification to Malawi trainees was assessed.The study found a high degree of interest from Malawian trainees in distance learning. The provision of basic science modules such as anatomy and physiology and the ability to access journals were considered highly desirable. The current ESSQ course would require extensive re-modelling to make it suitable to an African trainee’s requirements. Internet speeds remain slow and access is currently expensive.There is considerable interest in distance learning programmes in Malawi but access to them is limited partly because of slow and expensive Internet access.Understanding the needs of trainees in countries such as Malawi will allow better direction of educational aid and resources to support surgical training.}, language = {en}, journal = {The Surgeon}, author = {Mains, Edward A.A. and Blackmur, James P. and Dewhurst, David and Ward, Ross M. and Garden, O. James and Wigmore, Stephen J.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.surge.2010.11.032 10/dkdgxg 2129771:L6UR8FLG 2317526:DE9ENG9G}, keywords = {-FullBiblioUHMLgen, -RRQ:M:final, A:Africa, C:Malawi, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:T, D:developing world, F:access, F:qualification, F:teaching, P:media, Q:degree, Q:distance learning, T:Training, T:distance learning program, T:trainee, Z:Education, Distance [I02.195], Z:Education, Medical, Graduate [I02.358.399.350], Z:Malawi [Z01.058.290.175.500], publicImportV1}, } @article{mosoti_human_2011, title = {Human {Resource} {Development} ({HRD}) through {Technical} and {Vocational} {Education} and {Training} ({TVET}) during {Independence} {Days} in {Kenya}}, url = {http://erepo.usiu.ac.ke/handle/11732/1368}, abstract = {I have traced the history and evolution of HRD through IVET during independence days. I relied on Kenya's NDPs and the education commissions appointed by political leaderships (Kenya's two past presidents) to look at the development and processes of education and ways that have been suggested to improve education. I have discussed these through the NDPs and the commissions appointed by the presidents of the time. The information has been presented using a chronological, thematic and, again chronological method. Additional information includes changes in curriculum during the same period. The first part considers the period from independence in 1963 to 1987 and the second part 1988 to 2005.}, language = {en}, journal = {International Journal of Social and Policy Issues}, author = {Mosoti, Z}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:K9LJWRZB 2317526:RTA2RDLL UTI-4BE1C78C-9730-3BB9-80B7-D07E9D344652}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, Q:degree, T:TVET, T:Training, publicImportV1, ⛔ No DOI found}, } @article{mulder_critical_2011, title = {A {Critical} {Review} of {Vocational} {Education} and {Training} {Research} and {Suggestions} for the {Research} {Agenda}}, abstract = {This paper gives a description of research in the field of Vocational Education and Training (VET). The field of VET research is quite scattered, so giving a full overview is hardly possible. Nevertheless, the VET research presented at the European Conference of Educational Research 2011 (Berlin) is reviewed, as well as the content of a number of VET research journals of publication year 2011. Research themes and topics are defined, and according to the categories the research is reviewed. The conclusions of the review are: 1. there is a large amount of research on VET which is quite diverse and fragmented; 2. much VET research lacks theoretical and empirical foundation; the dominant research methods are case and desk studies and explorative and analytical studies. There are hardly any experiments and intervention and design-based research studies; 3. there are various urgent topics for further research, which are elaborated in the paper.}, language = {en}, author = {Mulder, Martin and Roelofs, Eline}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WHGWHSRH 2317526:QY3L2P53}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CLL:en, \_C:Australia AUS, \_C:Austria AUT, \_C:Canada CAN, \_C:China CHN, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:Indonesia IDN, \_C:Italy ITA, \_C:Latvia LVA, \_C:Luxembourg LUX, \_C:Netherlands NLD, \_C:Saudi Arabia SAU, \_C:Spain ESP, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Turkey TUR, \_C:Ukraine UKR, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1, ⛔ No DOI found}, } @article{musarurwa_teaching_2011, title = {Teaching with and {Learning} through {ICTs} in {Zimbabwe}'s {Teacher} {Education} {Colleges}.}, url = {https://eric.ed.gov/?id=ED529913}, abstract = {The use of ICTs (information and communication technologies) in Zimbabwe’s teacher education colleges is of paramount importance. The teacher trainees have a dual role to play: learning through ICTs and also learning how to teach through them. Interestingly, the rate at which schools have embraced the use of ICTs is unprecedented, but this has not been matched with an equal effort by teacher education colleges and hence teacher trainees have been less exposed and trained in using such technologies. Evidently, this has created a mismatch between the need for teachers who are conversant with ICTs and e-learning and their availability. This paper stems from a pilot programme in which the author was an active participant. It reflects on efforts made to integrate ICTs into the teacher education curriculum and evaluates the impact that this programme will have on teacher education in Zimbabwe.}, language = {en}, journal = {US-China Education Review}, author = {Musarurwa, C}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SUIBMCP9 2317526:CRPHCLQS}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Mozambique, C:Zimbabwe, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:curriculum, F:learning, F:teaching, P:measurement, P:teacher education, P:teacher training, Q:ICT, Q:ODEL, Q:open learning, T:TVET, meta, publicImportV1, ⛔ No DOI found}, } @article{odora_employers_2011, title = {Employers' perceptions regarding the quality of technical education and training in {Southern} {Africa} : a case of the {Botswana} {Technical} {Education} {Programme}}, url = {https://jointbankfundlibrary.on.worldcat.org/oclc/1045432917}, language = {en}, author = {Odora, RJ}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SHVTNY2L 2317526:83BN2WMC LOCAL-jolis:1045432917}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Botswana, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:T, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{ogunniyi_context_2011, title = {The {Context} of {Training} {Teachers} to {Implement} a {Socially} {Relevant} {Science} {Education} in {Africa}}, doi = {10.1080/10288457.2011.10740721}, abstract = {The underlying assumption to this paper is that learners' ability to appreciate the relevance of school science and its importance to socio-economic development of their communities to a large extent depends on the quality of instruction they receive from their teachers. A popular conundrum is that no country is greater than the calibre of its teachers. However, a sort of Mathew's principle of the "haves" having more and the "have-nots" losing even what they do have tends to hold. Hence, learners of well-trained teachers tend to outperform those of poorly trained teachers on most tasks. A vivid example here in South Africa is the usual wide chasm between the matriculation results of learners from the former well-resourced Model C schools and those (with few exceptions due to massive support) from the previously disadvantaged schools. In pursuit of relevance many African political leaders and policy makers have called on teacher training institutions to produce teachers who are capable of making school science relevant to learners' home environment. This paper reports an attempt that has been made to equip teachers in such a way that makes science accessible, interesting and complementary to learners' indigenous knowledge and life worlds in general.}, language = {en}, journal = {African Journal of Research in Mathematics, Science and Technology Education}, author = {Ogunniyi, Meshach B.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10288457.2011.10740721 10/gf62k6 2129771:E4TZHI8E 2317526:ZTRC6VUX DOI-10.1080/10288457.2011.10740721}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:access, F:attitude, F:policy, F:teaching method, P:culture, P:economy, P:environment, P:measurement, P:social, P:teacher education, P:teacher training, P:teachers, R:case study, T:Training, T:trainee, Z:African Culture, Z:Case Studies, Z:Course Content, Z:Cultural Context, Z:Culturally Relevant Education, Z:Disadvantaged Schools, Z:Educational Change, Z:Educational Quality, Z:Foreign Countries, Z:Indigenous Knowledge, Z:Interdisciplinary Approach, Z:Relevance (Education), Z:Science Education, Z:Science Instruction, Z:Scientific Principles, Z:Social Problems, Z:Teacher Attitudes, Z:Teacher Education, Z:Teacher Effectiveness, Z:Teaching Methods, Z:Western Civilization, publicImportV1}, } @article{openjuru_lifelong_2011, title = {Lifelong learning, lifelong education and adult education in higher institutions of learning in {Eastern} {Africa}: {The} case of {Makerere} {University} {Institute} of {Adult} and {Continuing} {Education}}, url = {http://www.tandfonline.com/doi/abs/10.1080/02601370.2011.538182}, doi = {10.1080/02601370.2011.538182}, abstract = {This paper advocates for policy recognition of lifelong learning by institutions of higher learning and governments in Eastern Africa. Lifelong learning and lifelong education are two concepts that aim at widening access to and the participation of adult learners in the acquisition of new knowledge, skills, values and attitudes. There are many reasons for advocating for lifelong learning and education in higher institutions of learning in Eastern Africa. Firstly, the demand for higher education in Eastern Africa has increased phenomenally. Secondly, the need to cope with this fast-changing world calls for a continuous acquisition of new knowledge, skills and attitude. This paper looks at the concepts of lifelong learning (LLL) and lifelong education (LLE) in relation to the changes that are affecting the provision of universitybased learning opportunities for non-traditional students in Eastern Africa, with examples from Makerere University Institute of Adult and Continuing Education in Uganda. In looking at the concepts of LLL and LLE, other concepts of lifewide learning and the learning society are also discussed. Adult learning and adult education are discussed as concepts that are used by adult educators in Eastern Africa with very limited understanding of what they really mean. The confusion in the use of these emerging and popular concepts in Eastern Africa is discussed. The paper presents some recommendations for higher institutions of learning in Eastern Africa to develop a clear understanding of and embrace lifelong learning. © 2011 Taylor \& Francis.}, language = {en}, journal = {International Journal of Lifelong Education}, author = {Openjuru, , G.L.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02601370.2011.538182 10/cfzbzf 2129771:KVUATX45 2317526:GKNW4U5H}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:eastern Africa, CA:AandC, CL:de, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:access, F:attitude, F:learning, F:policy, F:teaching, P:measurement, P:teachers, Q:adult education, Q:distance education, Q:higher education, Q:lifelong learning, R:case study, T:continuing education, Z:Adult Education, Z:Adult Educators, Z:Adult Learning, Z:Adult Students, Z:Adult education, Z:African Studies, Z:Case Studies, Z:Concept Teaching, Z:Continuing Education, Z:Continuing education, Z:Definitions, Z:Distance Education, Z:Distance education, Z:Educational Opportunities, Z:Expansion of provision, Z:Foreign Countries, Z:Higher education, Z:Institutional Characteristics, Z:Knowledge, Z:Lifelong Learning, Z:Lifelong learning, Z:Nontraditional Students, Z:Teachers, \_C:Uganda UGA, publicImportV1}, } @article{saud_effective_2011, title = {Effective integration of information and communication technologies ({ICTs}) in technical and vocational education and training ({TVET}) toward knowledge management}, url = {http://www.academicjournals.org/journal/AJBM/article-abstract/11F54F315018}, abstract = {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 specializations, literature on the effective integration of ICTs into Technical and Vocational Education and Training (TVET) field is scarce and needs further exploration to highlight the TVETs’ level of requirement for ICTs integration. Therefore, this paper attempts to add to the available literature on ICTs integration in TVET by bringing out clearly; the need for effective integration of ICTs in TVET, factors influencing the effective integration of ICTs in TVET, overview of the challenges to the effective integration of ICTs in TVET. The paper concludes by recommending for a proper planning and management of ICTs resources in TVET.}, language = {en}, journal = {African Journal of Business Management}, author = {Saud, MS and Shu, B and Yasin, MAM}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EE3XZPBK 2317526:NA75GSZN UTI-AFAB05B4-BFD7-3894-BC00-E85602D62FDF}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:pedagogy, F:teaching, P:architecture, P:social, P:teacher education, P:technology, Q:ICT, R:meta-analysis, T:TVET, publicImportV1, ⛔ No DOI found}, } @inproceedings{wolfenden_supporting_2011, address = {Pretoria; Maputo, Mozambique}, title = {Supporting induction to the teaching profession for women in {Malawi}}, isbn = {978-1-77592-032-8}, shorttitle = {{DETA} {Conference} 2011 proceedings}, url = {http://www.deta.up.ac.za/archive2013/DETA%20ConferenceProceedings2011.PDF}, abstract = {Gender parity in primary and secondary education has yet to be achieved in many countries in sub-Saharan Africa, including Malawi. The presence of female teachers is recognised as positively impacting on girls’ enrolment and learning success, but in many rural areas in Malawi, there are few qualifi ed female teachers working in primary or secondary schools. This paper contributes to the current debates on how to address this gap in qualified female teacher recruitment and retention in rural areas. One suggested solution to breaking the cycle of low female achievement in rural areas is the use of distance education to prepare local women to become teachers in their own communities. In the programme reported on in this paper, aspiring female teachers are supported to take on the role of “learning assistants” in their local community primary schools while studying to achieve the qualifi cations necessary for application to a formal primary teacher training course. Using applications, interviews and workshop data from the early stages of the programme, the backgrounds and motivations of applicants to the programme are explored. The paper also discusses the implications for the design of this distance learning programme, emerging constraints on the achievement of programme intentions and areas for further study.}, language = {en}, booktitle = {{DETA} {Conference} 2011 proceedings}, publisher = {Unit for Distance Education, University of Pretoria ; Eduardo Mondlane University}, author = {Wolfenden, F. and Gallastegi, L and Chitsulo, J.}, year = {2011}, note = {OCLC: 1017393398 KerkoCite.ItemAlsoKnownAs: 2129771:M3GIEDXN 2249382:39M34HRW 2317526:78FDDIDF}, } @article{mwinzi_access_2010, title = {Access to and {Retention} of {Early} {School} {Leavers} in {Basic} {Technical} {Education} in {Kenya}}, url = {https://brill.com/view/book/edcoll/9789460912849/BP000017.xml}, doi = {10.1163/9789460912849_017}, abstract = {{\textless}section class="abstract"{\textgreater}{\textless}p{\textgreater}Basic Technical Education in Kenya is fundamental to industrialization and national development (MSPNP, 2007). The objective of the reforms in Kenya is to improve access, equity and the quality and relevance of education and training at all levels. This chapter considers the revitalization of Youth Polytechnics (YPs) as a strategic approach to the development of technical competences in Kenya, especially for out-of-school youth. The YPs, which were once derided, have now become popular because of rising unemployment and many technological challenges in the workplace. Learners are admitted from different educational backgrounds, including those who left primary or secondary school early. The chapter provides a historical overview of basic technical education in Kenya, along with an analysis of early school leaving, the renewal of YPs, the Technical Industrial Vocational and Entrepreneurship Training (TIVET) initiative and a discussion of the issue of gender disparity. It finishes with a consideration of the challenges and dilemmas, which remain, followed by conclusions and recommendations.{\textless}/p{\textgreater}{\textless}/section{\textgreater}}, language = {en}, urldate = {2020-02-02}, journal = {The Burden of Educational Exclusion}, author = {Mwinzi, Dinah Changwony and Kelemba, Joy Kasandi}, month = jan, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1163/9789460912849\_017 2129771:YDNNGQI6 2317526:3MNLL4EW}, pages = {241--256}, } @article{belwal_challenges_2010, title = {Challenges of {Curtin}-{AVU}-{AAU} {Distance} {Learning} {Program} in {Ethiopia}: {A} {Case} {Study}}, abstract = {Distance education programs are emerging globally in the form of joint ventures among higher educational institutions. This paper describes the research undertaken to explore one such joint venture program in business between Australian and African universities. This study utilizes both primary and secondary data gathered through a review of the literature, consultations with program administrators, interviews with faculty members, direct observations, and questionnaires administered to sample students. This case study explores factors affecting the program. Using quantitative and qualitative analytical tools, this study discusses the outcomes of the analyses to facilitate experiential learning. It finds that for students originating mainly from remote regions of Ethiopia, distance learning can offer good opportunities of receiving cost-effective, quality-education on their doorsteps. This experience could contribute immensely to the extension of such programs to other regions of the country. Although the joint venture reveals the potential of coordinated educational efforts, internal weaknesses and inefficiencies need serious attention to ensure the success of such initiatives in the future.}, language = {en}, journal = {MERLOT Journal of Online Learning and Teaching}, author = {Belwal, Rakesh and {Dawit Ayalew Kassa} and {Medhanie Gaim Asgedom}}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9ZJBUJR4 2317526:4T9GN28B}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Ethiopia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, F:outcomes, P:technology, Q:distance learning, Q:higher education, R:case study, R:interview, R:observation, R:qualitative, R:quantitative, R:questionnaire, T:distance learning program, Z:Alliances, Z:Distance learning, Z:Education reform, Z:Market entry, Z:Qualitative research, Z:Technological change, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @article{fortanier_sustainable_2010, title = {Sustainable tourism industry development in sub-{Saharan} {Africa}: {Consequences} of foreign hotels for local employment}, url = {https://www.sciencedirect.com/science/article/pii/S0969593109001449}, doi = {10.1016/j.ibusrev.2009.11.007}, abstract = {Abstract While foreign investment in the tourism industry is often considered important in stimulating sustainable development in least developed countries, empirical evidence is still scarce and ambiguous. Focusing on the social (employment) dimension of sustainable development, this paper analyses how foreign firms in the hotel industry influence the quantity of local employment (number of jobs) and its quality (skills). Using interview data with managers of 123 foreign and locally owned hotels in Mozambique, Tanzania and Ethiopia, we find that the simple scale effects of foreign hotels in least developed countries are positive. However, rather than contributing to local human capital via training, foreign firms instead prefer to hire well-trained employees from local hotels. We explore the implications of such reverse knowledge transfer for policy makers in least developed countries.}, language = {en}, journal = {International Business Review}, author = {Fortanier, Fabienne and Wijk, Jeroen van}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ibusrev.2009.11.007 10/fr7twp 2129771:246R5SBJ 2317526:WVC4V7D3 LOCAL-DOI:10.1016/j.ibusrev.2009.11.007}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, AA:Africa, C:Ethiopia, C:Mozambique, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:policy, F:pro-poor, P:services, P:social, P:tourism, R:interview, T:Training, T:trainee, Z:Employment, Z:Foreign direct investment, Z:International hotel industry, Z:Knowledge transfer, Z:Pro-poor tourism, Z:Services, Z:Sustainable development, publicImportV1}, } @misc{government_of_botswana_revised_2010, title = {Revised {National} {Youth} {Policy}}, language = {English}, urldate = {2018-11-28}, author = {{Government of Botswana}}, year = {2010}, note = {UA-10998dbb-5050-4624-951a-223039ab87a1 KerkoCite.ItemAlsoKnownAs: 2129771:HEMKTILZ 2317526:BKRPWCAB}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1}, } @incollection{kelemba_case_2010, title = {Case study for integrating education for sustainable development in model youth polytechnics in {Kenya}}, url = {https://www.skillsforemployment.org/edmsp1/groups/skills/documents/skpcontent/mwdf/mdaz/~edisp/fm11g_003013.pdf}, urldate = {2020-02-02}, author = {Kelemba, Joy Kasandi}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:36AESCB2 2317526:V923L3JH}, } @article{king_chinas_2010, title = {China's cooperation in education and training with {Kenya}: {A} different model?}, url = {https://www.sciencedirect.com/science/article/pii/S0738059310000362}, doi = {10.1016/j.ijedudev.2010.03.014}, abstract = {Abstract This is the first detailed study of the character and particularity of China's rapidly growing education and training cooperation with Kenya. Set against the 50-year history of Kenya's engagement with China, it pays special attention to the human resources targets of the Forum for China–Africa Cooperation (FOCAC) from 2000. It argues that the growing popularity of China as a destination for both short- and long-term training for Kenyans, and the increasing interest by Kenyans in learning Chinese, cannot be separated from the wider involvement of China in Kenya's infrastructure development, the growth of Chinese business and foreign direct investment, and Chinese migration to East Africa.}, language = {en}, journal = {International Journal of Educational Development}, author = {King, Kenneth}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.03.014 10/fczrfd 2129771:N3FZ3A25 2317526:ZNRL39CJ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:learning, F:pay, T:Training, Z:African training in China, Z:China's education targets, Z:China–Africa, Z:China–Kenya, Z:Chinese aid, Z:Confucius Institutes, Z:Forum for China–Africa Cooperation, publicImportV1}, } @article{lee_partnerships_2010, title = {Partnerships with industry for efficient and effective implementation of {TVET}}, url = {http://www.academia.edu/download/30906645/ijvet17(2).pdf#page=39}, abstract = {This article focuses on partnership with industry as a means to efficiently and effectively implement technical and vocational education and training (TVET). Specifically, this article examines the situation in Africa, which is suffering from a chronic lack of skilled workforces both quantitatively and qualitatively. It outlines applicable six strategies to strengthen partnerships in TVET: (1) the industry’s involvement in the development and expansion of TVET, (2) a 60+40 training system to increase efficiency and productivity, (3) introducing national technology qualification (NTQ) system, (4) systemizing lifelong TVET, (5) TVET’s strategic transition, and (6) establishing regulatory and systemic framework. In addition, it displays an overview of partnership-based TVET system, which is a combination of the six strategies.}, language = {en}, journal = {International Journal of Vocational Education and Training}, author = {Lee, J}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GRLB4Y43 2317526:AVZ9A8SE UTI-6ADD4FC1-2383-305A-A941-0CBC2A5A6CC8}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Ethiopia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:policy, Q:distance learning, R:evaluation, T:Ausbildung, T:Educação profissionalizante, T:TVET, T:firm-based training, publicImportV1, ⛔ No DOI found}, } @book{mucauque_techniklehrerausbildung_2010, title = {Techniklehrerausbildung in {Mosambik}: {Berufsausbildung} in {Mosambik} unter {Berücksichtigung} der technischen {Lehrerausbildung} an der {Pädagogischen} {Universität} {Maputo}}, publisher = {Südwestdeutscher Verlag für Hochschulschriften}, author = {Mucauque, Francisco}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VBTZ29F2 2317526:42AMMUS8}, } @article{nartker_increasing_2010, title = {Increasing health worker capacity through distance learning: a comprehensive review of programmes in {Tanzania}}, url = {https://human-resources-health.biomedcentral.com/articles/10.1186/1478-4491-8-30}, doi = {10.1186/1478-4491-8-30}, language = {en}, journal = {Human Resources for Health}, author = {Nartker, AJ and Stevens, L}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1478-4491-8-30 10/cjvg5z 2129771:FM2TGKY8 2317526:2P6XH38Y}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:motivation, P:health, Q:distance learning, T:Training, T:career, T:continuing education, publicImportV1}, } @article{smith_distance_2010, title = {'{Distance} learning' or 'learning at a distance'? {Case} study of an education initiative to deliver an in‐service bachelors degree in {Zambia}}, url = {https://www.tandfonline.com/doi/abs/10.1080/14703291003718950}, doi = {10.1080/14703291003718950}, abstract = {In 1998, as part of what was then Zambia’s Department of Technical Education and Vocational Training’s (DTEVT) human resources capacity building initiative, under the Ministry of Science, Technology and Vocational Training (MSTVT), donor funding was secured to provide degree-level training for key teachers and managers within the technical education and vocational education and training (TEVET) system. However, the lack of degree-level courses designed for TEVET personnel at both of Zambia’s universities prevented progress. This situation has disadvantaged TEVET staff and for years has limited their professional development. To address this, a pilot project involving a British Higher Education Institution delivering a degree programme, in-country and in-service (part-time), was proposed by senior DTEVT staff. Some seven years after the commencement of this programme and with three cohorts having successfully been completed, this paper examines some of the key issues in delivery of the programme over the years and reflects on significant events that have influenced the programme’s development and are likely to continue to impact on its future direction. Keywords: blended learning; distance learning; e-learning; international development; professional development; TVET (technical and vocational education and training)}, language = {en}, journal = {Innovations in Education and Teaching International}, author = {Smith, CJ}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/14703291003718950 10/bcfqp9 2129771:XXF7GLXP 2317526:AFAZ37Q6}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Zambia, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, P:service industry, Q:degree, Q:distance learning, Q:open learning, R:case study, T:TVET, publicImportV1}, } @book{maclean_international_2009, title = {International {Handbook} of {Education} for the {Changing} {World} of {Work}: {Bridging} {Academic} and {Vocational} {Learning}}, isbn = {978-1-4020-5281-1}, shorttitle = {International {Handbook} of {Education} for the {Changing} {World} of {Work}}, abstract = {The aim of this Handbook is to review the developments that have occurred in Technical and vocational education and training (TVET) and that may help improve the field. The Handbook provides information on TVET models that occur in different parts of the world; reflects best and innovative practice; and, wherever possible, uses case studies as examples. The 220 authors are representative of the various regions of the world and major international organisations involved in TVET. This volume presents the work of established researchers as well as the work of promising young researchers. Intended as the universally-accepted resource for the field, the Handbook provides a comprehensive coverage of cutting edge developments in research, policy and practice in TVET within a single source. It will assist those involved in TVET at any level in making informed decisions and further advance and improve the field and to bridge the gap between vocational and academic education in the 21st century.}, language = {en}, publisher = {Springer Science \& Business Media}, author = {Maclean, Rupert and Wilson, David}, month = jun, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A8GV4XU8 2317526:PQDLDLV5}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:SSA, A:West Africa, C:South Africa, CLL:en, Education / Adult \& Continuing Education, Education / Counseling / Career Development, Education / Vocational, \_C:Ghana GHA, publicImportV1}, } @misc{noauthor_ausbeignv_2009, title = {{AusbEignV} 2009 - nichtamtliches {Inhaltsverzeichnis}}, url = {https://www.gesetze-im-internet.de/ausbeignv_2009/index.html}, urldate = {2020-08-08}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:34KXM2SC}, } @incollection{ahadzie_traditional_2009, title = {The {Traditional} {Informal} {Apprenticeship} {System} of {West} {Africa} as {Preparation} for {Work}}, isbn = {978-1-4020-5280-4 978-1-4020-5281-1}, url = {https://link.springer.com/chapter/10.1007/978-1-4020-5281-1_17}, abstract = {The traditional apprenticeship system in West Africa is gradually beginning to attract increasing interest not only for academic research and in professional disciplines but also as an active policy issue. This is not surprising given that this system has proved to be an enduring and an effective source of skills for much of West Africa. But its resilience is also attributable to its positive association with the equally pervasive informal sector of West African economies. Perhaps a more engaging argument for the resurgence of interest in traditional apprenticeship is the inability of formal systems to deliver the types of skills that are required to ensure employability of the ever-increasing new labour market entrants and to contribute to overall poverty reduction (Fluitman 2005).}, language = {English}, urldate = {2018-08-13}, booktitle = {International {Handbook} of {Education} for the {Changing} {World} of {Work}}, publisher = {Springer, Dordrecht}, author = {Ahadzie, William}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HW8FMXWG 2317526:QZSNPL97}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, HDR25, Informal, West Africa, publicImportV1}, pages = {261--275}, } @phdthesis{andrade_transicao_2009, type = {{PhD} {Thesis}}, title = {A transição escola-trabalho em {Cabo} {Verde}: os sentidos da formação profissional para os jovens de baixa renda}, url = {http://www.teses.usp.br/teses/disponiveis/48/48134/tde-31082010-095830/publico/MARIA_ODETE.pdf}, language = {Portuguese}, school = {Universidade de São Paulo}, author = {Andrade, Maria Odete dos Reis de and {others}}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WZYIC97I 2317526:WTKVWRR4}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:Cape Verde, CLL:pt, publicImportV1}, } @techreport{awe_assessment_2009, address = {Association of Researchers in Construction Management, ARCOM}, title = {An assessment of education and training needs of skilled operatives within the {Nigerian} construction industry.}, author = {Awe, EM and Stephenson, P and Griffith, A}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F6BBEVX5 2317526:CCVSVCVC 2317526:QTTKUAZA LOCAL-SCOPUS\_ID:84861048497}, } @incollection{de_largentaye_vocational_2009, title = {Vocational {Training} and the {Informal} {Economy}}, url = {ttp://www.oecd.org/dataoecd/27/5/43280323.pdf}, language = {en}, booktitle = {Promoting {Pro}-poor {Growth}: {Employment}}, publisher = {OECD}, author = {de Largentaye, Armand Rioust}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AQ52QKNA 2249382:6W7QCQM3 2317526:QEWPC9EW}, keywords = {⛔ No DOI found}, } @misc{government_of_mauritius_mauritius_2009, title = {Mauritius {Qualifications} {Authority} {Regulations}}, url = {http://www.mqa.mu/English/Documents/Regulation%20Framework/MQA%20_Registration_%20Regulations%202009.pdf}, urldate = {2018-11-28}, author = {{Government of Mauritius}}, year = {2009}, note = {UA-a7bf47b4-b025-424a-a429-028915fdc73b KerkoCite.ItemAlsoKnownAs: 2129771:D46XUULN 2317526:PBTDF8EP}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Mauritius, Qualification Framework, publicImportV1}, } @misc{government_of_south_africa_nqf_2009, title = {{NQF} {Act} nº67, 2008 - {National} {Qualifications} {Framework}}, url = {https://www.gov.za/sites/default/files/31909_167.pdf}, abstract = {To provide for the National Qualifications Framework; to provide for the responsibilities of the Minister of Education and the Minister of Labour; to provide for the South African Qualifications Authority; to provide for Quality Councils; to provide for transitional arrangements; to repeal the South African Qualifications Authority Act, 1995; and to provide for matters connected therewith.}, language = {English}, urldate = {2018-11-28}, author = {{Government of South Africa}}, year = {2009}, note = {UA-d4ff8ae5-bccd-42b5-9b9d-185af4304c87 KerkoCite.ItemAlsoKnownAs: 2129771:4H3DWEXY 2317526:RJ6IDATN}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, Qualification Framework, publicImportV1}, } @techreport{hartl_technical_2009, type = {Paper presented at the {FAO}-{IFAD}-{ILO} {Workshop} on {Gaps}, trends and current research in gender dimensions of agricultural and rural employment: differentiated pathways out of poverty}, title = {Technical and vocational education and training ({TVET}) and skills development for poverty reduction – do rural women benefit?}, url = {http://fao-ilo.org/fileadmin/user_upload/fao_ilo/pdf/Papers/25_March/Hartl-formatted_01.pdf}, abstract = {This paper discusses technical and vocational education and training (TVET) as well as skills development in rural areas, mainly pertaining to agriculture and related activities and explores existing gender differences. TVET has suffered from a focus on basic, and especially primary education, which led to the neglect of post-basic education and training and their non-inclusion in the UN Millennium Development Goals. Recently, there has been a renewed interest in training and skills development because of increased evidence that a minimalist approach to microfinance for poverty reduction and enterprise development did not lead to sustainable growth. The paper argues that many training interventions do not cater for the specific needs of women who are under-represented in formal training programmes and often directed towards typical female occupations. It reviews vocational and skills training in several IFAD supported programmes and explores how these target the poor and most vulnerable and to what extend gender differences in training provision, methodology, training content and transition to labour markets have been taken into account.}, language = {en}, institution = {International Fund for Agricultural Development, Italy}, author = {Hartl, Maria}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7G6G9RSM 2317526:NYMGZ267}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Botswana, C:Senegal, C:Seychelles, C:Zimbabwe, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:gender, F:policy, F:women, Q:primary education, T:Ausbildung, T:TVET, T:trainee, \_C:Ghana GHA, gender, publicImportV1}, } @incollection{kitainge_challenges_2009, title = {Challenges of {Training} {Motor} {Vehicle} {Mechanics} for {Changing} {World} {Contexts} and {Emergent} {Working} {Conditions}: {Cases} of {Kenya} and {Australia}}, isbn = {978-1-60566-739-3 978-1-60566-740-9}, url = {http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-60566-739-3}, abstract = {This chapter is an extract from a study that examined how institute-based automotive training in the retail, service and repair (RS\&R) sector could be made more responsive and effective to the changes in workplace demands and new technology. It dealt with the promotion of vocational relevance in the training of motor mechanics in the contexts of a changing world and emergent working conditions. It was an applied learning study that followed a comparative case study research design aimed at advancing reciprocal lessons between the two regions of Kenya and State of Victoria, Australia. The research was propelled by the fact that technology used in this area is now changing faster than at any other time in modern history and is impacting upon most of the human lifestyles. This chapter deals with a summary of the main issues that were researched. Specifically the chapter deals with relevance of institute-based automotive training, stakeholders’ involvement in programs development, and program transfer from one region to another: and learning for work and at workplace. It highlights the views if trainers, trainees and industry practitioners on equity in program development, relevance to workplace requirements and ownership of the automotive training programs. It was found that Australian trainers felt somehow sidelined in the program design while the Kenyan trainers complained of being left alone by relevant industry in the program development venture. None of these two cases produces optimal results since participation in program design should be equitably distributed among the stakeholders.}, urldate = {2020-02-02}, booktitle = {Handbook of {Research} on {E}-{Learning} {Applications} for {Career} and {Technical} {Education}: {Technologies} for {Vocational} {Training}}, publisher = {IGI Global}, author = {Kitainge, Kisilu M}, collaborator = {Wang, Victor X.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MNBV5CPB 2317526:AH6ZLJYB}, } @article{kreitzer_social_2009, title = {Social {Work} in {Ghana}: {A} {Participatory} {Action} {Research} {Project} {Looking} at {Culturally} {Appropriate} {Training} and {Practice}}, doi = {10.1080/02615470802109973}, abstract = {Social work emerged in the western world, particularly in the USA and the United Kingdom, at the turn of the twentieth century. Western social welfare systems were introduced to other countries through the colonial empires of the nineteenth and twentieth centuries and social work training reflected these systems. However, many of these countries have revised their curricula to make them more culturally appropriate while others are still in this process. This article highlights issues concerning social work education and training in Ghana, West Africa through a Participatory Action Research project. Themes emerging concerning the present curriculum, the professional association and social work in Ghana are presented. Action plans instigated from this project are described, ending with a future challenge for social work in Africa.}, language = {en}, journal = {Social Work Education}, author = {Kreitzer, Linda and Abukari, Ziblim and Antonio, Patience and Mensah, Johanna and Kwaku, Afram}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02615470802109973 10/cr52q8 2129771:TFSF8YSL 2317526:TCEBIBJZ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:West Africa, CA:AandC, CCZ:Ghana, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:curriculum, P:culture, P:social, T:Ausbildung, Z:Localization, Z:Participatory Action Research, Z:Social Work, Z:Social Work Curriculum, \_C:Ghana GHA, publicImportV1}, } @article{mcgrath_vocational_2009, title = {Vocational {Education} and {Training} for {Sustainability} in {South} {Africa}: {The} {Role} of {Public} and {Private} {Provision}}, doi = {10.1016/j.ijedudev.2008.09.008}, abstract = {Written in the twilight of the Mbeki Presidency, this paper considers the role that skills development has in the sustainability of the South African political-economic project. It explores some of the disarticulations of public policy and argues that these both undermine public sector delivery and open up opportunities for private provision to be, under certain circumstances, more responsive to the challenges of national development. We argue that there is a possibility that the state could work more smartly with both sets of providers. Crucially, however, this would necessitate working more smartly within itself. This was a major plank of the Mbeki strategy but it has failed conspicuously with regard to the Education-Labour relationship. Whether a new President can achieve a radical reworking of this relationship may be an important indicator of the viability of any new development project. (Contains 1 table.)}, language = {en}, journal = {International Journal of Educational Development}, author = {McGrath, Simon and Akoojee, Salim}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2008.09.008 10/bnnh2c 2129771:L24MHEVT 2317526:PHJKJ53J}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:attitude, F:pay, F:policy, P:economy, P:social, T:TVET, Z:Economic Development, Z:Educational Development, Z:Foreign Countries, Z:Political Attitudes, Z:Politics, Z:Presidents, Z:Public Policy, Z:Public Sector, Z:Role, Z:Skill Development, Z:Sustainable Development, Z:Vocational Education, publicImportV1}, } @article{palmer_formalising_2009, title = {Formalising the informal: {Ghana}'s {National} {Apprenticeship} {Programme}}, volume = {61}, issn = {1363-6820, 1747-5090}, shorttitle = {Formalising the informal}, url = {http://www.tandfonline.com/doi/abs/10.1080/13636820902820048}, doi = {10.1080/13636820902820048}, language = {en}, number = {1}, urldate = {2019-03-10}, journal = {Journal of Vocational Education \& Training}, author = {Palmer, Robert}, month = mar, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13636820902820048 10/ft4gr7 2129771:GL45HCQQ 2249382:5XAD4H45 2317526:47VFE747}, pages = {67--83}, } @book{wang_handbook_2009, title = {Handbook of {Research} on {E}-{Learning} {Applications} for {Career} and {Technical} {Education}: {Technologies} for {Vocational} {Training}}, isbn = {978-1-60566-739-3 978-1-60566-740-9}, shorttitle = {Handbook of {Research} on {E}-{Learning} {Applications} for {Career} and {Technical} {Education}}, url = {http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-60566-739-3}, urldate = {2020-02-02}, publisher = {IGI Global}, editor = {Wang, Victor X.}, year = {2009}, doi = {10.4018/978-1-60566-739-3}, note = {KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-60566-739-3 2129771:V24DHUGB 2317526:6TJZE4G6}, } @inproceedings{noauthor_actes_2008, title = {Actes du colloque international {RAIFFET} de {Hammamet} en {Tunisie}}, url = {https://raiffet.org/actes-colloque-international-raiffet-de-hammamet-tunisie-15-18-avril-2008/}, abstract = {Éducation technologique, formation professionnelle et lutte contre la pauvreté Adel Bouras, Jean Sylvain Bekale Nze, Jacques Ginestié, Bernard Hostein éditeurs Sous le patronage de Monsieur le Ministre de l’Enseignement Supérieur, de la Recherche Scientifique et de la Technologie de la République Tunisienne; Organisation des Nations Unies pour l’Éducation, la Science et la Culture United Nations for Éducation, Science and Culture Organisation Partenaires Il a été …}, language = {fr}, urldate = {2020-02-02}, booktitle = {{RAIFFET}}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JA24BTZW 2317526:RNG9TXQE}, keywords = {⛔ No DOI found}, } @article{ajuwon_level_2008, title = {The level of {Internet} access and {ICT} training for health information professionals in sub‐{Saharan} {Africa}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2007.00758.x}, doi = {10.1111/j.1471-1842.2007.00758.x}, abstract = {Background: Information and Communication Technologies (ICTs) are important tools for development. Despite its significant growth on a global scale, Internet access is limited in sub‐Saharan Africa (SSA). Few studies have explored Internet access, use of electronic resources and ICT training among health information professionals in Africa. Objective: The study assessed Internet access, use of electronic resources and ICT training among health information professionals in SSA. Methods: A 26‐item self‐administered questionnaire in English and French was used for data collection. The questionnaire was completed by health information professionals from five Listservs and delegates at the 10th biannual Congress of the Association of Health Information and Libraries in Africa (AHILA). Results: A total of 121 respondents participated in the study and, of those, 68\% lived in their countries’ capital. The majority (85.1\%) had Internet access at work and 40.8\% used cybercafes as alternative access points. Slightly less than two‐thirds (61.2\%) first learned to use ICT through self‐teaching, whilst 70.2\% had not received any formal training in the previous year. Eighty‐eight per cent of respondents required further ICT training. Conclusions and recommendations: In SSA, freely available digital information resources are underutilized by health information professionals. ICT training is recommended to optimize use of digital resources. To harness these resources, intergovernmental and non‐governmental organizations must play a key role.}, language = {en}, journal = {Health Information \& Libraries Journal}, author = {Ajuwon, A A and Rhine, L}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2007.00758.x 10/cqtp85 2129771:WT4HUTHS 2317526:2XSPMRJE}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Central Africa, A:East Africa, A:Sub-Saharan Africa, A:West Africa, C:Kenya, C:South Africa, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, P:electro, P:health, P:service industry, Q:ICT, Q:distance learning, T:Ausbildung, T:Training, \_\_C:filed:1, publicImportV1}, } @techreport{bananuka_mapping_2008, type = {Working document}, title = {Mapping {Non}-formal {Education} at {Post}-primary {Educational} {Level} in {Uganda}}, url = {http://cees.mak.ac.ug/sites/default/files/publications/Session.pdf}, abstract = {1. This paper explores various cases of non-formal education at post-primary education level in Uganda with special focus on the analysis of the context of NFE provision and the curriculum. Other issues explored included educator training, materials development, teaching and learning methods, policy development and implementation, the relationship with formal education, linkages with work and employment and issues of sustainability and continuity. 2. The study findings suggest that Non-formal Education at post-primary education level is run on a rather ad hoc basis without clearly defined structures save for the recent initiatives in Community Polytechnics. Much as various policy documents and statements advocate for the integration of Non-Formal Education into the PPE level and the education system as a whole, the policy statements lack proper follow up and coherence. This is a contrast to government’s commitment to international protocols and proclamations on EFA – a position that would have seen NFE clearly streamlined in the entire education system. 3. Despite the lack of a policy framework to direct Non-Formal Education at PPE level, a number of advancements in terms of policies have been made. These include the draft Education Bill for educationally disadvantaged children at primary level and the adoption of a modularized curriculum for Community Polytechnics. These advancements however have not come easy as government has over time backtracked on the issue of Non-Formal Education particularly at PPE level. 4. Notable challenges still facing Non-Formal Education in Uganda include lack of specialized training for trainers, limited funding for the education sector which renders NFE a none priority and lack of policy framework to regulate and inform NFE as an alternative route to PPE in the country among others.}, language = {en}, author = {Bananuka, T and Katahoire, AR}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EA9BUVQ7 2317526:UGSJKI92}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, Q:PhD, Q:community education, Q:primary education, T:TVET, T:company-based training, \_C:Uganda UGA, publicImportV1, ⛔ No DOI found}, } @article{bergman_assessing_2008, title = {Assessing the impact of the trauma team training program in {Tanzania}}, doi = {10.1097/ta.0b013e318184a9fe}, abstract = {BACKGROUND:: In sub-Saharan Africa, injury is responsible for more deaths and disability-adjusted life years than AIDS and malaria combined. The trauma team training (TTT) program is a low-cost course designed to teach a multidisciplinary team approach to trauma evaluation and resuscitation. The purpose of this study was to assess the impact of TTT on trauma knowledge and performance of Tanzanian physicians and nurses; and to demonstrate the validity of a questionnaire assessing trauma knowledge. METHODS:: This is a prospective study of physicians and nurses from Dar es Salaam undergoing TTT (n ≤ 20). Subjects received a precourse test and, after the course, an alternate postcourse test. The equivalence and construct validity of these 15-item multiple-choice questionnaires was previously demonstrated. After the course, subjects were divided into four teams and underwent a multiple injuries simulation, which was scored with a trauma resuscitation simulation assessment checklist. A satisfaction questionnaire was then administered. Test data are expressed as median score (interquartile ratio) and were analyzed with the Wilcoxon's signed rank test. RESULTS:: After the TTT course, subjects improved their scores from 9 (5-12) to 13 (9-13), p ≤ 0.0004. Team performance scores for the simulation were all {\textgreater}80\%. Seventy-five percent of subjects were very satisfied with TTT and 90\% would strongly recommend it to others and would agree to teach future courses. CONCLUSIONS:: After completion of TTT, there was a significant improvement in trauma resuscitation knowledge, based on results from a validated questionnaire. Trauma team performance was excellent when assessed with a novel trauma simulation assessment tool. Participants were very supportive of the course. © 2008 by Lippincott Williams \& Wilkins.}, language = {en}, journal = {Journal of Trauma - Injury, Infection and Critical Care}, author = {Bergman, Simon and Deckelbaum, Dan and Lett, Ronald and Haas, Barbara and Demyttenaere, Sebastian and Munthali, Victoria and Mbembati, Naboth and Museru, Lawrence and Razek, Tarek and Razek, Tarek}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1097/ta.0b013e318184a9fe 10/bzcnz5 2129771:4RXGG6YM 2317526:3CVSJFSZ}, keywords = {-FullBiblioUHMLgen, -RRQ:M:final, A:Sub-Saharan Africa, C:Tanzania, CA:AandC, CCZ:Tanzania, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:Improvement, F:assessment, F:disability, P:media, P:nurse, R:evaluation, R:impact, R:questionnaire, T:Training, Z:Education, Z:Team assessment, Z:Trauma team training, \_\_C:filed:1, publicImportV1}, } @article{davis_strengthening_2008, title = {Strengthening {Agricultural} {Education} and {Training} in sub-{Saharan} {Africa} from an {Innovation} {Systems} {Perspective}: {A} {Case} {Study} of {Mozambique}}, volume = {14}, issn = {1389-224X, 1750-8622}, shorttitle = {Strengthening {Agricultural} {Education} and {Training} in sub-{Saharan} {Africa} from an {Innovation} {Systems} {Perspective}}, url = {http://www.tandfonline.com/doi/abs/10.1080/13892240701820371}, doi = {10.1080/13892240701820371}, abstract = {This paper examines how post-secondary agricultural education and training (AET) in sub-Saharan Africa can contribute to agricultural development by strengthening the capacity to innovate*to introduce new products and processes that are socially or economically relevant to smallholder farmers and other agents. Using the AET system in Mozambique as a case study, this paper examines the role of AET within the context of an agricultural innovation system. This innovation systems perspective offers an analytical framework to examine technological change in agriculture as a complex process of interactions among diverse actors who generate, exchange, and use knowledge, conditioned by complex social and economic institutions. The paper argues that while AET is conventionally viewed as key to the development of human capital, it also has a vital role to play in building the capacity of organizations and individuals to transmit and adapt information, products and processes, and new organizational cultures and behaviors. The paper emphasizes the importance of improving AET systems by strengthening the capabilities of organizations and professionals; changing organizational cultures, behaviors, and incentives; and building innovation networks and linkages. The paper offers several recommendations to enhance the effectiveness of AET for agricultural innovation and development. Key reforms include aligning the mandates of AET organizations with national development aspirations; inducing change in the cultures of AET organizations through the introduction of educational programs and linkages beyond the AET system; and enhancing innovative individual and organizational capacity by improving incentives to forge stronger links between AET and other stakeholders.}, language = {en}, number = {1}, urldate = {2020-05-28}, journal = {The Journal of Agricultural Education and Extension}, author = {Davis, Kristin E. and Ekboir, Javier and Spielman, David J.}, month = mar, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13892240701820371 2129771:7AALDQP9 2317526:TVHHVXIS}, pages = {35--51}, } @techreport{gaidzanwa_gender_2008, title = {Gender {Issues} in {Technical} and {Vocational} {Education} and {Training}}, url = {https://unevoc.unesco.org/e-forum/Session%205A%20Doc%202%20Gaidzanwa%20ENG.pdf}, abstract = {This paper argues that post primary education in Africa is uneven, biased by gender, location, class and region, resulting in the illiteracy of the majority of girls and women in Africa. A minority of African adolescents undertakes secondary schooling. The majority have little foundation for building on technical, vocational education and training, making technical, vocational education and training the preserve of a few, usually elite students. The rest of adolescents drop out of school and join the informal sector or work on family farms, enterprises and domestic domains with little systematic training. Girls and poor boys start working as early as age five and their schooling has to be undertaken together with unpaid family labour. Boys’ mobility allows them to earn better incomes while girls usually marry early, fall pregnant and have children, resulting in their occupational immobility. Educated adolescents acquire skilled and better-paid jobs with bright career prospects while poorly educated and illiterate adolescents secure poorly paid, easy entry easy exit jobs usually in the informal sector. The global sex industry has emerged a source of employment for young female adolescents who may be trafficked or recruited voluntarily for sex work in Europe, Australia, the United States and Canada. HIV and AIDS are threats to adolescents especially in Southern Africa where they may head households after being orphaned. Orphaned and other poor and vulnerable adolescents are at risk of infection with HIV, dropping out of school, entering the labour force too early and falling sick with overwork in poor quality jobs with meager wages. The paper argues for provision of good quality formal and non-formal primary and some secondary and TVET for adolescents in Africa, especially for girls and poor boys in countries where barriers to schooling are high. The paper cites specific types of TVET which have been implemented in various countries, suggesting that secondary schooling, both formal and informal, be placed on a continuum and restructured to incorporated both formal and non-formal education, be made more accessible to poor, female, vulnerable and other adolescents and enable all students to choose any route to education and to ensure that there is equivalence, comparability and satisfactory quality in all types of education. The content of such TVET must suit the interests and life situations of the adolescents to make it relevant, effective and appropriate for generating decent levels of income and livelihoods for different types of adolescents.}, language = {en}, author = {Gaidzanwa, RB}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CWR9J8Z4 2317526:6GINJEJR}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, A:West Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, F:gender, F:girl, F:pay, F:women, P:culture, P:nature, Q:distance learning, Q:primary education, T:Educação profissionalizante, T:TVET, T:vocational school, \_C:Ghana GHA, publicImportV1}, } @misc{government_of_uganda_btvet_2008, title = {{BTVET} {Act} - {Business}, {Technical}, {Vocational} {Education} {Act} and {Training} {Act}}, url = {http://www.unche.or.ug/wp-content/uploads/2014/11/BVET-Act-20081.pdf}, urldate = {2018-12-20}, author = {{Government of Uganda}}, year = {2008}, note = {UA-3bb9182e-8e45-4a62-accc-6e180fb22c9f KerkoCite.ItemAlsoKnownAs: 2129771:3TVXXDG8 2317526:EL3XYKS7}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, publicImportV1}, } @incollection{greinert_steuerungsformen_2008, title = {Steuerungsformen von {Erwerbsqualifizierung} und die aktuelle {Perspektive} europäischer {Bildungspolititk}}, booktitle = {Reihe {Jugend} und {Arbeit} - {Positionen}, {Bertelsmann} {Stiftung}}, author = {Greinert, W}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A9TNUVLU 2317526:29656KJ3}, } @article{kahyarara_returns_2008, title = {The returns to vocational training and academic education: {Evidence} from {Tanzania}}, volume = {36}, shorttitle = {The returns to vocational training and academic education}, url = {https://www.sciencedirect.com/science/article/abs/pii/S0305750X08001605}, doi = {10.1016/j.worlddev.2007.11.011}, abstract = {In this paper we ask what can account for the continuing strong preference for academic education in Africa where the level of development is so low and there are few wage jobs and which form of educational investment, the academic or vocational, is most profitable. We argue that the answers to these questions are linked through the shape of the earnings function and the importance of firm effects. High levels of academic education have far higher returns than those available either from vocational or lower levels of academic. However at lower levels the vocational return can exceed the academic.}, number = {11}, urldate = {2018-09-11}, journal = {World Development}, author = {Kahyarara, Godius and Teal, Francis}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2007.11.011 10/dv4nwz 2129771:89TV2XR9 2317526:A9PEUINX}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Tanzania, CA:AandC, CC:Tanzania, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:T, P:manufacture, T:TVET, T:Training, Z:Benefits of education, Z:Employment skills, Z:Vocational education and training, publicImportV1}, pages = {2223--2242}, } @techreport{maintz_agencies_2008, title = {Agencies for {International} {Cooperation} in {Technical} and {Vocational} {Education} and {Training}: {A} {Guide} to {Sources} of {Information}}, language = {en}, institution = {UNESCO-UNEVOC}, author = {Maintz, Julia and Krönner, Hans}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Q7IE9HR8 2317526:EY329DDR}, } @article{moon_role_2008, title = {The role of new communication technologies and distance education in responding to the global crisis in teacher supply and training: an analysis of the research and development experience}, volume = {29}, shorttitle = {The role of new communication technologies and distance education in responding to the global crisis in teacher supply and training}, doi = {10.1590/s0101-73302008000300008}, abstract = {Introduction Who does not remember a good teacher? Even so, it can have many appearances. In fact, teachers can be inspiring, conscientious, caring, and often dedicated. A few are lucky enough to have all these characteristics and more. In all societies, the teacher is the figure who inspires myths, stories, memories. Strong emotions surround the teacher's role: trust, deference, love and sometimes fear. In rural communities, the village's primary teacher, along with a priest, a prefect, and an elder, traditionally provided a moral orientation that mediated between the newly emerged states and the communities they sought to hold together. However, at the beginning of the 21st century, these folk ideas about "the teacher" are called into question. In many parts of the world, the vocation of teaching presents the features of a crisis. Almost every country is struggling to hire enough teachers. In some regions (sub-Saharan Africa, for example), problems of recruitment, retention and teacher training are an acute problem. This article will examine how this crisis is taking place, and more particularly the organizational and logistical challenges associated with providing sufficient education and training to the millions of new teachers needed to expand education systems. Special attention will be given to the contexts of the developing world, where significant international efforts are being made to overcome what could be called the greatest educational challenge in the world. This article will also examine the research and development experience of a number of open and distance learning programs, with particular emphasis on the emerging role of new information and communication technologies, including "open educational resources" (Open Educational Resources ).}, language = {Portuguese}, number = {104}, journal = {Educação \& Sociedade}, author = {Moon, Bob}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1590/s0101-73302008000300008 10/crg4c8 2129771:LJWSNDCD 2317526:NJT6NA22 UA-074EE79F-D41A-4D24-86F9-26B1119757EF}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, Distance Education, Teacher Education, publicImportV1}, pages = {791--814}, } @article{onderi_-service_2008, title = {In-{Service} {Training} {Needs} in an {African} {Context}: {A} {Study} of {Headteacher} and {Teacher} {Perspectives} in the {Gucha} {District} of {Kenya}}, doi = {10.1080/13674580801950832}, abstract = {Improving the quality of teaching is an educational priority in Kenya, as in many developing countries. The present paper considers various aspects on in-service education, including views on the effectiveness of in-service, teacher and headteacher priorities in determining in-service needs and the constraints on providing in-service courses. These issues are examined though an empirical study of 30 secondary headteachers and 109 teachers in a district of Kenya. The results show a strong felt need for in-service provision together with a firm belief in the efficacy of in-service in raising pupil achievement. Headteachers had a stronger belief in the need for in-service for their teachers than did the teachers themselves. The priorities of both headteachers and teachers were dominated by the external pressures of the schools, in particular the pressures for curriculum innovation and examination success. The resource constraints on supporting attendance at in-service courses were the major problems facing headteachers. The results reflect the difficulties that responding to an externally driven in-service agenda creates in a context of scarce resources. (Contains 6 tables.)}, language = {en}, journal = {Journal of in‐service education}, author = {Onderi, Henry and Croll, Paul}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13674580801950832 10/d94hch 2129771:64AUDAL8 2317526:RYK8LPLC}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Kenya, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:T, D:developing country, F:achievement, F:attitude, F:curriculum, F:teaching, P:measurement, P:services, P:teacher education, P:teachers, T:TVET, T:work-based learning, Z:Academic Achievement, Z:Administrator Attitudes, Z:Educational Innovation, Z:Educational Needs, Z:Faculty Development, Z:Foreign Countries, Z:Inservice Teacher Education, Z:Principals, Z:Secondary School Teachers, Z:Secondary Schools, Z:Teacher Attitudes, Z:Teacher Influence, Z:Vocational Education, publicImportV1}, } @article{rivera_three_2008, title = {Three ({Post}-{Secondary} {Agricultural} {Education} and {Training}) {Challenges} and the {Concept} of "{Workforce} {Education} {Systems}"}, doi = {10.1080/13892240701820546}, abstract = {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 sciences and those aimed directly at raising agricultural productivity. The present paper is intended as part of a seminar series in this regard to be held at IFPRI, 9 October 2007, and serves as the basis for a paper to be presented at the CAADP/IFPRI conference in January 2008 in Durban, South Africa. (Contains 7 notes and 4 figures.)}, language = {en}, journal = {Journal of agricultural education and extension}, author = {Rivera, William M.}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13892240701820546 10/c8cf6b 2129771:6IAGKSU7 2317526:T8IRDFH8 LOCAL-PQ-61962525}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:policy, P:agricultural, P:agriculture, P:economy, P:services, P:social, T:Training, T:workplace education, Z:Agricultural Education, Z:Conference Papers, Z:Economic Development, Z:Foreign Countries, Z:Labor Force Development, Z:Productivity, Z:Social Sciences, publicImportV1}, } @article{singh_creating_2008, title = {Creating {Flexible} and {Inclusive} {Learning} {Paths} in {Post}-{Primary} {Education} and {Training} in {Africa}: {NQFs} and {Recognition} of non-formal and informal learning {The} {Key} to {Lifelong} {Learning}}, url = {https://uil.unesco.org/fileadmin/keydocuments/Africa/en/paper_UIL_recognition_2008_EN.pdf}, language = {en}, author = {Singh, Madhu}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CUNPEY5G 2317526:DZSFACL5}, keywords = {HDR25, ⛔ No DOI found}, } @book{stark_cultural_2008, title = {Cultural {Transmission} and {Material} {Culture}: {Breaking} {Down} {Boundaries}}, publisher = {University of Arizona Press}, author = {Stark, Miriam T. and Bowser, Brenda and Horne, Lee and Longacre, William}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C7H8HQVC 2317526:RHGFEDTT}, } @misc{teachers_registration_council_of_nigeria_introducing_2008, title = {Introducing {Teachers} {Registration} {Council} of {Nigeria}}, url = {https://trcn.gov.ng/file/Introducing%20TRCN.pdf}, urldate = {2020-08-05}, author = {Teachers Registration Council of Nigeria}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MNQPKBPQ}, } @book{wallaert_apprenticeship_2008, title = {Apprenticeship {Strategies} {Among} {Dii} {Potters} from {Cameroon}, {West} {Africa}}, language = {en}, author = {Wallaert, H}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WYDEVZ8A 2317526:94N5NTT3}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Cameroon, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:T, T:Lehrlingsausbildung, T:apprentice, publicImportV1}, } @book{walther_towards_2008, title = {Towards a renewal of apprenticeship in {West} {Africa}}, url = {http://www.eib.org/attachments/general/events/luxembourg_18112008_apprentissage_en.pdf}, language = {en}, author = {Walther, R}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N4NES3ZB 2317526:IF875PF8}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Central Africa, A:East Africa, A:Sub-Saharan Africa, A:West Africa, C:Angola, C:Benin, C:Cameroon, C:Ethiopia, C:Mali, C:Senegal, C:South Africa, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, F:inclusion, F:pedagogy, P:crafts, P:economy, P:nature, Q:certificate, Q:higher education, Q:secondary education, T:Ausbildung, T:Lehrlingsausbildung, T:TVET, T:apprentice, T:trainee, publicImportV1}, } @article{walther_nouvelles_2008, title = {Nouvelles formes d’apprentissage en {Afrique} de l’{Ouest}: {Vers} une meilleure insertion professionnelle des jeunes}, language = {fr}, author = {Walther, Richard}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:59I3LR3U 2317526:USLKC67W}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, C:Benin, C:Mali, C:Senegal, C:Togo, CLL:fr, publicImportV1, ⛔ No DOI found}, } @article{mulder_concept_2007, title = {The concept of competence in the development of vocational education and training in selected {EU} member states: a critical analysis}, volume = {59}, issn = {1363-6820}, shorttitle = {The concept of competence in the development of vocational education and training in selected {EU} member states}, url = {https://doi.org/10.1080/13636820601145630}, doi = {10.1080/13636820601145630}, abstract = {This contribution follows the descriptive review of Weigel, Mulder and Collins regarding the use of the competence concept in the development of vocational education and training in England, France, Germany and the Netherlands. The purpose of this contribution is to review the critical analyses brought forward by various authors in this field. This analysis also remarks on the most important theories and critiques on the use of the competence concept in the above‐mentioned states, The systems of vocational education within the four states covered in this study are: the National Vocational Qualifications in England, the approach to learning areas in Germany, the ETED and the bilan de compétences in France, and the implementation of competence‐based vocational education in the Netherlands, and these are the respective focal points for the critical assessments of the competence concept presented here. These critiques encompass such aspects as the lack of a coherent definition of the concept of competence, the lack of a one‐to‐one relationship between competence and performance, the misled notion that employing the concept of competence decreases the value of knowledge, the difficulties of designing competence‐based educational principles at the curriculum and instruction levels, the underestimation of the organizational consequences of competence‐based education, and the many problems in the field of competence assessment.}, number = {1}, urldate = {2018-08-01}, journal = {Journal of Vocational Education \& Training}, author = {Mulder, Martin and Weigel, Tanja and Collins, Kate}, month = mar, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13636820601145630 10/dmccsb 2129771:EW9R88H6 2317526:XX2T9XC7 DOI-10.1080/13636820601145630}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CLL:en, publicImportV1}, pages = {67--88}, } @misc{noauthor_standards_2007, title = {Standards and criteria for approval of programmes in vocational enterprise institutions and innovation entreprise instutions programmes}, url = {https://net.nbte.gov.ng/sites/default/files/2017-10/STD%20AND%20CRETERIA.pdf}, urldate = {2020-08-04}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NY84PIR9}, } @techreport{african_union_strategy_2007, title = {Strategy to revitalize technical and vocational education and training ({TVET}) in {Africa}}, url = {http://www.academia.edu/download/45693684/TVET.pdf}, language = {en}, author = {{African Union}}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FE4FQGSH 2317526:RMKS3KEU}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, A:West Africa, C:Benin, C:Burkina Faso, C:Congo, Democratic Republic COD, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:curriculum, F:leadership, F:learning, F:ministry, F:policy, F:teaching, P:agricultural, P:artist, P:construction, P:crafts, P:economy, P:environment, P:health, P:technology, Q:ICT, Q:masters, R:survey, T:Ausbildung, T:Educação profissionalizante, T:Lehrlingsausbildung, T:TVET, T:apprentice, T:apprenticeship training, T:informal training, T:vocational school, \_C:Ghana GHA, publicImportV1}, } @article{che_technical_2007, title = {Technical and {Vocational} {Education} in {Cameroon} and {Critical} {Avenues} for {Development}}, doi = {10.2304/rcie.2007.2.4.333}, abstract = {Technical and vocational education (TVE) can influence development and economic progress for post-colonial societies. Some newly independent sub-Saharan African countries attempted curricular transformation that might produce a skilled workforce through widespread access to versions of TVE. In Cameroon, no such post-colonial curricular revolution was enacted. This article qualitatively analyzes fourteen Cameroonian secondary mathematics teachers' spontaneous discussions about the possibilities and perceived necessity for increased TVE avenues in Cameroon. Relationships between TVE, the problem of educated unemployed, the public and private sectors, and development are explored. This article views teachers' discussions from a lens of critical theory.}, language = {en}, journal = {Research in Comparative and International Education}, author = {Che, S. Megan}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.2304/rcie.2007.2.4.333 10/fhg7ds 2129771:RTRHDLV2 2317526:4UEBKKQ7}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Cameroon, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:developing nation, F:access, F:attitude, F:curriculum, P:economy, P:teachers, R:qualitative, T:TVET, Z:Critical Theory, Z:Curriculum Development, Z:Developing Nations, Z:Economic Development, Z:Economic Progress, Z:Foreign Countries, Z:Job Skills, Z:Labor Force Development, Z:Labor Market, Z:Mathematics Teachers, Z:Secondary School Mathematics, Z:Secondary School Teachers, Z:Teacher Attitudes, Z:Technical Education, Z:Unemployment, Z:Vocational Education, publicImportV1}, } @misc{government_nigeria_standars_2007, title = {Standars and {Creteria} for {Approval} of {Programmes} in {Vocational} {Enterprise} {Institutions} ({VEI}) \& {Innovation} {Enterprise} {Institutions} ({IEI}) {Programmes} ({Nigeria})}, url = {https://net.nbte.gov.ng/sites/default/files/2017-10/STD%20AND%20CRETERIA.pdf}, language = {English}, urldate = {2018-12-06}, author = {{Government: Nigeria}}, year = {2007}, note = {UA-ccdd094f-8691-400d-81b5-67356ec2dc3d KerkoCite.ItemAlsoKnownAs: 2129771:U5MLSFKX 2317526:WNM39HHP}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Nigeria, publicImportV1}, } @misc{government_of_ghana_polytechnic_2007, title = {Polytechnic {Law}}, url = {http://laws.ghanalegal.com/acts/id/545/polytechnic-law}, urldate = {2018-11-30}, author = {{Government of Ghana}}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:U7I7API9 2317526:UBUZL5GW}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Ghana, publicImportV1}, } @misc{ilo_resolution_2007, title = {Resolution {Concerning} {Updating} the {International} {Standard} {Classification} of {Occupations}}, url = {https://www.ilo.org/public/english/bureau/stat/isco/docs/resol08.pdf}, language = {EN}, urldate = {2020-02-01}, author = {{ILO}}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R5D2HVC9 2129771:XJ3ING8Y 2249382:S7Y3GLSM 2317526:FDFG9BLD 2317526:GRX2QX56}, } @article{mayaka_systems_2007, title = {Systems approach to tourism training and education: {The} {Kenyan} case study}, url = {https://www.sciencedirect.com/science/article/pii/S0261517706000288}, doi = {10.1016/j.tourman.2005.12.023}, abstract = {Abstract Kenya's tourism industry is relatively well developed (with first class hospitality establishments and tourist facilities that are juxtaposed in close proximity to pristine glistering tropical sand beaches and world renowned wildlife attractions in protected parks and reserves). Hence the country, in recent years, has become a popular destination for international visitors, especially European and North American tourists, haggling for safari tourism experience combined with relaxation in pristine glistering tropical sand beaches. Thus, Kenya provides a good case study in the examination of deficiencies in tourism training that characterises many countries in Africa and other emerging tourist destinations in different regions of the world. As this study shows Kenya, as the case is with many other Third World countries, lacks a well-coordinated tourism training strategy and educational institutions capable of providing much needed human resource training and capacity building, especially at supervisory and managerial level. This paper identifies existing deficiencies in tourism education and training in Kenya, and provides a framework that can be applied in the development of a well-coordinated national tourism training strategy and initiation of education programmes. Indeed, systems approach can be replicated elsewhere in Africa and other Third World countries where tourism is increasingly gaining momentum as a major socio-economic phenomenon.}, language = {en}, journal = {Tourism Management}, author = {Mayaka, Melphon and Akama, John S.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tourman.2005.12.023 10/dq2df7 2129771:UPVEVBA3 2317526:5W9V5DR3}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Kenya, CA:AandC, CCZ:Kenya, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:P, CT:R, CT:T, D:developing country, P:economy, P:measurement, P:tourism, R:case study, T:Training, Z:Developing countries, Z:Staff training, Z:Tourism education, publicImportV1}, } @article{megnigbeto_lis_2007, title = {{LIS} curriculum in {French}-speaking {West} {Africa} in the age of {ICTs}: {The} case of {Benin} and {Senegal}}, url = {https://www.sciencedirect.com/science/article/pii/S1057231707000203}, doi = {10.1016/j.iilr.2007.02.007}, abstract = {Summary LIS training programme in Africa date from early independence period. In French-speaking West African area, few countries have an LIS school. The existing schools have been created in partnership with either an international organization or a northern country. The curriculum delivered is not always updated as in developed countries. The main objective of this article is to measure the gap between LIS curriculum as actually delivered in developed and developing countries in the age of the information and communication technologies (ICTs). A couple of schools were chosen—English and French-speaking area—from Northern America and Western Europe; their curriculum served as basis for evaluating those in West African French-speaking countries. The conclusion that can be drawn from the study is that LIS curriculum in Africa has changed less since the schools’ first creation and ICTs are not present as in Western countries. This trend brings out the problem of the curriculum pertinence and the competitiveness of the graduate students in the international employment market.}, language = {en}, journal = {The International Information \& Library Review}, author = {Mêgnigbêto, Eustache}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.iilr.2007.02.007 10/d26vb2 2129771:E4284BH5 2317526:8MLC73K9}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:West Africa, C:Benin, C:Senegal, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:Q, CT:T, D:developing country, F:curriculum, Q:ICT, SpecialTopic:Library, T:Training, publicImportV1}, } @article{mpofu_rehabilitation_2007, title = {Rehabilitation in {Seven} {Sub}-{Saharan} {African} {Countries}: {Personnel} {Education} and {Training}}, doi = {10.1891/088970107805059562}, language = {en}, journal = {Rehabilitation Education}, author = {Mpofu, Elias and Jelsma, Jennifer and Maart, Soraya and Levers, Lisa Lopez and Montsi, Mercy M R and Tlabiwe, Pinkie and Mupawose, Anniah and Mwamwenda, Tuntufye and Ngoma, Mary Shilalukey and Tchombe, Therese Mungah S}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1891/088970107805059562 10/gf623d 2129771:XNNGBTDH 2317526:DRQNSP23 LOCAL-PQ-224986316}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Botswana, C:Cameroon, C:Rwanda, C:South Africa, C:Tanzania, C:Zambia, C:Zimbabwe, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:curriculum, F:disability, P:culture, P:health, P:services, P:technician, T:TVET, T:Training, publicImportV1}, } @article{oketch_vocationalise_2007, title = {To vocationalise or not to vocationalise? {Perspectives} on current trends and issues in technical and vocational education and training ({TVET}) in {Africa}}, volume = {27}, issn = {0738-0593}, url = {http://www.sciencedirect.com/science/article/pii/S0738059306000770}, doi = {10.1016/j.ijedudev.2006.07.004}, abstract = {In recent years, there has been a renewed interest in the dichotomy of vocational education versus general education. This is more so as political pronouncements in many countries across the globe have taken on knowledge and skills as the key aim of the desire to improve access to education at all levels. Nowhere is this debate more tested, fiercely debated and gained controversy as in Africa. However, given recent developments in which knowledge and skills have become more acceptable terms in economically more developed nations, in which both are seen to go hand in hand, what is happening in Africa where development is highly sought but has proven to be more elusive? This has brought back to the forefront one of the dilemmas which has pre-occupied many African countries for a long time: whether to concentrate investment in general education or in vocational education. In this paper, I reflect on current trends and issues in TVET in Africa.}, number = {2}, urldate = {2018-05-17}, journal = {International Journal of Educational Development}, author = {Oketch, Moses O.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2006.07.004 10/bwcb97 2129771:5BA8YC3B 2317526:XHIZPKCS}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, AA:Africa, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, Education, F:learning, F:policy, P:administration, P:nature, Q:secondary education, R:interview, Skills, T:Educação profissionalizante, T:TVET, T:occupational education, T:vocational training scheme, Technical and vocational education, publicImportV1}, pages = {220--234}, } @article{rauner_messen_2007, title = {Messen beruflicher {Kompetenz}}, abstract = {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.}, language = {de}, author = {Rauner, Felix and Grollmann, Philipp and Martens, Thomas}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:U3GNJKZW 2317526:7YEF3CNU}, keywords = {⛔ No DOI found}, } @techreport{walther_formation_2007, title = {La formation professionnelle en secteur informel - ou {Comment} dynamiser l’économie des pays en développement? {Les} conclusions d’une enquête terrain dans sept pays africains.}, shorttitle = {La formation professionnelle en secteur informel}, language = {French}, institution = {Agence Française de Développmement}, author = {Walther, Richard and Filipiak, Ewa}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2RLDNXMH 2317526:DEESIG58}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQv:f2-H-fr, C:Angola, C:Benin, C:Cameroun, C:Ethiopia, C:Morocco, C:Senegal, CLL:fr, publicImportV1}, } @techreport{ndlovu_comparative_2006, type = {Working {Paper}}, title = {A {Comparative} {Analysis} of {Firm} {Based} {Training} in {East} {African} {Manufacturing} {Sector}: {Does} {Level} of {Education} {Matter}?}, shorttitle = {A {Comparative} {Analysis} of {Firm} {Based} {Training} in {East} {African} {Manufacturing} {Sector}}, url = {http://repository.udsm.ac.tz:8080/xmlui/handle/20.500.11810/2905}, abstract = {Using World Bank's (2003) firm-level Investment Climate Survey (ICS) data for Kenya, Tanzania and Uganda, this paper examines extent in which education and skill levels are important determinants of Firm-based Training (FBT) in the East African manufacturing sector. The findings show weak evidence on complementary hypothesis between education and FBT but one which differs significantly across (perhaps depending on educational and training capacity of) different countries. Although other determinants of FBT apply differently to specific countries, size and technology characteristics are common determinants across the three countries. Furthermore, firms that care about HIV epidemic train more as a means to abate the negative effects of the epidemic on their human resources. Since FBT has potential to contribute to skill development, the findings imply that enterprise training should receive similar policy emphasis as education in the bid to enhance human resource development for growth and poverty reduction.}, language = {en}, urldate = {2020-05-27}, author = {Ndlovu, Tchaka and Kajiba, John and Aiko, Rose and Kessy, Flora and Mkenda, Beatrice K. and Kweka, Josaphat and Kabelwa, George}, month = may, year = {2006}, doi = {http://hdl.handle.net/20.500.11810/2905}, note = {Accepted: 2016-07-08T12:19:36Z KerkoCite.ItemAlsoKnownAs: 10/2905 2129771:3FAL2TJF 2129771:VZ78IMDZ 2317526:JNZAK2I3 2317526:NQXBAGZX}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, A:Sub-Saharan Africa, C:Kenya, C:Tanzania, CA:AandC, CL:de, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:outcomes, F:policy, P:manufacture, P:measurement, P:technology, Q:degree, Q:distance learning, Q:tertiary education, R:impact, T:Ausbildung, T:Lehrlingsausbildung, T:TVET, T:firm-based training, \_C:Ghana GHA, \_C:Uganda UGA, publicImportV1, ⚠️ Invalid DOI, ⛔ No DOI found}, } @misc{noauthor_guidelines_2006, title = {Guidelines for {Establishment} and {Operation} of {Production} {Unit} in {Technical} {Colleges}}, url = {https://net.nbte.gov.ng/sites/default/files/2017-10/Prod%20Uni%20in%20TC.pdf}, urldate = {2020-08-04}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M2GXMUDI}, } @article{bennell_artisan_2006, title = {Artisan training and employment outcomes in {Tanzania}}, doi = {10.1080/03057920500382358}, abstract = {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.}, language = {en}, journal = {Compare: A Journal of Comparative and International Education}, author = {Bennell, Paul and Mukyanuzi, Faustin and Kasogela, Maurice and Mutashubirwa, Francis and Klim, Mikkel}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03057920500382358 10/cq4xfd 2129771:7QPDWE5E 2317526:YYFGAN4J}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:outcomes, P:artist, P:crafts, Survey, T:Training, Z:Craftsmen, Z:Feasibility studies, Z:Occupational training, Z:Quality of life, \_\_C:filed:1, publicImportV1}, } @article{frazer_learning_2006, title = {Learning the master's trade: {Apprenticeship} and human capital in {Ghana}}, doi = {10.1016/j.jdeveco.2005.06.006}, abstract = {This paper explores the institution of apprenticeship in Ghana. A model is presented where apprenticeship training is idiosyncratic, increasing an individual's productivity in the current firm, but not in any other firm. Still, individuals are willing to fund apprenticeships as they can reap the returns to the specific training of apprenticeship if they manage to acquire the capital required to start their own firms, and replicate the technology and business practice of the apprenticeship firm. Predictions of the model for the productivity and remuneration of different workers are developed and tested using both a linked employer-employee survey of manufacturing firms and a national household survey. © 2006 Elsevier B.V. All rights reserved.}, language = {en}, journal = {Journal of Development Economics}, author = {Frazer, Garth and Frazer, Garth}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2005.06.006 10/dmcqmr 2129771:3SI4ZNWZ 2317526:FE8I5WXW}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, AA:Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, F:remuneration, P:manufacture, P:technology, Q:masters, R:survey, T:Lehrlingsausbildung, T:Training, T:apprenticeship training, Z:Apprenticeship, Z:Human capital, \_C:Ghana GHA, publicImportV1}, } @misc{government_of_ghana_cotvet_2006, title = {{COTVET} {Act} nº 718, 2006 - {The} {Council} for {Technical} and {Vocational} {Education} and {Training} {Act}}, language = {English}, author = {{Government of Ghana}}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:77QFAKGT 2317526:RW9FWN7C}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Ghana, publicImportV1}, } @article{government_of_nigeria_guidelines_2006, title = {Guidelines for {Establishment} and {Operation} of {Production} {Unit} in {Technical} {College}}, url = {https://net.nbte.gov.ng/sites/default/files/2017-10/Prod%20Uni%20in%20TC.pdf}, language = {English}, urldate = {2018-12-06}, author = {{Government of Nigeria}}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G5YIKFHX 2317526:Q8UPWPZS}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Nigeria, publicImportV1}, } @misc{government_of_south_africa_further_2006, title = {Further {Education} and {Training} {Act} nº16, 2006}, url = {https://www.gov.za/sites/default/files/a16-06_0.pdf}, abstract = {Also known as Continuing Education and Training Act.}, language = {English}, urldate = {2018-11-28}, author = {{Government of South Africa}}, year = {2006}, note = {UA-12d0a561-668e-4da9-9506-2693c36aeb96 KerkoCite.ItemAlsoKnownAs: 2129771:3HJSUHG7 2317526:H2K8DC4E}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, publicImportV1}, } @article{murthy_designing_2006, title = {Designing the {Course} and {Curricula} for {Teacher} {Development}, {Open} {School} and {Vocational} {Education} through {Media} {Education} in {Eritrea}}, doi = {10.1080/09523980600641213}, abstract = {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 Association for Development of Education in Africa (ADEA). It is against this backdrop that a strategy paper "Media education in Eritrean education" was developed. This paper formed the basis of the developments discussed in this article. (Contains 1 figure.)}, language = {en}, journal = {Educational Media International}, author = {Murthy, C. S. H. N.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/09523980600641213 10/c8nzvz 2129771:ENCXFHUL 2317526:2X9VBVGU LOCAL-PQ-62101066}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Eritrea, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:T, D:developing nation, F:curriculum, P:media, P:teacher education, P:teachers, T:TVET, Z:Curriculum Design, Z:Curriculum Development, Z:Developing Nations, Z:Educational Radio, Z:Educational Television, Z:Faculty Development, Z:Foreign Countries, Z:Teacher Education, Z:Vocational Education, publicImportV1}, } @article{muya_overview_2006, title = {Overview of funding for construction craft skills training in {Sub}-{Saharan} {Africa}: {A} case study of {Zambia}}, doi = {10.1080/01446190500310585}, abstract = {The wealth of any nation is ultimately based on its human resource or social capital. Education and training are the primary vehicles of developing this resource. Funding of formal construction craft skills training at trade institutions in Sub-Saharan Africa (SSA) is examined, using Zambia as a country case study. The data in the research were collected via semi-structured questionnaire interviews directed at government financed trades training schools offering construction programmes in Zambia. Results of the research show that formal construction craft skills training in Zambia has not been adequately funded over the years resulting in: ill-qualified low numbers of poorly remunerated teaching staff; poorly maintained infrastructure and workshop facilities not well equipped for teaching purposes; and out-dated curricula of construction craft programmes. A wide range of measures is required to improve funding for construction craft skills training. These include: increased training regulation and co-ordination by government, development of efficient and effective funding mechanisms that involve employers of crafts-persons, and training provision frameworks that encourage increased involvement of private training providers. © 2006 Taylor \& Francis.}, language = {en}, journal = {Construction Management and Economics}, author = {Muya, Mundia and Price, A. D F and Edum-Fotwe, F. T.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/01446190500310585 10/cpx4fh 2129771:RVA4VZ6S 2317526:BDGHSBTQ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Zambia, CA:AandC, CCZ:Zambia, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:regulation, F:teaching, P:construction, P:crafts, P:measurement, P:mechanic, P:social, R:case study, R:interview, R:questionnaire, T:Training, Z:Construction craft skills, Z:Sub-Saharan Africa, Z:Training, publicImportV1}, } @article{muya_construction_2006, title = {Construction craft skills requirements in sub-{Saharan} {Africa}: {A} focus on {Zambia}}, doi = {10.1108/09699980610669660}, abstract = {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 to assess the construction industry's perceptions of the quality and availability of construction craft skills in Zambia are presented. The surveyed contractors' support for the introduction of a sector-specific training levy in Zambia was also investigated and is reported. Findings – Findings point to both poor quality and shortage of construction craft skills in Zambia. Results suggest that construction sector-specific training levy would be the most viable, sustainable and industry-wide supported option for supplementing government funding in the training of construction craft skills in Zambia, and probably in the SSA region. Research limitations/implications – The survey was exploratory in nature and depth, and SSA is a vast and diverse region. The results of the case study may not correctly reflect construction skills exigencies across the whole SSA region. Originality/value – The results provide information and advice for both policy makers and contractors concerned with construction crafts skills issues in Zambia, and SSA in general. © 2006, Emerald Group Publishing Limited}, language = {en}, journal = {Engineering, Construction and Architectural Management}, author = {Muya, Mundia and Price, Andrew D.f. and Edum-Fotwe, Francis T.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/09699980610669660 10/bzvww9 2129771:4BWX6MG3 2317526:HR9BPMJT}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Zambia, CA:AandC, CCZ:Zambia, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:policy, P:construction, P:crafts, P:nature, R:case study, R:survey, T:Training, Z:Construction industry, Z:Skills, Z:Sub Saharan Africa, Z:Training, publicImportV1}, } @book{rauner_handbuch_2006, address = {Bielefeld}, edition = {2., aktualisierte Aufl}, title = {Handbuch {Berufsbildungsforschung}}, isbn = {978-3-7639-3463-8}, language = {de}, publisher = {Bertelsmann}, editor = {Rauner, Felix}, year = {2006}, note = {OCLC: 179861245 KerkoCite.ItemAlsoKnownAs: 2129771:IIRXGUT7 2129771:Z9D4QPZM}, keywords = {Architecture / Study \& Teaching, Education / Administration / General, Education / Vocational}, } @techreport{unesco-unevoc_tvet_2006, title = {{TVET} for {Sustainable} {Development}: {Opportunities} and {Challenges}}, language = {en}, author = {UNESCO-UNEVOC}, year = {2006}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:U52KHCBR}, } @techreport{vandenbosch_post-primary_2006, title = {Post-primary agricultural education and training in sub-{Saharan} {Africa}: {Adapting} supply to changing demand}, url = {http://www.academia.edu/download/6744911/post-primary_aet_africa.pdf}, language = {en}, author = {Vandenbosch, T}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PT4WBLLL 2317526:KYFPAVSC}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Benin, C:Burkina Faso, C:Ethiopia, CA:AandC, CL:de, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, F:ministry, P:agricultural, P:agriculture, P:economy, P:environment, Q:ICT, Q:certificate, Q:secondary education, R:impact, T:Ausbildung, T:Educação profissionalizante, T:TVET, T:Training, T:apprenticeship training, T:trainee, \_C:Ghana GHA, \_C:Uganda UGA, publicImportV1, ⛔ No DOI found}, } @techreport{walther_document_2006, address = {Paris, France}, title = {Document de {Travail} - {La} formation en secteur informel: {Note} de problématique}, language = {French}, number = {15}, institution = {Agence Française de Développement}, author = {Walther, Richard}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9XLP2DNC 2317526:N4U8VVCW}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, C:Benin, C:Cameroon, C:Morocco, C:Senegal, C:South Africa, CLL:fr, publicImportV1}, } @misc{noauthor_bbig_2005, title = {{BBiG} - nichtamtliches {Inhaltsverzeichnis}}, url = {https://www.gesetze-im-internet.de/bbig_2005/index.html}, urldate = {2020-08-08}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Y5FS7F97}, } @inproceedings{noauthor_colloque_2005, title = {Colloque de {Libreville} au {Gabon} Éducation technologique, formation professionnelle et développement durable}, shorttitle = {2005}, url = {https://raiffet.org/2005-colloque-de-libreville-au-gabon-education-technologique-formation-professionnelle-et-developpement-durable/}, abstract = {Dans notre série “Médiatisation des communications des membres du RAIFFET”, nous ouvrons aujourd’hui le livre d’histoire pour publier les actes du premier colloque qui s’est tenu en 2005 à LIBREVILLE au GABON . Bonne lecture… Jean Sylvain Bekale Nze, Jacques Ginestié, Bernard Hostein, Christian Mouity éditeurs Sous le haut patronage de son Excellence, Monsieur le Président de la République Gabonaise, Chef …}, language = {fr-FR}, urldate = {2020-02-02}, booktitle = {{RAIFFET}}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7SKMBZ4H 2317526:2FTSXR2A}, keywords = {⛔ No DOI found}, } @book{akoojee_vocational_2005, series = {Research {Programme} on {Human} {Resources} {Development}, {Human} {Sciences} {Research} {Council}}, title = {Vocational education and training in southern {Africa}: a comparative study}, shorttitle = {Vocational education and training in southern {Africa}}, url = {https://books.google.co.uk/books?hl=en&lr=&id=6ykR1dWWo50C&oi=fnd&pg=PP11&dq=%22Vocational+education+and+training%22+%22East+Africa%22+ICT&ots=WRlduHlI21&sig=jBn7mOuiw9DThFN0hTEMo_CmAnw}, abstract = {Introduction This volume is intended to develop and share knowledge within the southern African region regarding the challenges faced by vocational education and training (VET) systems and the responses to these challenges. Some of these challenges arise out of the history of VET in the region, whilst others relate to current international discourses about VET. The field of VET in southern Africa has been badly neglected. It is very difficult to find an article in the international journals on the topic, and it is even less likely that it will have been written by a national of the region, based at one of its research institutions. VET has also attracted little attention in the policy community for more than a decade, given the donor fascination with basic education since the World Conference on Education for All in 1990 (McGrath 2002). However, VET can play an important role in supporting social and economic development goals, and major VET policy reforms and the creation of new institutions are either underway or planned in all seven countries under study in this book. Therefore, it is my intention in this introduction to illuminate the nature of some of these changes, their origins and their likelihood of success. In so doing, I will show how VET is an important policy nexus – located as it is between economic and educational policy, between the state and the market, and between concerns with poverty and growth. Before this volume turns to examine this complexity through an exploration of the experiences of seven countries (Botswana, Lesotho, Mauritius, Mozambique, Namibia, South Africa and Swaziland), it is important to locate these national and contemporary debates in the historical evolution of ideas about VET. In so doing, I will look at both internal trends within Africa and the impact of external ideas.}, language = {en}, author = {Akoojee, Salim and Gewer, Anthony and McGrath, Simon A.}, editor = {{Research Programme on Human Resources Development (Human Sciences Research Council)}}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PRN4YC58 2317526:2ETPJUUU}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, AA:Africa, Southern, C:Botswana, C:Lesotho, C:Mauritius, C:Mozambique, C:Namibia, C:South Africa, C:eSwatini, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:Q, CT:T, Q:ICT, T:TVET, Vocational education, publicImportV1}, } @incollection{bremer_lernen_2005, address = {Bielefeld}, title = {Lernen in {Arbeitsprozessen} - {Kompetenzentwicklung}}, booktitle = {Handbuch {Berufsbildungsforschung}}, publisher = {W. Bertelsmann}, author = {Bremer, Rainer}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KFJRWXQZ 2317526:4IJZI3FF}, pages = {283--295}, } @article{dawson_seeing_2005, title = {Seeing, thinking and acting against malaria - {A} new aprroach to health worker training in rural {Gambia}}, doi = {10.1080/13576280500307264}, abstract = {Context: In the Gambia, West Africa, Malaria is a major cause of death among children in rural areas. It has been estimated that in one division in the country malaria accounts for 40\% of all deaths in children aged between one and 4 years. Most malaria cases are managed at home assisted by primary healthcare workers. The strategic plan of Gambia's National Malaria Control Programme includes improved training and supervision of all health care providers, at all levels, and increased community awareness in order to reduce the malaria burden by 50\% before 2007. Issue: A malaria in-service training program for Community Health Nurses (CHNs) working at village level was piloted in 2004. The program includes a computer-based training (CBT) package, the first of its kind for health professionals in Gambia. The education program is part of a larger initiative, funded by the Gates Malaria Partnership, that aims to increase community involvement in malaria control. The objective of the course is to enable CHNs to facilitate the change process. The curriculum was informed by a reference group and stakeholder input. Interviews and evaluation forms were used to gather information about learner experience and learning preferences. Analysis: The CBT package was well received. Learners reported wanting more computer instruction, but felt they had gained confidence. There was resistance from other health professionals regarding the development of information technology skills in CHNs. This related to the perceived role and status of CHNs, as well as confidence in their ability. Some modifications of the CBT package were necessary, including the reworking of some activities and language. Lessons learned: There are issues related to sustainability and resource implications that need to be addressed. Opportunities exist to expand e-learning in the Gambia for preservice CHNs and other professionals. An investigation into the viability of reproducing this module as a generic planning tool for allied health workers and other extension workers at community level will be undertaken. © 2005 Taylor \& Francis.}, language = {en}, journal = {Education for Health: Change in Learning and Practice}, author = {Dawson, Angela and Joof, Balla Musa}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13576280500307264 10/bfh3zx 2129771:KLEWJXLA 2317526:E2YJ43S8}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Gambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:R, CT:T, D:developing context, F:curriculum, F:learning, P:health, P:health professionals, P:nurse, Q:ICT, Q:e-learning, R:evaluation, R:interview, T:Ausbildung, T:Training, T:work-based learning, Z:Community health nurses, Z:Computer based training developing contexts, Z:Health worker education and training, Z:computer based training developing contexts, Z:health worker education and training, publicImportV1}, } @misc{government_of_botswana_bnvqf_2005, title = {{BNVQF} - {Botswana} {National} {Vocational} {Qualifications} {Framework}}, url = {http://bqa.org.bw/sites/default/files/qualification-file/S00012.pdf}, language = {English}, urldate = {2018-11-28}, author = {{Government of Botswana}}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LRZ92HFH 2317526:TGGR3UEF}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, Qualification Framework, publicImportV1}, } @article{hanson_vulnerability_2005, title = {Vulnerability, partnerships and the pursuit of survival: {Urban} livelihoods and apprenticeship contracts in a {West} {African} {City}}, doi = {10.1007/s10708-005-7915-1}, abstract = {This paper analyses local level apprenticeship contracts and networks to highlight informal urban livelihoods within the context of socio-economic vulnerability and wider contemporary changes taking place in Koforidua, Ghana. It does so by specifically examining the complex entanglements of interpersonal relationships that characterize apprenticeship contracts within which home-based entrepreneurs and artisans in Koforidua engage in to sustain both current livelihoods, as well as to shore themselves against socio-economic vulnerability triggered in part by adjustment. As a result of the changing geography of the city, network entanglements, comprising resilient ties and egalitarian relations, have become vital to urban livelihoods in this community. However, apprenticeship contracts and the networks they engender can be a double-edged sword. For instance, demands of reciprocity or support from co-network members, neighbours and family, can be so taxing that some individuals opt out of the network. This tension notwithstanding, this paper contends that apprenticeship contracts and the network spaces they create have created a new social cohesion and community that transcend the traditionally known spaces of social support, i.e. ethnic ties, family ties or even institutional support. © Springer 2005.}, language = {en}, journal = {GeoJournal}, author = {Hanson, Kobena}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10708-005-7915-1 10/cjzk3k 2129771:QJBKZ3W3 2129771:W58GJ244 2317526:CDMIR86U 2317526:XVHN9P2E}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, CA:AandC, CCZ:Ghana, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:T, P:artist, P:economy, P:measurement, P:social, T:Lehrlingsausbildung, Z:Apprenticeship contracts, Z:Micro-enterprises, Z:Social networks, Z:Socio-economic vulnerability, Z:Urban livelihoods, \_C:Ghana GHA, publicImportV1}, } @article{davies_learnership_2004, title = {The {Learnership} {Model} of {Workplace} {Training} and {Its} {Effective} {Management}: {Lessons} {Learnt} from a {Southern} {African} {Case} {Study}}, doi = {10.1080/13636820400200253}, abstract = {Since 1998, the "Learnership" model of workplace training has been promoted in South Africa as a creative vehicle for addressing high unemployment rates and a serious skills shortage. This is achieved through fast-tracking the acquisition of skills and increasing a learner's chances of employment. However, because learnerships are a recent innovation, the body of applied knowledge is small. This article aims to contribute to what is known through examining a series of pilot projects, implemented between 1997 and 2001 in KwaZulu-Natal. A key finding concerns how learnerships are managed: the effective delivery of a learnership programme and of its outcomes requires the involvement of key stakeholders from the outset, role clarity and a carefully structured and monitored process of implementation. Using a case study approach, this article situates learnerships within the context of workplace training; explores four key lessons learnt and presents a proposed model of effective learnership management. (Contains 2 tables, 2 figures and 4 notes.)}, language = {en}, journal = {Journal of Vocational Education \& Training}, author = {Davies, Theresa-Anne and Farquharson, Fiona}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13636820400200253 10/bcrjt6 2129771:59R9JPXA 2317526:XHHAN5YZ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:South Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:outcomes, P:measurement, R:case study, T:Lehrlingsausbildung, T:TVET, T:Training, Z:Apprenticeships, Z:Case Studies, Z:Education Work Relationship, Z:Foreign Countries, Z:Job Skills, Z:Job Training, Z:Labor Market, Z:Models, Z:Pilot Projects, Z:Skill Development, Z:Vocational Education, Z:Work Experience, publicImportV1}, } @book{moran_vocational_2004, title = {Vocational {Education} and {Training} through {Open} and {Distance} {Learning}: {World} review of distance education and open learning}, volume = {5}, url = {https://content.taylorfrancis.com/books/download?dac=C2004-0-01665-6&isbn=9781134283057&format=googlePreviewPdf}, abstract = {The world needs workers with more and better skills. Conventional apprenticeships and old methods of professional training are not providing enough skilled workers, so governments, companies and colleges are all using open and distance learning to fill these gaps. This unique international review of experience looks at the policies needed in both the private and the public sector for effective vocational education and training at all levels – from basic skills to continuing professional education. It goes on to examine the new roles of information and communication technologies, establishing what we know about their performance, and identifying the choices to be made in applying technologies to vocational education and training. The book will help senior institutional managers and policy makers to understand and appreciate: • the role distance education can play in increasing skills levels in young people and the existing workforce; • the potential advantages and disadvantages of using technology, and therefore make better-informed choices about technology use; • how to integrate distance education with traditional educational models and approaches.}, language = {en}, author = {Moran, L and Rumble, G}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:26J6H6AI 2317526:754E3R6X}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:South Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:learning, F:policy, P:measurement, P:media, P:teacher education, Q:ICT, Q:ODEL, Q:distance education, Q:distance learning, Q:educational technology, Q:open learning, T:Ausbildung, T:Educação Profissional Técnica de Nível Médio, T:Educação profissionalizante, T:Fortbildung, T:Lehrlingsausbildung, T:TVET, T:continuing education, T:work-based learning, publicImportV1, ⛔ No DOI found}, } @article{fordjor_review_2003, title = {A review of traditional {Ghanaian} and {Western} philosophies of adult education}, url = {https://www.tandfonline.com/doi/abs/10.1080/0260137032000055321}, doi = {10.1080/0260137032000055321}, abstract = {The primary objective of this article is to critically examine some aspects of the traditional Ghanaian and Western philosophies of adult education. It is a well-attested fact that many of the pre-colonial and early colonial writers about Africa portrayed Africa as a dark continent devoid of advanced centres of learning worthy of emulation by others. The old West African civilizations of Ghana, Mali and Songhai with advanced centres of learning at Timbuktu and Djenne in the 11th century seemed to have been completely ignored by these writers (Boahen 1967: 20, Davidson 1966b: 50). Even though many other writers including several missionaries, anthropologists and historians, depicted Africa in a rather positive and scientific manner (Davidson 1966b, Goody 1966), much of the negative image created long ago still exists and needs to be examined and corrected. The formal Western system of school education was introduced in Ghana more than a century ago. Despite this, about 60\% of the adult population today makes its living as illiterate farmers, workers, apprentices or master craftsmen in the various traditional art and craft production centres. Consequently, traditional adult education continues to play an important role in the social and economic development of the country. Like the Western system of adult education the Ghanaian traditional education has sound philosophical foundations, which have helped to maintain political stability and social cohesion in the country over the years. Much is written about Western and eastern philosophies but there is a dearth of literature on philosophies of adult education from Africa. Given that Africa is the second largest continent on the globe and that adult education proliferates throughout the continent, the authors felt their investigation would make a significant contribution to a global understanding of the field. Additionally, there is an increasing need for African students to appreciate and re-establish confidence in their own culture. This review cannot cover all of Africa so the focus is on Ghana, one country in West Africa.}, language = {en}, journal = {International Journal of Lifelong Education}, author = {Fordjor, P and Kotoh, A, and Kpeli, K Kumah}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/0260137032000055321 10/ctk58c 2129771:MUC9B2B7 2317526:ZSV69QYX UTI-AF2875F6-DE57-37C7-9363-E343430A2EF5}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:West Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:measurement, Q:adult education, T:Lehrlingsausbildung, T:Training, T:apprentice, \_C:Canada CAN, \_C:Denmark DNK, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Mali MLI, \_C:Nigeria NGA, \_C:Tanzania TZA, \_C:Trinidad and Tobago TTO, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @article{minishi-majanja_information_2003, title = {Information and {Communication} {Technologies} in {Library} and {Information} {Science} {Education} in {Kenya}}, abstract = {Information and Communication Technologies (ICTs) have become central to education and training in Library and Information Science/Service (LIS) because of the great influence of these technologies on the professional world. This study on Kenya is part of a larger doctoral research project that aims to map and audit the types, nature and diffusion of ICTs in LIS education and training programmes in Africa. The findings indicate that all LIS schools in Kenya have embraced the use of ICTs, but there are major variations in terms of application. All but one LIS School offers a wide range of relevant ICT courses, many of them as core modules. However, not all of them offer, or are able to offer, practical hands-on experience for their students. In teaching and learning, only a few LIS schools use ICTs to deliver lectures, the majority still favouring age-old methods of face-to-face classroom teaching. In research, the lack of ICT facilities has resulted in partial and minimal use of ICTs, especially since academic staff have to pay (individually, from private funds) to access the Internet. For the same reasons electronic publishing of research results on the Internet is low. In terms of academic administration, most LIS schools have computerised but most activities still are conducted offline due to networking inadequacies. The study recommends that Kenyan LIS schools should increase the use of ICTs in teaching and learning to foster greater effectiveness. Kenyan LIS schools should strive to provide online and distance education in order to open more learning opportunities for the nation. (Contains 5 tables and 1 footnote.)}, language = {en}, journal = {Education for Information}, author = {Minishi-Majanja, Mabel K. and Ocholla, Dennis N.}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:W26XGJ5W 2317526:7SLJ32G9 LOCAL-PQ-61845047}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:access, F:assessment, F:attitude, F:curriculum, F:learning, F:offline, F:pay, F:teaching, P:administration, P:electro, P:nature, P:services, P:technology, Q:ICT, Q:distance education, R:evaluation, R:questionnaire, SpecialTopic:Library, T:Classroom teaching, T:Training, Z:Administrator Attitudes, Z:Curriculum Evaluation, Z:Deans, Z:Educational Assessment, Z:Educational Development, Z:Educational Indicators, Z:Foreign Countries, Z:Information Science Education, Z:Information Technology, Z:Institutional Characteristics, Z:Questionnaires, Z:Technology Integration, Z:Technology Uses in Education, Z:Use Studies, publicImportV1, ❓ Multiple DOI}, } @techreport{putz_vocational_2003, title = {Vocational {Education} and {Training} – {An} {Overview}}, language = {en}, author = {Pütz, Helmut}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:V96RKN2H}, keywords = {⛔ No DOI found}, pages = {86}, } @book{atchoarena_revisiting_2002, title = {Revisiting {Technical} and {Vocational} {Education} in {Sub}-{Saharan} {Africa}: {An} {Update} on {Trends}, {Innovations} and {Challenges}. {New} {Trends} in {Technical} and {Vocational} {Education}}, shorttitle = {Revisiting {Technical} and {Vocational} {Education} in {Sub}-{Saharan} {Africa}}, abstract = {Differences in historical, political, cultural, and economic contexts in sub-Saharan Africa (SSA) account for wide variations in structures, operating conditions, and outcomes in technical and vocational education (TVE). This diversity is associated with glaring disparities, so in examining policy trends and the reconstruction of training systems particular attention is focused on innovations in an effort to identify promising initiatives likely to contribute to the establishment of consistent TVE systems, closely linked with the world of work and involving labor market stakeholders. Some common emerging trends in TVE include the following: (1) a shift in the policy focus from inputs to outputs; (2) the use of new financing and certification mechanisms; (3) the involvement of social partners in governance; greater autonomy for institutions; (4) the promotion of private providers and company-based training; and (5) an increasing interest in the informal sector and skills development for poverty reduction. Issues addressed include these: (1) an overview of TVE systems in 10 SSA countries; (2) reviewing various models currently in place; (3) documenting relationships between African TVE systems and policies and donor intervention and traditions in TVE; (4) identifying reasons why certain reforms are facing implementation difficulties; analyzing specific innovations; (5) drawing lessons on the implementation of the reform agenda and its impact on TVE systems; and (6) discussing possible directions for future donor support. (Includes 167 references.) (MO)}, language = {en}, urldate = {2020-02-01}, author = {Atchoarena, David and Delluc, Andre}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CTMR3RBD 2317526:D3ZDMGIZ}, keywords = {Accreditation (Institutions), Comparative Education, Cultural Context, Donors, Economic Climate, Education Work Relationship, Educational Administration, Educational Change, Educational Finance, Educational Innovation, Educational Policy, Foreign Countries, Informal Education, Labor Market, Partnerships in Education, Policy Analysis, Postsecondary Education, Poverty Programs, Trend Analysis, Vocational Education}, } @techreport{atchoarena_private_2002, address = {Paris}, title = {Private {Technical} and {Vocational} {Education} in {Sub}-{Saharan} {Africa}: {Provision} {Patterns} and {Policy} {Issues}. {New} {Trends} in {Technical} and {Vocational} {Education}}, shorttitle = {Private technical and vocational education in sub-{Saharan} {Africa}}, url = {https://eric.ed.gov/?id=ED480333}, abstract = {The private provision trend in technical and vocational education (TVE) in sub-Saharan Africa occurred as the deterioration of state-run TVE systems in the region created a market niche for private providers. While advocates of deregulation believe the adoption of market principles in TVE will lead to greater efficiency and effectiveness, private providers have emerged in an uncoordinated and unmonitored fashion. A literature review and case studies of two countries Senegal and Mali led to some of the following key findings: (1) in some countries the majority of TVE students are enrolled in private institutions; (2) a large number of private TVE institutions operate illegally; (3) private provision concentrates on the service and commercial trades; and (4) the private sector may operate with lower costs and be more responsive to the labor market, but they do not provide much job-related training or include work-experience programs. Some of the policy issues are as follows: (1) simplifying procedures for establishing private TVE institutions facilitates their growth but is not sufficient to prevent the growth of an illegal sector; (2) the lack of regulation for private TVE institutions raises complex issues regarding the mechanisms required to ensure quality and protect consumers against abuses; and (3) for private TVE to succeed, students and the programs themselves must receive some public funding and develop relationships with industry. (Includes 84 references.) (MO)}, language = {en}, institution = {International Institute for Educational Planning}, author = {Atchoarena, David and Esquieu, Paul}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GYDI5ALR 2317526:87DIRPTS LOCAL-eric:ED480333}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, A:Sub-Saharan Africa, C:Mali, C:Senegal, CA:AandC, CC:Mali, CC:Senegal, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, Case Study, F:policy, F:regulation, P:mechanic, P:services, Q:Postsecondary Education, R:case study, R:literature review, T:TVET, T:Training, T:vocational school, Z:Case Studies, Z:Compliance (Legal), Z:Education Work Relationship, Z:Educational Development, Z:Educational Finance, Z:Educational Policy, Z:Educational Quality, Z:Federal Regulation, Z:Foreign Countries, Z:Free Enterprise System, Z:Government Role, Z:Government School Relationship, Z:Postsecondary Education, Z:Private Education, Z:Proprietary Schools, Z:Public Education, Z:Quality Control, Z:School Business Relationship, Z:Vocational Education, Z:Vocational Schools, publicImportV1, ⛔ No DOI found}, } @article{mayaka_quality_2002, title = {A {Quality} assessment of education and for {Kenya}'s tour-operating sector}, url = {https://www.tandfonline.com/doi/abs/10.1080/13683500208667911}, doi = {10.1080/13683500208667911}, abstract = {This study examines the provision of tourism education and training in Kenya in the context of Sub-Saharan Africa and developing countries. Specifically the paper examines the human resource skills needed by Kenya’s tour-operating sector and the extent to which current training provision is adequate. The approach used in the present study is a modified version of WTO’s Tourism Education and Quality (TEDQUAL) methodology. The results indicate considerable convergence between the perceptions of industry operators and education providers concerning quality gaps in the development of skills. A number of systemic training shortcomings are identified including curriculum deficiencies and the inadequate development and enhancement of workplace skills. In view of the resource constraints facing most developing countries, it is argued that tourism trainingandeducation should consciously address the needs of the locally-based industry and that such an approach should result in a more effective education and training system.}, language = {en}, journal = {Current Issues in Tourism}, author = {Mayaka, M and King, B}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13683500208667911 10/dkhvf5 2129771:NHULUCSM 2317526:2ZMSW74Z}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Kenya, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:T, D:developing country, F:assessment, P:measurement, P:technology, P:tourism, T:Ausbildung, \_C:Algeria DZA, \_C:Australia AUS, \_C:Canada CAN, \_C:Congo XCO, \_C:Egypt EGY, \_C:France FRA, \_C:Ghana GHA, \_C:Indonesia IDN, \_C:Japan JPN, \_C:Kenya KEN, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Singapore SGP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @misc{government_of_mauritius_mqa_2001, title = {{MQA} {Act} nº42, 2001 - {Mauritius} {Qualifications} {Authority} {Act}}, language = {English}, author = {{Government of Mauritius}}, year = {2001}, note = {UA-a71a4b38-886d-42aa-bf61-228abd0e2f34 KerkoCite.ItemAlsoKnownAs: 2129771:MLBTYZXW 2317526:DNFEL7ZY}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Mauritius, publicImportV1}, } @misc{government_of_south_africa_general_2001, title = {General and {Further} {Education} and {Training} {Quality} {Assurance} {Act} {Nº58}}, url = {https://www.umalusi.org.za/docs/legislation/2001/actno58_2001.pdf}, language = {Language}, urldate = {2018-12-19}, author = {{Government of South Africa}}, year = {2001}, note = {UA-1a6bde11-123e-41f7-957c-aaee9859b58f KerkoCite.ItemAlsoKnownAs: 2129771:SP966LAJ 2317526:MUJYGBFC}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, Quality Assurance, publicImportV1}, } @article{hlophe_computer_2001, title = {Computer literacy among practical arts teachers in swaziland vocational schools}, doi = {10.1080/13636820100200161}, abstract = {This article reports findings of a study conducted in Swaziland to determine computer literacy skills of teachers of agriculture, commerce, home economics and technical studies in 16 pilot vocational schools. These teachers are expected to teach the new vocationalised curriculum of the four subjects. Findings revealed that the teachers lacked the basic computer knowledge and skills needed in the newly vocationalised curriculum that was to be mounted in the year 2000 with the financial assistance (loan) from the African Development Bank. However, the teachers indicated a strong interest in taking computer technology courses. © 2001 Taylor \& Francis Group, LLC.}, language = {en}, journal = {Journal of Vocational Education and Training}, author = {Hlophe, Zanele F. and Mindebele, CBS}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13636820100200161 10/cxxtx9 2129771:3GU7567E 2317526:VP54IRPY}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:eSwatini, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:curriculum, P:agriculture, P:economy, P:services, P:teachers, P:technology, Q:educational technology, T:TVET, T:Training, T:vocational school, publicImportV1}, } @article{howe_local_2001, title = {Local community training and education in southern {Tanzania}—a case study}, url = {https://www.sciencedirect.com/science/article/pii/S0308597X0100029X}, doi = {10.1016/s0308-597x(01)00029-x}, abstract = {Abstract Local coastal communities are highly dependent upon the marine environment not only for protein but also as a primary source of income. In addition, there are growing economic opportunities offered within the coastal zone. As populations increase in these areas there is an increasing demand on coastal resources. This in turn requires effective management initiatives at regional, national and local levels.The Marine Education and Training Programme in Mtwara, southern Tanzania was a small scale capacity building project that incorporated two elements; a primary schools field day education programme and a marine coastal resources course for fishermen and women from the Mtwara District. The programme ran for a period of 1year and during that time 14 schools, 198 children, 34 fishermen, 2 women and 14 villages participated. Results from preliminary evaluation indicated that such education is not only welcome by the local government offices, teachers, village chairmen and fishermen as an expansion of the knowledge base, but is also an important and valuable stepping stone for the local communities to become active in issues regarding the management of coastal resources.}, language = {en}, journal = {Marine Policy}, author = {Howe, Vicki}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/s0308-597x(01)00029-x 10/bkddg8 2129771:8F3ZUDIB 2317526:I83Z95UT}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, C:Tanzania, CA:AandC, CCZ:Tanzania, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:women, P:economy, P:environment, P:teachers, R:case study, R:evaluation, T:Training, Z:Capacity building, Z:East Africa, Z:Local community, Z:Marine environmental education, publicImportV1}, } @article{summers_pharmaceutical_2001, title = {Pharmaceutical education in the {South} {African} multicultural society}, abstract = {In 1995, South Africa commenced the implementation of a new quality assurance program at all educational levels, which promotes outcomes-based education. Degree programs and academic institutions have to be accredited by the South African Qualifications Authority through discipline-specific Education Training and Quality Assurance bodies. In response to these changes in education structure, the South African Pharmacy Council has developed outcomes-based competency standards for entry-level pharmacists. On the basis of these standards, the School of Pharmacy of the Medical University of Southern Africa, which served a non-white population during the apartheid era, and the Technikon Pretoria, which served a predominantly white student population, have jointly established an integrated, problem-based BPharm curriculum. The student intake on the program reflects the South African demographic composition. The course is designed to meet both the competency requirements and the needs of historically disadvantaged sections of the community. It is now in its third year, with encouraging pass rates.}, language = {en}, journal = {American Journal of Pharmaceutical Education}, author = {Summers, R and Haavik, C and Summers, B and Moola, F and Lowes, M and Enslin, G}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:D6AT4C4Y 2317526:654WSUFT}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:South Africa, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:curriculum, F:outcomes, F:qualification, F:standards, P:media, P:technology, Q:degree, T:Ausbildung, publicImportV1, ⛔ No DOI found}, } @article{indabawa_case_2000, title = {The {Case} of {Non}-formal {Education} {Provisions} in {Namibia}}, url = {http://www.adeanet.org/adea/wgnfe/publications/indabawa.pdf}, abstract = {There are established and irrefutable evidences which show the symbiotic and dialectical links between education and development. (Aklilpelu,'90, Duke,'85;Obaiiewa.'84, Omolewa.'94;Indabawa,'94; and Sagcan.'97). Education can liberate and make human beings more completely human (Freire); it can empower especially the disadvantaged groups. It is also capable of being an instrument for the eradication of literacy, preventable diseases, social apathy, social immobility and can as well enhance the human potential for greater economic productivity and reduction of human social inequality, (Anipene,'80; Adiseshiah,'80;Duke,'83; and Indabawa,'91). Given this background. all investment in educational provisions, whether formal or nonformal. will be well justified. However, this is not to suggest that education on its own will be the only precondition for human development. Education too, has its own damaging consequences on society, especially if it is used as a vehicle for promoting less than the general good of society; or it turns out to be irelevant to the popular needs ( Ayandele,'74;Akinpelu,'97; Shirley,'96). The aim of this paper is to stimulate discussion of and interest in Nonformal Educational Provisions in the Republic of Namibia. In facilitating this, ttention will be paid to seven basic issues as follows: Country background, Concept of Nonformal Education. Policy context of nonformal education provisions; Diversity of provisions; relation to formal education; Relevance of programmes to beneficiaries and Impact.}, language = {en}, author = {Indabawa, SA}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WGLYBLCM 2317526:EAKDLNLQ UTI-315AB96B-C20B-3E81-8B60-CC3942F5FEAE}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Namibia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:ministry, P:culture, Q:higher education, Q:open learning, T:TVET, publicImportV1, ⛔ No DOI found}, } @inproceedings{wilson_german_2000, address = {San Antonio, Texas, USA}, title = {The {German} '{Dual} {System}' of {Occupational} {Training}:}, abstract = {Germany's Dual System, which consists of in-school and in-enterprise components, facilitates entry into 374 recognized technical, white-collar and blue-collar occupations listed in training regulations that are grounded in legislation. The Dual System's origins and development in Germany were examined along with several attempts to replicate the German model in other countries. The literature on transfer and replication of the Dual System model was reviewed, and micro case studies of attempts to adopt the German model in the following countries were presented: Botswana; Costa Rica; the Dominican Republic; India; Indonesia; Lebanon; Seychelles; Singapore; and Sri Lanka. Reflections of Germany's Dual System in United States work-based youth apprenticeships were also considered. Of all the countries examined in the micro case studies, only Singapore seems to have replicated the German record of participation of 64\%-81\% of 16- to 18-year-olds in the Dual System. It was concluded that integration of academic and technical-vocational curricula is extremely difficult in nations where technical and vocational education and training is often perceived to be second-class education. It was further concluded that Germany's culture of in-firm training may be the most difficult-to-develop attribute of the Dual System in developed and developing nations alike. (Contains 52 references.) (MN)}, language = {en}, author = {Wilson, David N}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7APR67LA 2249382:EXUHFNVT 2317526:P7USE6YS}, keywords = {⛔ No DOI found}, } @book{patzold_lernortkooperation_1999, address = {Bielefeld}, series = {Berichte zur beruflichen {Bildung}}, title = {Lernortkooperation - {Stand} und {Perspektiven}}, isbn = {978-3-7639-0856-1}, language = {ger}, number = {225}, publisher = {Bertelsmann}, editor = {Pätzold, Günter}, year = {1999}, note = {OCLC: 75952328 KerkoCite.ItemAlsoKnownAs: 2129771:VEDBBEAS 2317526:PCCNAE4F}, } @misc{government_of_botswana_vocational_1998, title = {Vocational {Training} {Act}}, url = {https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/88344/100971/F532562678/BWA88344%202012.pdf}, language = {English}, urldate = {2018-11-28}, author = {{Government of Botswana}}, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BSYJFISV 2317526:NGFYPRHX}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1}, } @misc{government_of_botswana_national_1997, title = {National {Policy} on {Vocational} {Education} and {Training}}, language = {English}, urldate = {2018-11-29}, author = {{Government of Botswana}}, year = {1997}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9D3VNBSQ 2317526:GMIZB2GW}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1}, } @incollection{weiss_nothing_1995, title = {Nothing as {Practical} as {Good} {Theory} : {Exploring} {Theory}-{Based} {Evaluation} for {Comprehensive} {Community} {Initiatives} for {Children} and {Families}}, shorttitle = {Nothing as {Practical} as {Good} {Theory}}, abstract = {The topic on the table is the evaluation of comprehensive cross-sector community-based interventions designed to improve the lot of children, youth, and families.’ These types of initiatives draw on a history of experience, from the Ford Foundation’s Gray Areas Program in the early 1960s continuing through the federal programs of the President’s Committee on Juvenile Delinquency, the large Community Action Program of the War on Poverty, the Model Cities Program, community development corporations, services integration programs, and others. Most of the government programs incorporated requirements for systematic evaluation; for foundation-supported programs, evaluation was more sporadic and informal. None ofthe programs was satisfied that it had achieved either maximalprogrdm benefit from its efforts or maximal evaluation knowledge about program consequences from the evaluations it undertook. In recent years a new generation of comprehensive community initiatives (CCIs) has been funded. Supported in large part by private foundations, the initiatives aim to reform human service and collateral systems in geographically bounded communities. They work across functional areas-such as social services, health care, the schools, and economic and physical redevelopment-in an effort to launch a comprehensive}, booktitle = {New {Approaches} to {Evaluating} {Community} {Initiatives}’ ed.). {Washington}, {DC}: {Aspen} {Institute}.}, author = {Weiss, Carol Hirscbon}, editor = {Connell, J and Kubisch, A and Schorr,, L and Weiss,, C}, year = {1995}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2URBNM2X 2317526:JILEXTI4}, keywords = {Advocate (person), Amiga Walker, Approximation, CDISC SDTM Evaluator Terminology, Community, Community-Acquired Infections, Delinquent behavior, Design of experiments, Distortion, Evaluation, Foundations, GNU Compiler Collection, Goto, Health Care, Health Services, Interpreter (computing), Juvenile Delinquency, Maximal set, Needle-Exchange Programs, Requirement, School, Usability, benefit, corporation}, } @misc{government_of_ghana_nbptex_1994, title = {{NBPTEX} {Act} nº492, 1994 - {The} {National} {Board} for {Professional} and {Technician} {Examinations} {Act}}, url = {https://nabptex.gov.gh/wp-content/uploads/2017/05/NABPTEX-ACT-492-1994.pdf}, language = {English}, urldate = {2018-11-30}, author = {Government of Ghana}, year = {1994}, note = {UA-0b9591e0-2063-40ec-bf88-5f5824f5a423 KerkoCite.ItemAlsoKnownAs: 2129771:Y2TGY3TI 2317526:5C3DK4YC}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Ghana, publicImportV1}, } @misc{government_of_nigeria_educational_1987, title = {Educational {Correspondence} {Colleges} {Accreditation} {Act} {Nº} 32, 1987}, url = {http://www.lawnigeria.com/LFN/E/Educational-Correspondance-Colleges-Accreditation-Act.php}, urldate = {2018-12-16}, author = {{Government of Nigeria}}, year = {1987}, note = {UA-0b53f034-401d-4807-b887-e7b9b8d2cc35 KerkoCite.ItemAlsoKnownAs: 2129771:WDYE26N6 2317526:YZLGHJKY}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @misc{government_of_nigeria_education_1985, title = {Education {Act} {Nº} 16 ({National} {Minimum} {Standards} and {Establishment} of {Institutions})}, language = {English}, urldate = {2018-12-16}, author = {{Government of Nigeria}}, year = {1985}, note = {UA-ca20c78d-58b1-4da3-a908-7196955689eb KerkoCite.ItemAlsoKnownAs: 2129771:LH2J4SEX 2317526:UN8NKBU9}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Nigeria, National Standards, publicImportV1}, } @misc{unhcr_convention_1967, title = {Convention and {Protocol} {Relating} to the {Status} of {Refugees}}, url = {https://www.unhcr.org/protection/basic/3b66c2aa10/convention-protocol-relating-status-refugees.html}, language = {en}, urldate = {2020-05-31}, author = {UNHCR}, year = {1967}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:T2NNK4JT 2317526:P298WNQJ}, } @misc{noauthor_africa-eu_nodate, title = {Africa-{EU} {Partnership} {\textbar} {Home}}, url = {https://www.africa-eu-partnership.org/en}, urldate = {2018-12-07}, note = {UA-b82bc252-d468-4b80-bcca-10bff49c7d7a KerkoCite.ItemAlsoKnownAs: 2129771:7A2U3QFI 2317526:9LWJJRZ9}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, Networks, publicImportV1}, } @misc{noauthor_african_nodate, title = {African {Development} {Bank}}, url = {https://www.afdb.org/en}, urldate = {2020-08-07}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8DCCWN73}, } @misc{noauthor_african_nodate, title = {African {Development} {Bank} {\textbar} {Home}}, url = {https://www.afdb.org/en/}, abstract = {The African Development Bank is a regional multilateral development bank, engaged in promoting the economic development and social progress of its Regional...}, language = {English}, urldate = {2018-11-28}, note = {UA-978b4e86-b1ee-4a61-94ae-f080dc65178f KerkoCite.ItemAlsoKnownAs: 2129771:FUDE453F 2317526:MUSD9AXQ}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Ghana, Networks, publicImportV1}, } @misc{noauthor_african_nodate, title = {African {Journal} of {Education},{Science} and {Technology} {\textbar} {Home}}, url = {http://www.ajest.info/index.php/ajest}, urldate = {2020-05-28}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z2BZYRNJ 2317526:QXKFZ4EC}, } @misc{noauthor_african_nodate, title = {African {Union} {\textbar} {Home}}, url = {https://au.int/}, abstract = {The African Union (AU) is a continental union consisting of all 55 countries on the continent of Africa. It was established on 26 May 2001 in Addis Ababa, Ethiopia and launched on 9 July 2002 in South Africa[7] with the aim of replacing the Organisation of African Unity (OAU).}, language = {English}, urldate = {2018-11-05}, note = {UA-f5c73145-3789-42f7-bc07-59da12ee01b2 KerkoCite.ItemAlsoKnownAs: 2129771:SXYXNTAN 2317526:H2SYAMFW}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, Networks, publicImportV1}, } @misc{noauthor_assessment_nodate, title = {Assessment \& {Certification} {\textbar} {Directorate} of {Industrial} {Training}}, url = {http://dituganda.org/assessment-certification-2/}, urldate = {2020-05-31}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BJI8259D 2317526:59RCE8YR}, } @misc{noauthor_association_nodate, title = {Association for the {Development} of {Education} in {Africa}}, url = {http://www.adeanet.org/}, urldate = {2020-05-27}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZCXGDRM4 2317526:RLMC4PPI}, } @misc{noauthor_association_nodate, title = {Association of {Ethiopians} {Educated} in {Germany}}, url = {https://aeeg-ethiopia.org/}, language = {en-US}, urldate = {2020-02-02}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GUM3N5HT 2317526:PAVA9SDY}, } @misc{noauthor_botswana_nodate, title = {Botswana {Education} {Hub}}, url = {http://www.beh.gov.bw/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WMU9A9SK}, } @misc{noauthor_building_nodate, title = {Building {State} {Capability} - {The} {DDD} {Manifesto}}, url = {https://buildingstatecapability.com/the-ddd-manifesto/}, urldate = {2020-05-28}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BCXW5RN8 2317526:DIDPY8FS}, } @misc{noauthor_calliope_nodate, title = {{CALLIOPE} {\textbar} {Home}}, url = {https://calliope.cc/}, urldate = {2020-05-27}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CGY33RGB 2317526:Q3PY3NSP}, } @misc{noauthor_cbeta_nodate, title = {{CBETA} {Standards} and guidelines}, url = {http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/CBETA-Standards-and-Guidelines-20180610.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8H4PXF35}, } @misc{noauthor_competency-based_nodate, title = {Competency-{Based} {Education} and {Training} and {Assessment} {Standards} \& {Guidelines}}, url = {http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/CBETA-Standards-and-Guidelines-20180610.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:W4DCE8H8}, } @misc{noauthor_council_nodate, title = {Council for {Technical} and {Vocational} {Education}}, url = {https://cotvet.gov.gh/}, language = {en-US}, urldate = {2020-07-13}, note = {Library Catalog: cotvet.gov.gh KerkoCite.ItemAlsoKnownAs: 2129771:NRVB8C7N}, } @misc{noauthor_council_nodate, title = {Council for technical and vocational education and training}, url = {https://cotvet.gov.gh/}, language = {en-US}, urldate = {2020-08-04}, note = {Library Catalog: cotvet.gov.gh KerkoCite.ItemAlsoKnownAs: 2129771:76Y4XSUQ}, } @techreport{noauthor_council_nodate, title = {Council for {Technical} and {Vocational} {Education} and {Training} {Act} {No}. 718}, url = {https://www.dhet.gov.za/Archive%20Manuals/Ghana/Appendix%201_COTVET%20Act.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F859WTJP}, } @misc{noauthor_department_nodate, title = {Department for {International} {Development}}, url = {https://www.gov.uk/government/organisations/department-for-international-development}, abstract = {The Department for International Development (DFID) leads the UK’s work to end extreme poverty. We are tackling the global challenges of our time including poverty and disease, mass migration, insecurity and conflict. Our work is building a safer, healthier, more prosperous world for people in developing countries and in the UK too. DFID is a ministerial department, supported by 2 agencies and public bodies .}, language = {en}, urldate = {2020-05-27}, journal = {DFID UK}, note = {Library Catalog: www.gov.uk KerkoCite.ItemAlsoKnownAs: 2129771:KSH29R6N 2317526:DLZU99M9}, } @misc{noauthor_directory_nodate, title = {Directory of accredited programmes offered in polytechnics, technical and vocational institutions in {Nigeria}}, url = {https://net.nbte.gov.ng/sites/default/files/2018-02/2017%20DIRECTORY%20OF%20INSTITUTIONS%20UNDER%20THE%20PURVIEW%20OF%20NBTE.pdf}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X6TEGPQU}, } @misc{noauthor_educata_nodate, title = {Educata {Ghana} 2020}, url = {https://educataghana.com/}, language = {en-US}, urldate = {2020-08-07}, note = {Library Catalog: educataghana.com KerkoCite.ItemAlsoKnownAs: 2129771:IDQTR2K3}, } @misc{noauthor_education_nodate, title = {Education {National} {Minimum} {Standards} and {Establishment} of {Institutions} {Act} {No}. 16}, url = {http://www.lawnigeria.com/LFN/E/Education%28National-Minimum-Standards-and-Establishment-of-Institutions%29Act.php}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JQN4DFQC}, } @misc{noauthor_educational_nodate, title = {Educational {Correspondence} {Colleges} {Accreditation} {Act} {No}. 32}, url = {http://www.lawnigeria.com/LFN/E/Educational-Correspondance-Colleges-Accreditation-Act.php}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LFGE378A}, } @misc{noauthor_educational_nodate, title = {Educational {Research} {Network} for {West} and {Central} {Africa} {\textbar} {Home}}, url = {http://www.ernwaca.org/web/}, urldate = {2018-11-28}, note = {UA-9c8aadb5-273b-4f7b-b15c-814e738c6720 KerkoCite.ItemAlsoKnownAs: 2129771:B2C4NZDA 2317526:6A8IVWIX}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Benin, CC:Cameroun, CC:Congo, CC:Gambia, CC:Ghana, CC:Guinée, CC:Ivory Coast, CC:Mali, CC:Nigeria, CC:Senegal, CC:Sierra Leone, Networks, Togo, publicImportV1}, } @misc{noauthor_edukans_nodate, title = {Edukans - {Learn4Work} {\textbar} {Home}}, url = {https://edukans.org/learn4work/}, urldate = {2018-12-07}, note = {UA-e8658870-ff63-4217-aa68-aaa5e952230a KerkoCite.ItemAlsoKnownAs: 2129771:DAPSMQPW 2317526:AJAK4WC4}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Ethiopia, CC:Ghana, CC:Kenya, CC:Netherland, CC:Rwanda, CC:Uganda, Networks, publicImportV1}, } @misc{noauthor_european_nodate, title = {European {Centre} for {Development} {Policy} {Management} {\textbar} {Home}}, shorttitle = {{ECDPM} {Home}}, url = {https://ecdpm.org/}, abstract = {ECDPM is a think and do tank. Our main goal is to broker effective development partnerships between the EU and the Global South, particularly Africa.}, urldate = {2018-12-09}, journal = {ECDPM}, note = {UA-9c040d93-d6c4-41e4-93a1-c916ce397bfe KerkoCite.ItemAlsoKnownAs: 2129771:ANGVJEHL 2317526:CB97VIIM}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, Networks, publicImportV1}, } @misc{noauthor_fawe_nodate, title = {{FAWE} - {Forum} for {African} {Women} {Educationalists}}, url = {http://fawe.org/home/}, abstract = {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,}, language = {en-GB}, urldate = {2019-01-15}, journal = {Forum for African Women Educationalists: FAWE}, note = {UA-a5124ef3-f899-4b1d-8971-5e01c8e9f165 KerkoCite.ItemAlsoKnownAs: 2129771:Q6CP4W5J 2317526:NRBWUS7P}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @misc{noauthor_federal_nodate, title = {Federal {Colleges} of {Education} {Act}}, url = {http://www.lawnigeria.com/LFN/F/Federal-Colleges-of-Education-Act.php}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WIXNU7RZ}, } @misc{noauthor_federal_nodate, title = {Federal {Ministry} of {Education}}, url = {https://education.gov.ng/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S2MV4ZGI}, } @misc{noauthor_federal_nodate, title = {Federal {Polytechnics} {Act}}, url = {http://www.lawnigeria.com/LFN/F/Federal-Polytechnics-Act.php}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FCDXYFIT}, } @misc{noauthor_fogarty_nodate, title = {Fogarty {International} {Center}}, url = {https://www.fic.nih.gov:443/}, language = {en-US}, urldate = {2020-05-27}, journal = {Fogarty International Center}, note = {Library Catalog: www.fic.nih.gov KerkoCite.ItemAlsoKnownAs: 2129771:RVSWMF99 2317526:B9EBY4SS}, } @misc{noauthor_german_nodate, title = {German {Academic} {Exchange} {Service} - {DAAD}}, url = {https://www.daad.de/en/}, urldate = {2020-05-28}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RPLA42GV 2317526:TGXFR93K}, } @misc{noauthor_ghana_nodate, title = {Ghana {Education} {Service} ({GES})}, url = {https://ges.gov.gh/}, language = {en-US}, urldate = {2020-08-04}, note = {Library Catalog: ges.gov.gh EdTechHub.ItemAlsoKnownAs: 2129771:HEYITHE2}, } @misc{noauthor_ghana_nodate, title = {Ghana {Education} {Service} (ghanaschoolsinfo, syllabus)}, url = {http://ghanaschoolsinfo.org/syllabus}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:ETJP5R3I}, } @misc{noauthor_ghana_nodate, title = {Ghana {National} {Association} of {Private} {Vocational} and {Technical} {Institutions}}, url = {http://www.gnapvti.org/index.php?option=com_content&view=featured&layout=uber:blank&Itemid=784}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ER9VLYV2}, } @misc{noauthor_govet_nodate, title = {Govet / {BMBF} cooperation with {Ghana}}, url = {https://www.bibb.de/govet/en/100651.php}, abstract = {Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.}, language = {en}, urldate = {2020-08-08}, journal = {BIBB - BMBF cooperation with Ghana}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4I6X9VAQ}, } @misc{noauthor_guidelines_nodate, title = {Guidelines and procedures for the establishment of private technical and technological institutions in {Nigeria}}, url = {https://net.nbte.gov.ng/sites/default/files/2017-10/Guidelines%20and%20Procedures%20for%20TVET.pdf}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RAYLM7MT}, } @misc{noauthor_human_nodate, title = {Human {Resource} {Development} {Council} of {Botswana}}, url = {https://www.hrdc.org.bw/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EG2VVDI2}, } @misc{noauthor_inauguration_nodate, title = {Inauguration of {Sector} {Skills} {Bodies} and subsequent {Study} {Tour} to {India} {\textbar} {Ghana} skills {Development}}, url = {http://www.ghanaskills.org/node/159}, urldate = {2020-08-07}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G2G4USW5}, } @misc{noauthor_innovation_nodate, title = {Innovation {Enterprise} {Institutions}}, url = {https://net.nbte.gov.ng/IEIs}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EBAB3U2L}, } @misc{noauthor_integrated_nodate, title = {Integrated {Community} {Centres} for {Employable} {Skills}}, url = {http://www.melr.gov.gh/icces/}, language = {en-US}, urldate = {2020-08-04}, journal = {Ministry of Employment and Labour Relations}, note = {Library Catalog: www.melr.gov.gh KerkoCite.ItemAlsoKnownAs: 2129771:KS3277KS}, } @misc{noauthor_kenya_nodate, title = {Kenya {Association} of {Technical} {Training} {Institutions} {\textbar} {Home}}, url = {https://katti.co.ke/}, abstract = {The Kenya Association of Technical Training Institutions (KATTI) is the body that co-ordinates the activities of Technical Training Institutes all over the country. It was started in the year 1997.}, language = {en-gb}, urldate = {2020-02-02}, journal = {KATTI}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UZCSFG9C 2317526:6WXRV469}, } @misc{noauthor_kenya_nodate, title = {Kenya {National} {Examination} {Council}}, url = {https://www.knec.ac.ke/}, language = {en-US}, urldate = {2020-08-05}, note = {Library Catalog: www.knec.ac.ke KerkoCite.ItemAlsoKnownAs: 2129771:XS5VGFYL}, } @misc{noauthor_kenya_nodate, title = {Kenya {National} {Examination} {Council} {Act} {No}. 29}, url = {http://www.kenyalaw.org/lex/actviewbyid.xql?id=KE/LEG/EN/AR/K/NO.%2029%20OF%202012#KE/LEG/EN/AR/K/NO.%2029%20OF%202012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NNGPZVCX}, } @misc{noauthor_kenya_nodate, title = {Kenya {National} {Qualifications} {Authority}}, url = {http://www.knqa.ac.ke/}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G8KNV3GW}, } @misc{noauthor_kfw_nodate, title = {{KfW} {Development} {Bank} {\textbar} {Home}}, url = {https://www.kfw-entwicklungsbank.de/International-financing/KfW-Entwicklungsbank/}, abstract = {Here you find information on the activities of KfW Development Bank.}, language = {en}, urldate = {2018-11-30}, note = {UA-ef55240d-abd3-4025-af06-bcf1ad108417 KerkoCite.ItemAlsoKnownAs: 2129771:U9GSFM27 2317526:4XVMVIVP}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, Networks, publicImportV1}, } @misc{noauthor_leibniz_nodate, title = {Leibniz {University} {Hannover} {\textbar} {Home}}, url = {https://www.uni-hannover.de/en/}, abstract = {Shaping the Future with Knowledge – as one of the nine leading Institutes of Technology in Germany, Leibniz Universität is aware of its responsibility in seeking sustainable, peaceful and responsible solutions to the key issues of tomorrow. Our expertise for this stems from the broad spectrum of subjects, ranging from engineering and natural sciences to architecture and environmental planning, from law and economics to social sciences and humanities.}, language = {en}, urldate = {2020-05-28}, note = {Library Catalog: www.uni-hannover.de KerkoCite.ItemAlsoKnownAs: 2129771:QDCPLPDE 2317526:66G5R7R9}, } @misc{noauthor_malawi_nodate, title = {Malawi {Internet} {Users}}, url = {https://www.internetlivestats.com/internet-users/malawi/}, abstract = {Internet Usage in Malawi by year: Internet Users, growth rate, population, Internet penetration, global rank}, language = {en}, urldate = {2020-08-04}, journal = {Internet Live Stats}, note = {Library Catalog: www.internetlivestats.com KerkoCite.ItemAlsoKnownAs: 2129771:MXQ98C86}, } @misc{noauthor_ministry_nodate, title = {Ministry of {Education} and {Skills} {Development} - {Botswana}}, url = {http://moesd}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C9SPHUYU}, } @misc{noauthor_ministry_nodate, title = {Ministry of {Education} - {Ghana}}, url = {http://moe.gov.gh/}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VB6E2ATP}, } @misc{noauthor_ministry_nodate, title = {Ministry of {Education}, {Science} and {Technology}}, url = {https://www.education.go.ke/}, urldate = {2020-08-05}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4AXERIFU}, } @misc{noauthor_ministry_nodate, title = {Ministry of {Employment} and {Labour} {Relations}}, url = {http://www.melr.gov.gh/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7FEHR9Y3}, } @misc{noauthor_ministry_nodate, title = {Ministry of {Labour} and {Home} {Affairs}- {Botswana}}, url = {http://www.gov.bw/en/Ministries--Authorities/Ministries/Ministry-of-Labour--Home-Affairs-MLHA/}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N7ZXW588}, } @misc{noauthor_ministry_nodate, title = {Ministry of {Labour} and {Social} {Protection}}, url = {https://labour.go.ke/}, language = {en-US}, urldate = {2020-08-04}, journal = {The State Department for Labour}, note = {Library Catalog: labour.go.ke KerkoCite.ItemAlsoKnownAs: 2129771:GLILFFLE}, } @misc{noauthor_ministry_nodate, title = {Ministry of {Local} {Government} and {Rural} {Development} - {Ghana}}, url = {http://www.mlgrd.gov.gh/}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ALDPX2C7}, } @misc{noauthor_national_nodate, title = {National {Accreditation} {Board} {Act} {No}. 744}, url = {http://nab.gov.gh/images/NATIONAL-ACCREDITATION-BOARDACT2007.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HBUAUEXL}, } @misc{noauthor_national_nodate, title = {National {Board} for {Professional} and {Technician} {Examinations}}, url = {https://www.nabptex.gov.gh/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TQVB9ALJ}, } @misc{noauthor_national_nodate, title = {National {Board} for {Professional} and {Technician} {Examinations} {Act} {No}. 492}, url = {https://nabptex.gov.gh/wp-content/uploads/2017/05/NABPTEX-ACT-492-1994.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F2J2VCZC}, } @misc{noauthor_national_nodate, title = {National {Board} for {Technical} {Education}}, url = {https://net.nbte.gov.ng/}, urldate = {2020-08-02}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:XMCFZLGU}, } @misc{noauthor_national_nodate, title = {National {Board} for {Technical} {Education} {Act}}, url = {http://www.lawnigeria.com/LFN/N/National-Board-for-Technical-Education-Act.php}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7H9QYQB2}, } @misc{noauthor_national_nodate, title = {National {Board} for {Technical} {Education} {Establishment} {Act}}, url = {https://net.nbte.gov.ng/nbte%20act}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SBERHW6W}, } @misc{noauthor_national_nodate, title = {National {Board} for {Technical} {Education} (institutions)}, url = {https://net.nbte.gov.ng/accredited%20institutions}, urldate = {2020-08-04}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:8ZTFP8BJ}, } @misc{noauthor_national_nodate, title = {National {Business} and {Technical} {Examinations} {Board} {Act}}, url = {http://www.lawnigeria.com/LFN/N/National-Business-and-Technical-Examination-Board-Act.php}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SJAEFIRT}, } @misc{noauthor_national_nodate, title = {National {Centre} for {Women} {Development} {Act}}, url = {http://www.lawnigeria.com/LFN/N/National-Centre-for-Women-Development-Act.php}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DHA2QHYD}, } @misc{noauthor_national_nodate, title = {National {Commission} for {Colleges} of {Education}}, url = {http://www.ncceonline.edu.ng/}, urldate = {2020-08-02}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZJDMQ62S}, } @misc{noauthor_national_nodate, title = {National {Commission} for {Colleges} of {Education} {Act}}, url = {http://www.lawnigeria.com/LFN/N/National-Commission-for-Colleges-of-Education-Act.php}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QWVEX878}, } @misc{noauthor_national_nodate, title = {National {Council} for {Tertiary} {Education}}, url = {https://ncte.edu.gh/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VWPWPBBL}, } @misc{noauthor_national_nodate, title = {National {Industrial} {Training} {Act} {No}. 12}, url = {http://www.kenyalaw.org/lex/actview.xql?actid=CAP.%20237}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XDJZC2XM}, } @misc{noauthor_national_nodate, title = {National {Industrial} {Training} {Standards}}, url = {https://www.nita.go.ke/resources/downloads.html?task=document.viewdoc&id=49}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M9NZK3ZJ}, } @misc{noauthor_national_nodate, title = {National {Occupational} {Standards}}, url = {https://net.nbte.gov.ng/nos}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7HMTSCBI}, } @misc{noauthor_national_nodate, title = {National {Skills} {Qualification}}, url = {https://net.nbte.gov.ng/nsq}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VU7BTA87}, } @misc{noauthor_nigerian_nodate, title = {Nigerian {Educational} {Research} and {Development} {Council} {Act}}, url = {http://lawnigeria.com/LawsoftheFederation/NIGERIAN-EDUCATIONAL-RESEARCH-AND-DEVELOPMENT-COUNCIL-ACT.html}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NU3QDPZL}, } @misc{noauthor_nigerian_nodate, title = {Nigerian {Skills} {Qualification} {Framework}}, url = {https://net.nbte.gov.ng/nsqf}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3PGLMWEB}, } @misc{noauthor_oer4schools_nodate, title = {{OER4Schools}}, url = {http://oer.educ.cam.ac.uk/wiki/OER4Schools}, urldate = {2020-05-27}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2I8HATS8 2317526:M92WYMA6}, } @misc{noauthor_permanent_nodate, title = {Permanent {Working} {Group}}, url = {https://tvetinkenya.net/about-us}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EP6IQ43R}, } @misc{noauthor_proticus_nodate, title = {Proticus}, url = {https://www.porticus.com/en/home/}, urldate = {2020-08-07}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GHG3FY3Q}, } @misc{noauthor_raiffet_nodate, title = {{RAIFFET} {\textbar} {Facebook}}, url = {https://www.facebook.com/raiffet}, urldate = {2020-02-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X8MI53GQ 2317526:AZ5BV2CL}, } @misc{noauthor_raiffet_nodate, title = {{RAIFFET} (@{RAIFFETmonde}) {\textbar} {Twitter}}, url = {https://twitter.com/raiffetmonde}, language = {en}, urldate = {2020-02-01}, journal = {Twitter}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5AUB3DTH 2317526:VVI2N7YN}, } @misc{noauthor_renouvellement_nodate, title = {Renouvellement de la {Chaire} {UNESCO} « {Education} scientifique et technologique et formation des enseignants » de 2017 à 2021}, url = {http://chaire-unesco-stettin.univ-amu.fr/fr/renouvellement-de-la-chaire-unesco-education-scientifique-et-technologique-et-formation-des}, urldate = {2020-02-02}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8CR8MEHT 2317526:NYWX9PBE}, } @misc{noauthor_reseau_nodate, title = {Réseau {Africain} des {Institutions} de {Formation} de {Formateurs} de l'{Enseignement} {Technique} ({RAIFFET}) {\textbar} {Home}}, url = {https://raiffet.org/}, urldate = {2020-02-01}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S275SW7F 2317526:DYXDKBQD}, } @misc{noauthor_sixieme_nodate, title = {Sixième {Colloque} du {RAIFFET} à {Koudougou} au {Burkina} {Faso}}, url = {https://raiffet2020.sciencesconf.org/}, urldate = {2020-02-02}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ICLB5D4Z 2317526:IGTK5UC6}, } @misc{noauthor_southern_nodate, title = {Southern {African} {Science} {Service} {Centre} for {Climate} {Change} and {Adaptive} {Land} {Management} {\textbar} {Home}}, url = {http://www.sasscal.org/}, urldate = {2020-05-28}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:347WTEMJ 2317526:8M2F6BZW}, } @misc{noauthor_t-tel_nodate, title = {T-{TEL}}, url = {https://www.t-tel.org/home}, urldate = {2020-08-07}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8FBVAQWN}, } @misc{noauthor_technical_nodate, title = {Technical and {Vocational} {Education} and {Training} {Authority}}, url = {http://www.tvetauthority.go.ke/}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8KRX4ZSQ}, } @misc{noauthor_guidelines_nodate, title = {The {Guidelines} for {Registration} of {Training} {Providers}}, url = {https://www.nita.go.ke/resources/downloads.html?task=document.viewdoc&id=33}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XIRCV8UV}, } @misc{noauthor_national_nodate, title = {The {National} {Industrial} {Training} {Authority}}, url = {https://www.nita.go.ke/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R72ZYMIH}, } @misc{noauthor_tuning_nodate, title = {Tuning {Africa} - {Home}}, url = {https://tuningafrica.org/en/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WIR2ZBZ9}, } @misc{noauthor_tvet_nodate, title = {{TVET} {Curriculum} {Development} {Assessment} and {Certification} {Council} – {Just} another {WordPress} site}, url = {http://www.tvetcdacc.go.ke/}, urldate = {2020-08-05}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BTQ6M77D}, } @misc{noauthor_tvet_nodate, title = {{TVET} {Strategic} {Plan} 2018-2022}, url = {http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/TIVETA-STRATEGIC-PLAN-2-e-pub_2-Compressed.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E8CC7GWK}, } @misc{noauthor_uganda_nodate, title = {Uganda {Vocational} {Qualifications} {Framework} {Summary} of {Generic} {Level} {Descriptors}}, url = {http://dituganda.org/wp-content/uploads/2012/11/Generic-Descriptors-of-Competence-Levels.pdf}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IIX5R4P4}, } @misc{noauthor_unicef_nodate, title = {{UNICEF} {UK}}, url = {https://www.unicef.org.uk/}, abstract = {Unicef is the world’s leading organisation working for children in danger. Make a donation, fundraise or campaign – help us keep children safe.}, language = {en-GB}, urldate = {2020-05-27}, note = {Library Catalog: www.unicef.org.uk KerkoCite.ItemAlsoKnownAs: 2129771:RWK2VAFP 2317526:MJAEINIR}, } @misc{noauthor_vet_nodate, title = {{VET} {Toolbox} {\textbar} {Home}}, url = {https://www.vettoolbox.eu/}, urldate = {2020-05-28}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G4NXLTZX 2317526:K397VX5Y}, } @misc{noauthor_vocational_nodate, title = {Vocational and {Technical} {Training}}, url = {https://www.education.go.ke/index.php/about-us/state-departments/vocational-and-technical-education}, urldate = {2020-08-05}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KZWL2RD6}, } @misc{noauthor_vocational_nodate, title = {Vocational {Education} and {Training} {Authority}}, url = {https://www.veta.go.tz/}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2LDJKCFK}, } @misc{noauthor_vocational_nodate, title = {Vocational {Enterprise} {Institutions}}, url = {https://net.nbte.gov.ng/VEI}, urldate = {2020-08-04}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GBEQXSAK}, } @misc{noauthor_wissenschaftliche_nodate, title = {Wissenschaftliche {Begleitung} der {Programmlinie}: {Internationalisierung} der {Berufsbildung} ({WB}-{IBB})}, url = {https://wb-ibb.info/}, language = {de-DE}, urldate = {2020-05-28}, journal = {Internationalisierung der Berufsbildung}, note = {Library Catalog: wb-ibb.info KerkoCite.ItemAlsoKnownAs: 2129771:APXTIHF3 2317526:VME3K58D}, } @misc{noauthor_world_nodate, title = {World {Bank} {Group} {\textbar} {Home}}, url = {http://www.worldbank.org/}, abstract = {With 189 member countries, the World Bank Group is a unique global partnership fighting poverty worldwide through sustainable solutions.}, language = {en}, urldate = {2018-11-30}, note = {UA-5cb30c4c-8fd0-4a89-9c09-45704b2a24a3 KerkoCite.ItemAlsoKnownAs: 2129771:EDVZUPN7 2317526:CBWDYELJ}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, Networks, publicImportV1}, } @misc{noauthor_worldskills_nodate, title = {{WorldSkills}}, url = {https://worldskills.org/}, urldate = {2020-05-27}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AEQEMPIU 2317526:JPDHPCD6}, } @misc{noauthor_worldskills_nodate, title = {{WorldSkills} {\textbar} {Home}}, url = {https://worldskills.org/?id=277&itemid=431&option=com_content&task=view%27a%3D0}, abstract = {WorldSkills raise the profile and recognition of skilled people, and show how important skills are in achieving economic growth.}, language = {en}, urldate = {2020-02-02}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JAMQ8XB6 2317526:7RYDXJXR}, } @misc{african_union_development_agency_nepad_nodate, title = {{NEPAD}}, url = {https://www.nepad.org/}, urldate = {2020-08-07}, author = {African Union Development Agency}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BT7FT9XI}, } @misc{bibb_govet_nodate, title = {{GOVET} - {Tasks} and objectives}, url = {https://www.bibb.de/govet/en/2352.php}, abstract = {Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.}, language = {en}, urldate = {2020-05-27}, author = {BIBB}, note = {Library Catalog: www.bibb.de KerkoCite.ItemAlsoKnownAs: 2129771:SJ976L83 2317526:22XM6GHJ}, } @misc{bibb_govet_nodate, title = {{GOVET} - {Zentralstelle} der {Bundesregierung} für internationale {Berufsbildungskooperation}}, url = {https://www.bibb.de/govet/de/index.php}, abstract = {Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.}, language = {de}, urldate = {2020-05-27}, author = {BIBB}, note = {Library Catalog: www.bibb.de KerkoCite.ItemAlsoKnownAs: 2129771:TP38XRUP 2317526:A46P3SFA}, } @misc{bmbf_bundesministerium_nodate, title = {Bundesministerium für {Bildung} und {Forschung} - {BMBF}}, url = {https://www.bmbf.de/index.html}, abstract = {Das ist die Startseite des Webauftritts des Bundesministeriums für Bildung und Forschung (BMBF).}, language = {de}, urldate = {2020-05-27}, journal = {Bundesministerium für Bildung und Forschung}, author = {BMBF}, note = {Library Catalog: www.bmbf.de KerkoCite.ItemAlsoKnownAs: 2129771:4PKUP7M3 2317526:9FGCJ8G5}, } @misc{bmbf_duales_nodate, title = {Duales {Ausbildungssystem} weltweit gefragt - {BMBF}}, url = {https://www.bmbf.de/de/duales-ausbildungssystem-weltweit-gefragt-328.html}, abstract = {Das Bundesbildungsministerium kooperiert mit ausgewählten Ländern, die am dualen Ausbildungssystem deutscher Prägung zwecks Weiterentwicklung ihrer nationalen Berufsbildung interessiert sind.}, language = {de}, urldate = {2018-12-10}, journal = {Bundesministerium für Bildung und Forschung}, author = {{BMBF}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4JYRN5YX 2317526:GHJPXHWQ}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @misc{bmbf_genderforschung_nodate, title = {Genderforschung}, url = {https://www.bmbf.de/de/genderforschung-222.html}, abstract = {Welche Ursachen und Mechanismen behindern die Gleichstellung? Welche Handlungsansätze fördern Chancengerechtigkeit? Was sind nachhaltige gleichstellungspolitische Initiativen?}, language = {de}, urldate = {2020-05-28}, journal = {Bundesministerium für Bildung und Forschung - BMBF}, author = {BMBF}, note = {Library Catalog: www.bmbf.de KerkoCite.ItemAlsoKnownAs: 2129771:QS7QKJDN 2317526:E35KCIVE}, } @misc{bmbf_wascal_nodate, title = {{WASCAL} {II} - {West} {African} {Science} {Service} {Centre} on {Climate} {Change} and {Adapted} {Land} {Use}}, url = {https://www.fona.de/de/wascal-ii-west-african-science-service-centre-on-climate-change}, abstract = {Richtlinie zur Förderung von Zuwendungen für WASCAL II - West African Science Service Centre on Climate Change and Adapted Land Use („Kompetenzzentrum zur wissenschaftlichen Unterstützung gegen den Klimawandel und des anpassungsfähigen Landmanagements im westlichen Afrika), Bundesanzeiger vom 15.02.2019}, language = {de}, urldate = {2020-05-28}, author = {BMBF}, note = {Library Catalog: www.fona.de KerkoCite.ItemAlsoKnownAs: 2129771:2YPFIWB6 2317526:5BU8PHLS}, } @misc{bundesministerium_fur_wirtschaftliche_zusammenarbeit_und_entwicklung_agenda_nodate, title = {Die {Agenda} 2030 für nachhaltige {Entwicklung}}, url = {http://www.bmz.de/de/themen/2030_agenda/index.html}, language = {de}, urldate = {2020-08-04}, author = {Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung}, note = {Library Catalog: www.bmz.de KerkoCite.ItemAlsoKnownAs: 2129771:Y5CB2SQQ}, } @misc{giz_renewable_nodate, title = {Renewable energy, energy efficiency and access to energy services}, url = {https://www.giz.de/en/worldwide/20886.html}, abstract = {The programme aims to develop and implement a legal framework and appropriate concepts in the fields of rural energy supply and renewable energy efficiency and to strengthen institutional capacity.}, language = {en}, urldate = {2020-08-04}, author = {GIZ}, note = {Library Catalog: www.giz.de KerkoCite.ItemAlsoKnownAs: 2129771:SQ7URM3U}, } @misc{government_of_botswana_beh_nodate, title = {{BEH} - {Botswana} {Education} {Hub}}, url = {http://www.beh.gov.bw/}, urldate = {2018-12-07}, author = {{Government of Botswana}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:78356N5T 2317526:MUSCYYBK}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1}, } @misc{government_of_botswana_bota_nodate, title = {{BOTA} - {Botswana} {Training} {Authority}}, url = {http://www.bota.org.bw/}, abstract = {Copyright © 2011-2018 Govpage}, language = {en}, urldate = {2018-12-07}, author = {{Government of Botswana}}, note = {UA-a6d01d07-8801-45b4-bdcc-63c0b5ff318a KerkoCite.ItemAlsoKnownAs: 2129771:2SSFBZ7L 2317526:NXR3D6F3}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1}, } @misc{government_of_botswana_bqa_nodate, title = {{BQA} - {Botswana} {Qualification} {Authority} ({Botswana})}, url = {https://www.bqa.org.bw/}, urldate = {2018-11-28}, author = {{Government of Botswana}}, note = {UA-2392af11-38d3-4fde-b513-0a59952a05d0 KerkoCite.ItemAlsoKnownAs: 2129771:HV8Z5IGR 2317526:698XMRWR}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1}, } @misc{government_of_botswana_hrdc_nodate, title = {{HRDC} - {Human} {Resource} {Development} {Council}}, shorttitle = {{HRDC}}, url = {https://www.hrdc.org.bw/}, language = {English}, urldate = {2018-11-28}, author = {{Government of Botswana}}, note = {UA-e4da3e70-6aaf-4b00-bf8e-55bb3d1df3b4 KerkoCite.ItemAlsoKnownAs: 2129771:XNDEBKJP 2317526:IRRCT2GY}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, publicImportV1, tVET Key\_institution}, } @misc{government_of_germany_giz_nodate, title = {{GIZ} - {Deutsche} {Gesellschaft} für {Internationale} {Zusammenarbeit}}, url = {https://www.giz.de/en/html/index.html}, abstract = {Die GIZ bündelt die Kompetenzen und langjährigen Erfahrungen des DED, der GTZ und der Inwent.}, language = {en}, urldate = {2018-11-29}, author = {{Government of Germany}}, note = {UA-e21a0586-3596-41a8-88a7-ee26d7157e5e KerkoCite.ItemAlsoKnownAs: 2129771:HYJZUGI3 2317526:LYF9SHZ2}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Germany, CC:Ghana, Networks, publicImportV1}, } @misc{government_of_ghana_education_nodate, title = {Education {Regulation} {Bodies} {Bill}, 2019}, url = {https://www.parliament.gh/epanel/docs/bills/Education%20%20Regulation%20Bodies%20Bill,%202019.pdf#viewer.action=download}, urldate = {2020-08-02}, author = {{Government of Ghana}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7EWPFI75}, } @misc{government_of_ghana_council_nodate, title = {Council for {Technical} and {Vocational} {Education} and {Training}}, url = {http://www.cotvet.gov.gh/}, urldate = {2018-11-28}, author = {{Government of Ghana}}, note = {UA-8399e6d7-b2fc-41b0-a168-4ea2657811de KerkoCite.ItemAlsoKnownAs: 2129771:R29PMRF5 2317526:VV4LPM6I}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Ghana, publicImportV1, tVET Key\_institution}, } @misc{government_of_ghana_ghana_nodate, title = {Ghana {Education} {Service}}, url = {https://ges.gov.gh/}, urldate = {2020-05-27}, author = {Government of Ghana}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L32BLK8E 2317526:L56J3JSL}, } @misc{government_of_ghana_gsdi_nodate, title = {{GSDI} - {Ghana} {Skills} {Development} {Initiative}}, url = {http://www.ghanaskills.org/}, urldate = {2018-12-19}, author = {{Government of Ghana}}, note = {UA-4a43e465-df17-4286-8c5c-618149ea8b1b KerkoCite.ItemAlsoKnownAs: 2129771:JZFJ6SFU 2317526:FGXJGQUS}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Ghana, Competency Based Education, Networks, publicImportV1}, } @misc{government_of_ghana_national_nodate, title = {National {Board} for {Professional} and {Technician} {Examinations}}, url = {https://nabptex.gov.gh/}, urldate = {2020-05-27}, author = {Government of Ghana}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L2WXZ66F 2317526:T3ZGQGLK}, } @misc{government_of_ghana_technical_nodate, title = {Technical and {Vocational} {Education} {Division} - {Ghana} {Education} {Service}}, url = {https://ges.gov.gh/2019/07/15/technical-and-vocational-education-division/}, urldate = {2020-05-27}, author = {Government of Ghana}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7CJ4UMXS 2317526:3IM5JDI5 2317526:RP8EFV54}, } @misc{government_of_japan_jica_nodate, title = {{JICA} - {Japan} {International} {Cooperation} {Agency}}, url = {https://www.jica.go.jp/english/}, urldate = {2018-11-30}, author = {{Government of Japan}}, note = {UA-41f17f6e-7946-4bcf-869e-c2036cb5a5ad KerkoCite.ItemAlsoKnownAs: 2129771:L84UUEHF 2317526:Z44X52CE}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, Networks, publicImportV1}, } @misc{government_of_kenya_kenya_nodate, title = {Kenya {National} {Qualifications} {Authority}}, url = {http://www.knqa.go.ke/}, abstract = {Welcome to KNQA The Kenya National Qualifications Authority (KNQA) was set up in 2015 to help coordinate and harmonize education, training, assessment and quality assurance of all qualifications awarded in the country; with the view to improving quality and international comparability. The KNQF which the authority has developed and is now implementing}, language = {en-US}, urldate = {2018-12-19}, journal = {Kenya National Qualifications Authority}, author = {{Government of Kenya}}, note = {UA-2992c310-ce40-4185-8e5c-1fa75575eceb KerkoCite.ItemAlsoKnownAs: 2129771:43QIEMA4 2317526:M2NIIYMI}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, publicImportV1}, } @misc{government_of_kenya_ministry_nodate, type = {Government}, title = {Ministry of {Education}, {Science} and {Technology}}, url = {http://www.education.go.ke/}, abstract = {LATEST UPDATES LATEST NEWS UPCOMING EVENTS SCHOLARSHIPS OPPORTUNITIES LATEST NEWS \{loadmodule mod\_ajax\_intro\_articles,News Article\} UPCOMING EVENTS \{\vphantom{\}}loadmo...}, language = {English}, urldate = {2018-11-05}, author = {{Government of Kenya}}, note = {UA-78001695-7ac9-44a5-95c5-f0ff7f735ae2 KerkoCite.ItemAlsoKnownAs: 2129771:9EG45SCD 2317526:VIRPFYPY}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, publicImportV1}, } @misc{government_of_kenya_national_nodate, title = {National {Industrial} {Training} {Authority}}, url = {https://www.nita.go.ke/}, abstract = {The National Industrial Training Authority (NITA) is a state corporation established under the Industrial Training (Amendment) Act of 2011. The Authority has five industrial training centres spread across the country.}, urldate = {2018-12-09}, author = {{Government of Kenya}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XPAQ4IJ8 2317526:4Y8JZBG4}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, Industrial Training Institutes, publicImportV1}, } @misc{government_of_kenya_permanent_nodate, title = {Permanent {Working} {Group} on {TVET} in {Kenya}}, url = {https://tvetinkenya.net/about-us}, abstract = {An engagement platform for public/private stakeholders to enhance the efforts of Kenya’s vocational training transformation}, language = {en-US}, urldate = {2020-05-27}, journal = {Permanent Working Group on TVET in Kenya}, author = {Government of Kenya}, note = {Library Catalog: tvetinkenya.net KerkoCite.ItemAlsoKnownAs: 2129771:GHBBWHEV 2317526:UWBRV7AH}, } @misc{government_of_kenya_technical_nodate, title = {Technical and {Vocational} {Education} and {Training} {Authority}}, url = {https://www.tveta.go.ke/}, urldate = {2020-05-27}, author = {Government of Kenya}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HP77ZEE5 2317526:PFTEAU9H}, } @misc{government_of_nigeria_education_nodate, title = {Education {Programmes}}, url = {https://nigeria.gov.ng/programs-initiatives/education/}, urldate = {2020-05-27}, author = {Government of Nigeria}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WAA4D97G 2317526:JZ2CT8RV}, } @misc{government_of_nigeria_federal_nodate, title = {Federal {Ministry} of {Education}}, url = {http://www.education.gov.ng/}, urldate = {2018-12-06}, author = {{Government of Nigeria}}, note = {UA-cbc3192a-d7cc-4477-ad25-3dcfb40c8720 KerkoCite.ItemAlsoKnownAs: 2129771:ZCU57253 2317526:556I77B6}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Nigeria, publicImportV1}, } @misc{government_of_nigeria_national_nodate, title = {National {Board} for {Technical} {Education}}, url = {https://net.nbte.gov.ng/}, urldate = {2018-12-06}, author = {{Government of Nigeria}}, note = {UA-606454a0-501b-4320-9d59-0dc1d54bf7db KerkoCite.ItemAlsoKnownAs: 2129771:BM7QH673 2317526:KNABBECI}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Nigeria, publicImportV1, tVET Key\_institution}, } @misc{government_of_nigeria_nid_nodate, title = {{NID} {Curricula} - {National} {Vocational} {Certificates}}, url = {https://net.nbte.gov.ng/nid%20curricula}, urldate = {2018-12-06}, author = {{Government of Nigeria}}, note = {UA-884ae2d2-74be-41d4-8d7e-12b9f9c046c0 KerkoCite.ItemAlsoKnownAs: 2129771:UBVW7HUL 2317526:NHW8SYT3}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Nigeria, Qualification Framework, publicImportV1}, } @misc{government_of_south_africa_department_nodate, title = {Department of {Higher} {Education} and {Training}}, url = {http://www.dhet.gov.za/SitePages/SETAlinks.aspx}, urldate = {2018-11-28}, author = {{Government of South Africa}}, note = {UA-07cc0534-428d-489b-85de-14dad7534c7e KerkoCite.ItemAlsoKnownAs: 2129771:EV2BTAQX 2317526:K2KH3VF7}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, publicImportV1, tVET Key\_institution}, } @misc{government_of_south_africa_feti_nodate, title = {{FETI} - {Further} {Education} and {Training} {Institute}}, url = {http://www.feti.ac.za/}, language = {English}, urldate = {2018-12-06}, author = {{Government of South Africa}}, note = {UA-9f416847-09c6-472b-8aed-ab11c0ba7256 KerkoCite.ItemAlsoKnownAs: 2129771:JP4LGFI6 2317526:FDCV7GLZ}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, publicImportV1}, } @misc{government_of_south_africa_human_nodate, title = {Human {Resource} {Development} {Strategy} for {South} {Africa} (2010-2030)}, url = {https://www.gov.za/sites/default/files/DoE_HRDS-SA_22022010.pdf}, language = {English}, urldate = {2018-11-28}, author = {{Government of South Africa}}, note = {UA-f0419c20-b771-4c74-ba8f-7a9454103f9e KerkoCite.ItemAlsoKnownAs: 2129771:MM5ZQQR6 2317526:XDJZMLJF}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, publicImportV1}, } @misc{government_of_south_africa_umalusi_nodate, title = {{UMALUSI}}, url = {https://www.umalusi.org.za/}, language = {en-ZA}, urldate = {2020-07-14}, author = {Government of South Africa}, note = {Library Catalog: www.umalusi.org.za KerkoCite.ItemAlsoKnownAs: 2129771:DYCZM4ZK}, } @misc{government_of_tanzania_ministry_nodate, title = {Ministry of {Education}, {Science} and {Technology}}, url = {http://www.moe.go.tz/en/}, urldate = {2018-12-08}, author = {{Government of Tanzania}}, note = {UA-eb9cd5c2-fda9-4cd6-8582-aefd81146e2c KerkoCite.ItemAlsoKnownAs: 2129771:FYFIHGKE 2317526:G962RLZW}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Tanzania, publicImportV1}, } @misc{government_of_tanzania_vocational_nodate, title = {Vocational {Education} and {Training} {Authority}}, url = {http://www.veta.go.tz/}, abstract = {The Vocational Education and Training Authority (VETA) is an autonomous Government Agency established by an Act of Parliament in 1994 (Cap 82 Revised edition 2006). The overall objective of VETA is to oversee the Vocational Education and Training system in Tanzania by coordinating, regulating, financing and providing of Vocational Education and Training in Tanzania.}, urldate = {2018-12-08}, author = {{Government of Tanzania}}, note = {UA-7ed1d701-753a-471d-a1d2-c1e0a089d1c3 KerkoCite.ItemAlsoKnownAs: 2129771:P6DW8U5M 2317526:QTH5R2NU}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Tanzania, publicImportV1, tVET Key\_institution}, } @misc{government_of_uganda_directorate_nodate, title = {Directorate of {Industrial} {Training}}, url = {http://dituganda.org/}, language = {en-US}, urldate = {2018-12-21}, author = {{Government of Uganda}}, note = {UA-2c88b36e-9292-4c92-a377-3f59acdea211 KerkoCite.ItemAlsoKnownAs: 2129771:BFZ23SZT 2317526:SANMEZCB}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, publicImportV1}, } @article{government_of_uganda_formal_nodate, title = {Formal {Education} {Pathways} ({Uganda})}, url = {http://education.go.ug/files/downloads/Poster.pdf}, urldate = {2018-12-08}, author = {{Government of Uganda}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EAIS8L4K 2317526:R2DV7M6X}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, publicImportV1}, } @misc{government_of_uganda_ministry_nodate, title = {Ministry of {Education} and {Sports}}, url = {http://education.go.ug/}, urldate = {2018-12-08}, author = {{Government of Uganda}}, note = {UA-5b164912-d3d1-4148-ad61-2f0001e42a20 KerkoCite.ItemAlsoKnownAs: 2129771:ZGV2LLMT 2317526:KDSYSSZ3}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, publicImportV1}, } @misc{government_of_uganda_uganda_nodate, title = {Uganda {BTVET} {Portal}}, url = {http://www.btvet-uganda.org/}, urldate = {2018-12-08}, author = {{Government of Uganda}}, note = {UA-828eec28-f086-4b7e-bc3b-e7701727bb1d KerkoCite.ItemAlsoKnownAs: 2129771:I32K8295 2317526:BYMUPW8Y}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Uganda, publicImportV1}, } @misc{jovacet_journal_nodate, title = {Journal of {Vocational}, {Adult} and {Continuing} {Education} and {Training}}, url = {http://jovacet.ac.za/index.php?journal=JOVACET}, urldate = {2020-05-27}, author = {JOVACET}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DS6SQHEE 2317526:ZW8ABGW5}, } @misc{kam_kenya_nodate, title = {Kenya {Association} of {Manufacturers} ({Kenya})}, url = {http://kam.co.ke/}, abstract = {Kenya Association of Manufacturers (KAM) is a respected business association that unites industrialists and offers a common voice for businesses.}, language = {en-GB}, urldate = {2018-12-09}, author = {{KAM}}, note = {UA-ba90ea7f-e649-43c5-829a-72b717f9ec5d KerkoCite.ItemAlsoKnownAs: 2129771:7JKKU2CT 2317526:UGD3NDIB}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Kenya, Industry, publicImportV1}, } @misc{kenya_national_qualifications_authority_recognizing_nodate, title = {Recognizing {Prior} {Learning}}, url = {http://www.knqa.go.ke/recognizing-prior-learning/}, urldate = {2020-05-27}, author = {Kenya National Qualifications Authority}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JUAEJ8YA 2317526:Q9BNWJGX}, } @misc{ministry_of_foreign_affairs_of_denmark_danida_nodate, title = {Danida and {Denmark}’s development cooperation}, url = {http://um.dk/en/danida-en/}, abstract = {Danida}, language = {en}, urldate = {2018-11-30}, author = {Ministry of Foreign Affairs of Denmark}, note = {UA-8afa855c-dc29-462a-b81d-f1e92c8ec140 KerkoCite.ItemAlsoKnownAs: 2129771:4QTTDE9G 2317526:859VJN2R}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, Networks, publicImportV1}, } @misc{national_board_for_technical_education_nigerian_nodate, title = {Nigerian {Skills} {Qualification} {Framework}}, url = {https://net.nbte.gov.ng/nsqf}, urldate = {2020-05-27}, author = {National Board for Technical Education}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E6Z6EGVJ 2317526:8XLUG3XT}, } @misc{open_development__education_evidence_nodate, title = {Evidence {Library}}, url = {https://docs.opendeved.net/lib/}, urldate = {2020-05-27}, author = {Open Development \& Education}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:54HTM5GH 2317526:6SQCBFPN}, } @misc{open_development__education_oden_nodate, title = {{ODEN} {TVET}-{R}-{SSA} ({Zotero} {Library})}, url = {https://www.zotero.org/groups/2317526/oden_tvetr-ssa/library}, urldate = {2020-05-27}, author = {Open Development \& Education}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BAT6Z8AU 2129771:YGNKYR2E 2317526:ESEAVEA4}, } @misc{open_development__education_tvet_nodate, title = {{TVET} {Zotero} {Library} {Registration}}, url = {https://www.zotero.org/groups/2317526/oden_tvetr-ssa?}, urldate = {2020-05-27}, author = {Open Development \& Education}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S3B3J4QA 2317526:TYEHHIG8}, } @techreport{sadcqf_what_nodate, title = {What is the {Southern} {African} {Development} {Community} {Qualifications} {Framework}?}, url = {https://www.sadc.int/files/7915/3604/7923/SADCQF_Promotion_Messages.pdf}, urldate = {2020-05-27}, author = {SADCQF}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NV6FMLWR 2317526:IGSG3TA7}, } @misc{staatsministerium_fur_kultus_schule_nodate, title = {Schule und {Ausbildung}}, url = {https://www.schule.sachsen.de/23756.htm}, urldate = {2020-05-28}, author = {Staatsministerium für Kultus}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZLKLX6JX 2317526:QTAAD7KW}, } @misc{unesco_unesco_nodate, title = {{UNESCO} {Institute} for {Lifelong} {Learning}}, url = {https://uil.unesco.org/}, urldate = {2020-08-04}, author = {UNESCO}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XI7LMVX8}, } @misc{united_nations_sustainable_nodate, title = {Sustainable {Development} {Goals}}, url = {https://sustainabledevelopment.un.org/?menu=1300}, urldate = {2020-05-28}, author = {United Nations}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8LP5VFLY 2317526:7LKI73LA}, } @misc{wikipedia_andragogy_nodate, title = {Andragogy}, url = {https://en.wikipedia.org/wiki/Andragogy}, urldate = {2020-05-27}, author = {Wikipedia}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R43EEEGB 2317526:6TQG6HTI}, } @misc{wikipedia_wiki_nodate, title = {Wiki}, url = {https://en.wikipedia.org/wiki/Wiki}, urldate = {2020-05-27}, author = {Wikipedia}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NWE7DBS7 2317526:9B7E2YXT}, } @misc{world_bank_skills_nodate, type = {Text/{HTML}}, title = {Skills {Development} {TVET}}, url = {https://www.worldbank.org/en/programs/paset/brief/skills-developmenttvet}, abstract = {A Regional TVET Centers of Excellence initiative is under development to support development of specialized TVET skills in the region.}, language = {en}, urldate = {2020-08-07}, journal = {World Bank}, author = {World Bank}, note = {Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2129771:GTNBZ4VK}, } @misc{yumpucom_guidelines-for--re-accreditation--diploma-programmes-nbte_nodate, title = {guidelines-for-the-re-accreditation-of-diploma-programmes-nbte}, url = {https://www.yumpu.com/en/document/view/14993800/guidelines-for-the-re-accreditation-of-diploma-programmes-nbte}, abstract = {Guidelines for the Re Accreditation of diploma Programmes - NBTE}, language = {en}, urldate = {2020-08-02}, journal = {yumpu.com}, author = {Yumpu.com}, note = {Library Catalog: www.yumpu.com KerkoCite.ItemAlsoKnownAs: 2129771:SIZ9DD2D}, }