TY - ELEC TI - Unemployment, total (% of total labor force) (modeled ILO estimate) - Sub-Saharan Africa | Data AU - World Bank DA - 2020/06/21/ PY - 2020 UR - https://data.worldbank.org/indicator/SL.UEM.TOTL.ZS?locations=ZG Y2 - 2020/08/01/14:40:08 ER - TY - ENCYC TI - Theory of change AU - Wikipedia AB - 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. DA - 2020/05/05/T07:13:22Z PY - 2020 DP - Wikipedia LA - en UR - https://en.wikipedia.org/w/index.php?title=Theory_of_change&oldid=954966865 Y2 - 2020/05/27/13:53:29 ER - TY - RPRT TI - Valid Training Providers (Nigeria) AU - National Industrial Training Authority CY - Nigeria DA - 2020/05// PY - 2020 ER - TY - JOUR TI - Berufsbildungsgesetz (BBiG) DA - 2020/// PY - 2020 DP - Zotero SP - 66 LA - de KW - __C:filed:1 ER - TY - ELEC TI - VolkswagenStiftung DA - 2020/// PY - 2020 UR - https://www.volkswagenstiftung.de/en/foundation Y2 - 2020/08/07/16:34:18 ER - TY - ELEC TI - Accredited Institutions AU - COTVET DA - 2020/// PY - 2020 LA - en-US UR - https://cotvet.gov.gh/accredited-institutions/ Y2 - 2020/07/13/17:01:38 ER - TY - CHAP TI - Appendix 1. Annotated bibliography AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/AQFVDKFE KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:aa1 ER - TY - CHAP TI - Appendix 2. Methodology for the Interviews and Structured Community Review AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/75QW3PXV KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:aa2 ER - TY - CHAP TI - Appendix 3. Results of the SCR AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/VB4ETU5N KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:aa3 ER - TY - CHAP TI - Appendix 4. Bibliography AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/D3CVDNNS KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:aa4 ER - TY - CHAP TI - Appendix 5. List of Additional Materials AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/ZDJEC4K7 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:aa5 ER - TY - CHAP TI - Chapter 00. Executive Summary AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/FHIKPI9S KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a0 ER - TY - CHAP TI - Chapter 01. Introduction AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/8S9JNUH5 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a1 ER - TY - CHAP TI - Chapter 02. Research Design AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/RJW8K8UD KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a2 ER - TY - CHAP TI - Chapter 03. Overview of the Discovered Literature AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/JW22URSA KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a3 ER - TY - CHAP TI - Chapter 04. Conception and Practice of TVET AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/NP9ACE9G KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a4 ER - TY - CHAP TI - Chapter 05. TVET Actors AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/PUJKSC8I KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a5 ER - TY - CHAP TI - Chapter 06. Themes, Perspectives and Current Debates in TVET Research AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/55F63GQP KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a6 ER - TY - CHAP TI - Chapter 07. Systematic Review of TVET Research AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/4DRTKGMG KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a7 ER - TY - CHAP TI - Chapter 08. Models for Designing, Developing and Delivering Berufsbildung AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/9PM7S9BZ KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a8 ER - TY - CHAP TI - Chapter 09. Inclusion-related Challenges and Policies AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/MEW988CJ KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a9 ER - TY - CHAP TI - Chapter 10. State Authorities for TVET Management AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/PZHTKC94 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a10 ER - TY - CHAP TI - Chapter 11. Non-state TVET Providers AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/SPB2WZRW KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a11 ER - TY - CHAP TI - Chapter 12. National Standards and Regulations AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/KUEBHHU8 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a12 ER - TY - CHAP TI - Chapter 13. Challenges to Policy Implementation AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/97VB57CK KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a13 ER - TY - CHAP TI - Chapter 14. Research Interests and Topics of the SCR Participants AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/33X2BQBP KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a14 ER - TY - CHAP TI - Chapter 15. Research Networks and Capacity Building AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany SV - Berufsbildung in SSA UR - https://docs.opendeved.net/lib/RWKJ3VZH KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a15 ER - TY - CHAP TI - Chapter 16. Conclusion AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/FQNVW8J3 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a16 ER - TY - CHAP TI - Front matter AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/CY9UJ8FN KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _publish KW - _yl:a00 ER - TY - BOOK TI - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 ET - 1 LA - English PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/ZEDIHF57 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - Reviewed KW - ___duplicate_item KW - _bjoern_cv KW - _genre:LR-literature_review KW - _r:ImportedToMyEducationEvidence KW - _yl:a ER - TY - BOOK TI - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (updated version) AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno AB - 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. CY - London, UK DA - 2020/// PY - 2020 ET - 2 LA - English PB - Open Development & Education UR - https://docs.opendeved.net/lib/EHKG4JUL KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - Reviewed ER - TY - COMP TI - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape [ZIP Archive] T2 - Berufsbildung in SSA AB - 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 CY - Bonn, Germany DA - 2020/// PY - 2020 PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/E79M555M Y2 - 2018/12/08/20:00:54 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _yl:ac ER - TY - BOOK TI - Data Log — Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AU - Haßler, Björn AU - Stock, Inka AU - Schaffer, Jens AU - Winkler, Enno AU - Kagambèga, Assèta AU - Haseloff, Gesine AU - Marsden, Melissa AU - Watson, Joe AU - Gordon, Rebecca AU - Damani, Kalifa AU - Khalayleh, Abdullah AU - McBurnie, Chris AU - Allier-Gagneur, Zoé AU - Adam, Taskeen CY - Bonn, Germany DA - 2020/// PY - 2020 LA - English PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - Reviewed KW - _yl:ab ER - TY - RPRT TI - Stand der Gleichstellung von Frauen und Männern in Deutschland AU - Hobler, Dietmar AU - Lott, Yvonne AU - Pfahl, Svenja AU - Buschoff, Karin CY - Dresden DA - 2020/// PY - 2020 M3 - WSI Report SN - 56 ER - TY - RPRT TI - Berufliche Hochschule Hamburg soll 2021 starten AU - HIBB CY - Hamburg DA - 2019/11/06/ PY - 2019 PB - Pressestelle des Senats ER - TY - RPRT TI - Keyword inventory for: Berufsbildung in Sub-Sahara Afrika - Eine systematische Aufarbeitung des Forschungsstandes AU - Haßler, Björn AB - 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 DA - 2019/11/01/ PY - 2019 DP - Zenodo PB - Zenodo ST - Keyword inventory for UR - https://zenodo.org/record/3595604#.Xgp-Lsb7Qeo AN - 10.5281/zenodo.3595604;261495:TUPXBP5R Y2 - 2019/12/30/22:49:33 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:d ER - TY - CONF TI - Technical and vocational education and training in sub-Saharan Africa: a comprehensive review of the current state of the research (VETNET @ ECER) AU - Haßler, Björn AU - Marsden, Melissa AU - Iseje, Fatuma AU - Deodonne, Kunwufine AU - Changilwa, Peter AU - Maseko, Vusi T2 - VETNET @ ECER AB - Research funded by Federal Ministry for Research and Education, Germany VETNET @ ECER, September 2019 DA - 2019/09/03/ PY - 2019 DO - 10.5281/zenodo.3385078 ST - Technical and vocational education and training in sub-Saharan Africa UR - https://zenodo.org/record/3385078#.XgqCpcb7Qeo Y2 - 2019/12/30/23:05:17 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:j ER - TY - CONF TI - Technical and vocational education and training in sub-Saharan Africa: a comprehensive review of the current state of the research (AfriTVET) AU - Kigwilu Changilwa, Peter AU - Haßler, Björn AU - Marsden, Melissa AU - Watson, Joseph AU - Schaffer, Jens AU - Kagambega, Asseta AU - Iseje, Fatuma AU - Maseko, Vusi AU - Orji, Chibueze Tobias AU - Deodonne, Kunwufine AU - Amina, Idris AU - Ewnetu, Tamene AU - Ezekoye, Benadeth T2 - AfriTVET International Conference, RVTTI, Kenya, June 2019 AB - Research funded by Federal Ministry for Research and Education, Germany DA - 2019/06// PY - 2019 DO - 10.5281/zenodo.3976864 KW - Author:Haßler KW - Author:OpenDevEd ER - TY - BOOK TI - Skills for Human Development: Transforming Vocational Education and Training AU - Powell, Lesley AU - McGrath, Simon CY - Abingdon, Oxon; New York, NY: Routledge, 2019. DA - 2019/03/15/ PY - 2019 DP - DOI.org (Crossref) ET - 1 LA - en PB - Routledge SN - 978-1-315-65759-2 ST - Skills for Human Development UR - https://www.taylorfrancis.com/books/9781317328520 Y2 - 2020/02/01/18:08:44 ER - TY - ELEC TI - Mapped: The Median Age of the Population on Every Continent AU - Desjardins, Jeff T2 - Visual Capitalist AB - This chart takes a look at the median age of every continent, while also breaking down the youngest and oldest countries in the world. DA - 2019/02/15/T12:36:58-08:00 PY - 2019 LA - en-US ST - Mapped UR - https://www.visualcapitalist.com/mapped-the-median-age-of-every-continent/ Y2 - 2020/08/01/14:38:20 ER - TY - RPRT TI - Methodology for literature reviews undertaken by the EdTech Hub AU - Haßler, Björn AU - Taskeen Adam AU - Meaghan Brugha AU - Kalifa Damani AU - Zoe Allier-Gagneur AU - Sara Hennessy AU - David Hollow AU - Katy Jordan AU - Kevin Martin AU - Mary Murphy AU - Hannah Walker CY - Cambridge and London, UK DA - 2019/01/09/ PY - 2019 M3 - EdTech Hub Working Paper PB - EdTech Hub SN - 3 UR - https://docs.opendeved.net/lib/3GKL5PCI KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - STC-TLC KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:h ER - TY - JOUR TI - TVET in Sudan: government negligence, employers' response and challenges of reform under cluttered socio-economic conditions AU - Abdelkarim, Abbas T2 - INTERNATIONAL JOURNAL OF TRAINING RESEARCH T3 - Article; Early Access AB - 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.\n DA - 2019/// PY - 2019 DO - 10.1080/14480220.2019.1690737 ER - TY - RPRT TI - The Skills Balancing Act in Sub-Saharan Africa AU - Arias, Omar AU - Evans, David K AU - Santos, Indhira DA - 2019/// PY - 2019 DP - Zotero LA - en PB - World Bank UR - 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 ER - TY - RPRT TI - Strategiepapier der Bundesregierung zur internationalen Berufsbildungszusammenarbeit AU - BMBF T2 - Drucksache DA - 2019/// PY - 2019 DP - Zotero LA - de PB - Bundesministerium für Bildung und Forschung UR - https://www.bmbf.de/files/137_19_Strategie_Bundesregierung.pdf KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CLL:de KW - publicImportV1 ER - TY - JOUR TI - Gender Transformation Experiences among Women Leaders in the Western Cape TVET Sector: A Narrative Response AU - Bonzet, Rene AU - Frick, Beatrice Liezel T2 - EDUCATION AS CHANGE T3 - Journal AB - 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.\n DA - 2019/// PY - 2019 DO - 10.25159/1947-9417/3521 ER - TY - COMP TI - Berufsbildung in Sub-Sahara Afrika: Stand der Forschung [ZIP Archive] T2 - Berufsbildung in SSA AB - 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 CY - Bonn, Germany DA - 2019/// PY - 2019 PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/W2J4EDN4 Y2 - 2018/12/08/20:00:54 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _yl:e ER - TY - BOOK TI - Berufsbildung in Sub-Sahara Afrika: Stand der Forschung AU - Haßler, Björn AU - Stock, Inka AU - Schaffer, Jens AU - Winkler, Enno AU - Kagambèga, Assèta AU - Haseloff, Gesine AU - Marsden, Melissa AU - Watson, Joe AU - Gordon, Rebecca AU - Damani, Kalifa CY - Bonn, Germany DA - 2019/// PY - 2019 ET - 1 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany ST - Berufsbildung in Subsahara-Afrika UR - https://lit.bibb.de/vufind/Record/DS-184013 Y2 - 2018/12/08/20:00:54 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:c ER - TY - RPRT TI - Gender differential effects of technical and vocational training: Empirical evidence for Tanzania AU - Joseph, Cornel AU - Leyaro, Vincent AB - 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. DA - 2019/// PY - 2019 DP - www.econstor.eu LA - eng M3 - Working Paper PB - CREDIT Research Paper SN - 19/04 ST - Gender differential effects of technical and vocational training UR - https://www.econstor.eu/handle/10419/210855 Y2 - 2020/08/09/12:16:01 KW - ⛔ No DOI found ER - TY - JOUR TI - An Exploration of Strategies for Facilitating Graduates’ Transition to the World of Work: A Case of Technical, Vocational Education and Training Graduates in Uganda AU - Kintu, Denis T2 - International Journal of Vocational Education and Training Research DA - 2019/// PY - 2019 DO - 10.11648/j.ijvetr.20190501.11 DP - DOI.org (Crossref) VL - 5 IS - 1 J2 - IJVETR LA - en SN - 2469-8180 ST - An Exploration of Strategies for Facilitating Graduates’ Transition to the World of Work UR - http://www.sciencepublishinggroup.com/journal/paperinfo?journalid=372&doi=10.11648/j.ijvetr.20190501.11 Y2 - 2020/02/02/16:20:48 ER - TY - ELEC TI - Role of IEIs AU - Nigeria's Entreprise Institutions and Education DA - 2019/// PY - 2019 UR - http://www.innovationenterpriseinstitutes.com/role.php Y2 - 2020/08/05/12:28:23 ER - TY - ELEC TI - TVET Country Profile: Nigeria AU - UNESCO-UNEVOC DA - 2019/// PY - 2019 UR - https://unevoc.unesco.org/wtdb/worldtvetdatabase_nga_en.pdf Y2 - 2020/08/05/15:02:43 ER - TY - JOUR TI - Analysing training needs of TVET teachers in South Africa. An empirical study AU - Zinn, Bernd AU - Raisch, Kevin AU - Reimann, Jennifer T2 - International Journal for Research in Vocational Education and Training AB - 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. DA - 2019/// PY - 2019 DO - 10.13152/IJRVET.6.2.4 ER - TY - JOUR TI - Work-integrated learning for TVET lecturers: Articulating industry and college practices AU - Bijl, André van der AU - Taylor, Vanessa T2 - Journal of Vocational, Adult and Continuing Education and Training DA - 2018/11/13/ PY - 2018 DP - www.epubs.ac.za VL - 1 IS - 1 LA - en ST - Work-integrated learning for TVET lecturers UR - http://www.epubs.ac.za/index.php/JOVACET/article/view/307 Y2 - 2019/02/07/16:54:43 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:LOW KW - -RRQ:M:final KW - C:South Africa KW - RRQ:other KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Researching vocational education and training: An international perspective AU - Mulder, Martin T2 - Journal of Vocational, Adult and Continuing Education and Training DA - 2018/11/13/ PY - 2018 DO - 10.14426/jovacet.v1i1.12 DP - www.epubs.ac.za VL - 1 IS - 1 SP - 35 EP - 35 LA - en ST - Researching vocational education and training UR - http://www.epubs.ac.za/index.php/JOVACET/article/view/302 AN - UA-D14DAFD8-4406-45A2-83B9-2B35F9805FD7 Y2 - 2019/02/07/16:54:32 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:LOW KW - -RRQ:M:final KW - RRQ:other KW - publicImportV1 ER - TY - CHAP TI - Die Schritte zu einer internationalen und international vergleichenden Berufsbildungsforschung AU - Lauterbach, Uwe T2 - Handbuch Berufsbildungsforschung A2 - Rauner, Felix A2 - Grollmann, Philipp AB - 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 CY - Bielefeld DA - 2018/08/01/ PY - 2018 DP - Amazon ET - 3. aktual. u. erw. SP - 52 LA - Deutsch PB - UTB SN - 978-3-8252-5078-2 ER - TY - BOOK TI - Handbuch Berufsbildungsforschung AU - Rauner, Felix AU - Grollmann, Philipp AB - 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 CY - Bielefeld DA - 2018/08/01/ PY - 2018 DP - Amazon ET - 3. aktual. u. erw. SP - 1135 LA - Deutsch PB - UTB SN - 978-3-8252-5078-2 ER - TY - VIDEO TI - Drone Delivery Start-Up Zipline Beats Amazon, UPS And FedEx To The Punch AU - CNBC DA - 2018/04/03/ PY - 2018 DP - YouTube UR - https://www.youtube.com/watch?v=FeSCEalMOL8 Y2 - 2019/01/07/20:56:05 ER - TY - JOUR TI - Addressing the challenge of scholarship and industry currency in vocational education: a pilot AU - Everingham, Nancy AU - McLean, David AU - Mancini, Jane AU - Mitton, Amber AU - Williams, Melanie T2 - International Journal of Training Research AB - 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. DA - 2018/01/02/ PY - 2018 DO - 10.1080/14480220.2017.1403946 DP - Taylor and Francis+NEJM VL - 16 IS - 1 SP - 83 EP - 97 SN - 1448-0220 ST - Addressing the challenge of scholarship and industry currency in vocational education UR - https://doi.org/10.1080/14480220.2017.1403946 Y2 - 2018/08/13/08:01:21 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Australia KW - CLL:en KW - Vocational currency KW - industry currency KW - publicImportV1 KW - scholarly practice KW - scholarship ER - TY - JOUR TI - What have we learned after ten years of systematic reviews in international development? AU - Waddington, Hugh AU - Masset, Edoardo AU - Jimenez, Emmanuel T2 - Journal of Development Effectiveness AB - The paper discusses the role of systematic evidence in helping make better decisions to reach global development targets. Coming at the end of the first decade of serious funding and support for systematic evidence generation in development economics and development studies, the paper presents opportunities and challenges for the continued development of systematic review methodologies. It concludes by introducing the papers collected in the issue, which make and demonstrate the case for theory-based approaches to evidence synthesis. DA - 2018/01/02/ PY - 2018 DO - 10.1080/19439342.2018.1441166 DP - CrossRef VL - 10 IS - 1 SP - 1 EP - 16 LA - en SN - 1943-9342, 1943-9407 UR - https://www.tandfonline.com/doi/full/10.1080/19439342.2018.1441166 AN - UA-e9af1e1b-7cd7-4efa-a8ad-391a3c96f523 Y2 - 2018/04/07/21:01:29 ER - TY - JOUR TI - Theory-based systematic reviews AU - White, Howard T2 - Journal of Development Effectiveness AB - 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. DA - 2018/01/02/ PY - 2018 DO - 10.1080/19439342.2018.1439078 DP - Taylor and Francis+NEJM VL - 10 IS - 1 SP - 17 EP - 38 SN - 1943-9342 UR - https://doi.org/10.1080/19439342.2018.1439078 Y2 - 2018/05/17/15:14:38 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CLL:en KW - Systematic reviews KW - causal chain analysis KW - impact evaluation KW - publicImportV1 KW - theory-based approach ER - TY - ELEC TI - Séminaire sur l’employabilité des diplômés organisé par la CITEF T2 - AUF DA - 2018/// PY - 2018 LA - fr-CA UR - https://www.auf.org/nouvelles/agenda/seminaire-lemployabilite-diplomes-organise-citef-mai-2018/ Y2 - 2020/02/02/13:37:08 ER - TY - JOUR TI - Women's access to agricultural technologies in rice production and processing hubs: A comparative analysis of Ethiopia, Madagascar and Tanzania AU - Achandi, Esther L. AU - Mujawamariya, Gaudiose AU - Agboh-Noameshie, Afiavi R. AU - Gebremariam, Shewaye AU - Rahalivavololona, Njaka AU - Rodenburg, Jonne AU - Rahalivavololona, Njaka AU - Rodenburg, Jonne AU - Rodenburg, Jonne T2 - Journal of Rural Studies AB - © 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. DA - 2018/// PY - 2018 DO - 10.1016/j.jrurstud.2018.03.011 LA - en AN - LOCAL-SCOPUS_ID:85045241283 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:eastern Africa KW - C:Ethiopia KW - C:Madagascar KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:access KW - F:women KW - P:agricultural KW - P:culture KW - P:production KW - P:services KW - P:technology KW - R:focus groups KW - R:survey KW - T:Training KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - Assessment of Perceived Ease of Use and Instructional Use of ICT by Lecturers in Technical Training Institutions in Kenya AU - Agufana, PB AU - Too, JK AU - Mukwa, CW T2 - African Journal of Education, Science and Technology AB - 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. DA - 2018/// PY - 2018 LA - en UR - http://repository.mut.ac.ke:8080/xmlui/handle/123456789/3028 AN - UTI-A93857DF-09E0-3D05-BE47-DA8BB16ADE69 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - C:Kenya KW - C:Rwanda KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:assessment KW - F:attitude KW - P:culture KW - P:school teacher KW - Q:ICT KW - Q:lifelong learning KW - Q:open learning KW - T:TVET KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CHAP TI - 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 AU - Assignon, Efia R. T2 - Handbook of Comparative Studies on Community Colleges and Global Counterparts A2 - Latiner Raby, Rosalind A2 - Valeau, Edward J. AB - 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. CY - Cham DA - 2018/// PY - 2018 DP - Crossref SP - 309 EP - 329 LA - en PB - Springer International Publishing SN - 978-3-319-50910-5 978-3-319-50911-2 ST - Why the TVET System of French-Speaking African Countries is Not Able to Produce a Highly Qualified and Operational Man Power? UR - http://link.springer.com/10.1007/978-3-319-50911-2_12 Y2 - 2018/09/23/15:03:29 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - publicImportV1 ER - TY - JOUR TI - Skilled labour shortage: a qualitative study of Ghana’s training and apprenticeship system AU - Ayentimi, Desmond Tutu AU - Burgess, John AU - Dayaram, Kantha T2 - Human Resource Development International AB - 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. DA - 2018/// PY - 2018 DO - 10.1080/13678868.2018.1447881 VL - 21 IS - 5 SP - 406 EP - 424 J2 - Human Resource Development International LA - en SN - 1367-8868, 1469-8374 ST - Skilled labour shortage UR - https://www.tandfonline.com/doi/full/10.1080/13678868.2018.1447881 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:developing context KW - F:regulation KW - P:social KW - R:impact KW - R:qualitative KW - T:Lehrlingsausbildung KW - T:Training KW - T:vocational skills KW - Z:Skilled labour shortages KW - Z:social partnership KW - Z:training and apprenticeship systems KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 ER - TY - SLIDE TI - Dual VET - Vocational Education and Training in Germany A2 - BIBB DA - 2018/// PY - 2018 LA - German ST - Dual VET presentation UR - https://www.bibb.de/govet/en/54880.php Y2 - 2019/04/03/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - JOUR TI - Prospects, Issues and Challenges of Technical and Vocational Education and Training (TVET) in Revamping Nigeria's Depressed Economy AU - Bolarina, Fehintola Fatimoh Bintu AU - Akinyele, Temitayo Abosede T2 - International Journal of Vocational and Technical Education Research AB - 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. DA - 2018/// PY - 2018 VL - 4 IS - 1 SP - 1 EP - 18 LA - en UR - 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 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:West Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - Q:higher education KW - T:CTE KW - T:OE KW - T:PVE KW - T:TVET KW - T:career KW - T:occupational education KW - T:professional and vocational education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - School Policies as a Determinant for Selection of Home Science Subject: The Belvedere of the Kenyan Secondary School AU - Chelagat, Abigael AU - Kitainge, Kisilu AU - Were, Gertrude T2 - African Journal of Education,Science and Technology AB - 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. DA - 2018/// PY - 2018 DP - www.ajest.info VL - 4 IS - 2 LA - en-US ST - School Policies as a Determinant for Selection of Home Science Subject UR - http://www.ajest.info/index.php/ajest/article/view/10 Y2 - 2020/02/02/16:19:01 KW - ⛔ No DOI found ER - TY - JOUR TI - Curriculum and training needs of mid-level health workers in Africa: A situational review from Kenya, Nigeria, South Africa and Uganda AU - Couper, Ian AU - Couper, Ian AU - Ray, Sunanda AU - Ray, Sunanda AU - Blaauw, Duane AU - Ng'Wena, Gideon AU - Muchiri, Lucy AU - Oyungu, Eren AU - Omigbodun, Akinyinka AU - Omigbodun, Akinyinka AU - Morhason-Bello, Imran AU - Ibingira, Charles AU - Tumwine, James AU - Conco, Daphney AU - Fonn, Sharon T2 - BMC Health Services Research AB - © 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. DA - 2018/// PY - 2018 DO - 10.1186/s12913-018-3362-9 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - C:Kenya KW - C:Nigeria KW - C:South Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:Improvement KW - F:curriculum KW - F:ministry KW - F:outcomes KW - F:pedagogy KW - F:policy KW - P:health KW - P:media KW - P:services KW - P:technology KW - R:interview KW - R:qualitative KW - R:quantitative KW - R:questionnaire KW - T:TVET KW - T:Training KW - T:training needs KW - Z:Curricula KW - Z:Educational models KW - Z:Healthcare providers KW - Z:Healthcare workers KW - Z:Mid-level workers KW - Z:Primary healthcare KW - Z:Quality of healthcare KW - _C:Uganda UGA KW - publicImportV1 ER - TY - VIDEO TI - Skills Training & Certification for Refugees in Uganda AU - DIT Uganda AB - Skills Training & Certification for Refugees in Uganda DA - 2018/// PY - 2018 DP - YouTube UR - https://www.youtube.com/watch?v=CXzqBDy9dFE&feature=youtu.be Y2 - 2020/05/27/19:19:02 ER - TY - JOUR TI - A description of the self-perceived educational needs of emergency nurses in Durban, KwaZulu-Natal, South Africa AU - Dulandas, Reka AU - Brysiewicz, Petra T2 - African Journal of Emergency Medicine AB - © 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. DA - 2018/// PY - 2018 DO - 10.1016/j.afjem.2018.03.001 LA - en AN - LOCAL-SCOPUS_ID:85046742352 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CCZ:South Africa KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:R KW - CT:T KW - P:media KW - P:nurse KW - R:quantitative KW - R:questionnaire KW - R:survey KW - T:Training KW - Z:Competency needs KW - Z:Educational needs KW - Z:Emergency nurses KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:Ghana GHA KW - _C:Pakistan PAK KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - Entrepreneurship training and skills development in Africa: Evidence from Koforidua Technical University, Ghana AU - Dzisi, Smile AU - Odoom, Franklin Dodzi AU - Gligah, Bernice T2 - International Journal of Economics and Business Research AB - 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. DA - 2018/// PY - 2018 DO - 10.1504/ijebr.2018.092154 LA - en AN - LOCAL-SCOPUS_ID:85048338891 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:economy KW - T:Training KW - Z:Education KW - Z:Entrepreneurial skills KW - Z:Entrepreneurs KW - Z:Innovation KW - Z:Practical sessions KW - Z:Students KW - Z:Training KW - _C:Ghana GHA KW - publicImportV1 ER - TY - BOOK TI - Globalization, Mass Education and Technical and Vocational Education and Training AU - Galguera, MP AB - 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. DA - 2018/// PY - 2018 LA - en UR - https://link.springer.com/content/pdf/10.1007/978-3-319-91107-6.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Namibia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:qualification KW - P:construction KW - P:economy KW - Q:ODEL KW - Q:open learning KW - T:Educação profissionalizante KW - T:TVET KW - publicImportV1 ER - TY - JOUR TI - Equitable access to health professional training in Uganda: A cross sectional study AU - Galukande, M. AU - Maling, S. AU - Kabakyenga, J. AU - Nshaho, J. AU - Oboke, H. AU - Oonge, B. AU - Muyenje, H. AU - Katumba-Sentongo, G. AU - Mayanja-Kizza, H. AU - Sewankambo, N. K. T2 - Annals of Global Health AB - © 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 < 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. DA - 2018/// PY - 2018 DO - 10.29024/aogh.7 LA - en AN - LOCAL-SCOPUS_ID:85054102666 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:Improvement KW - F:access KW - F:equity KW - F:gender KW - F:policy KW - P:health KW - P:media KW - Q:higher education KW - R:impact KW - R:iterative KW - R:qualitative KW - T:Ausbildung KW - T:Educação Profissional Técnica de Nível Médio KW - T:Fortbildung KW - _C:Uganda UGA KW - publicImportV1 ER - TY - GEN TI - TVET Strategic Plan 2018-2022 AU - Government of Kenya AB - 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 DA - 2018/// PY - 2018 LA - English UR - http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/TIVETA-STRATEGIC-PLAN-2-e-pub_2-Compressed.pdf Y2 - 2018/11/05/13:01:29 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - publicImportV1 ER - TY - GEN TI - TVETA Competency Based Education and Training and Assessment Standards & Guidelines AU - Government of Kenya DA - 2018/// PY - 2018 LA - English UR - http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/CBETA-Standards-and-Guidelines-20180610.pdf Y2 - 2018/11/14/15:41:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - Qualification Framework KW - publicImportV1 ER - TY - JOUR TI - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development AU - Haßler, Björn AU - Hennessy, Sara AU - Hofmann, Riikka T2 - Journal of Learning for Development AB - 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. DA - 2018/// PY - 2018 DP - Google Scholar VL - 5 IS - 1 J2 - Journal of Learning for Development ST - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa UR - https://docs.opendeved.net/lib/D2GQYC5S KW - AWP2 KW - Active Learning KW - Africa KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - CitedIn:DFID_SRF KW - CitedIn:OER4S-TPE-Anon KW - CitedIn:OER4Schools-2012-HHH1-anon KW - CitedIn:PhD_Thesis KW - DIAL-RDO KW - Developing Nations KW - Educational Technology KW - Elementary Secondary Education KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - IMPORT_FROM_DFID_RITE KW - InPrep KW - Inservice Teacher Education KW - Low Income Groups KW - Monday KW - Motivation KW - OER4Schools KW - Open Educational Resources KW - Peer Teaching KW - RPF-May-2016 KW - Resource Allocation KW - Rural Schools KW - STC-TLC KW - Scaffolding (Teaching Technique) KW - Scheduling KW - Shared Resources and Services KW - Sustainable Development KW - Sustainable Development Goal 4 KW - TL:Arabic KW - TL:English KW - TL:Translated KW - Teacher Professional Development KW - Technology Uses in Education KW - Telecommunications KW - TranslationGoingAhead KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:India IND KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Nigeria NGA KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:a KW - missingHU KW - peer-facilitation KW - school-based active learning KW - sub-Saharan Africa KW - ⛔ No DOI found ER - TY - SLIDE TI - Challenges of life outside the dual system: VET in neo-liberal economies A2 - Hayward, Geoff DA - 2018/// PY - 2018 LA - de ER - TY - JOUR TI - Recognition of Prior Learning Implementation in Library and Information Science Schools in South Africa: A Literature Review AU - Hlongwane, I T2 - Africa Education Review AB - 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. DA - 2018/// PY - 2018 DO - 10.1080/18146627.2017.1353396 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/18146627.2017.1353396?casa_token=mVqMsUJqt2YAAAAA:jSn5yM2sgdExKp_8cNVuEzuKlZFjAIbuAyhpV6np_bcff2UmjQ4m6qXW2VwJ9RwJOxIi7Zj3n3Cwbg KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Mauritius KW - C:Namibia KW - C:Seychelles KW - C:South Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - Q:open learning KW - R:literature review KW - SpecialTopic:Library KW - T:TVET KW - publicImportV1 ER - TY - RPRT TI - Mixing and Matching: Using Qualitative Methods to Improve Quantitative Impact Evaluations (IEs) and Systematic Reviews (SRs) of Development Outcomes AU - Jimenez, Emmanuel AU - Waddington, Hugh AU - Goel, Neeta AU - Prost, Audrey AU - Pullin, Andrew T2 - CEDIL-Centre of Excellence for Development Impact and Learning DA - 2018/// PY - 2018 DP - Zotero LA - en UR - https://cedilprogramme.org/mixing-matching-using-qualitative-methods-quantitative-impact-evaluations/ KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - 3ie KW - ___duplicate_item KW - publicImportV1 ER - TY - BOOK TI - Social Dimensions and Participation in Vocational Education and Training - Special Issue A3 - Kaiser, Franz A3 - Krugmann, Susann AB - IJRVET's special edition in 2013 "Social Dimension and Participation in VET-System". DA - 2018/// PY - 2018 DP - DataCite LA - en UR - http://www.ijrvet.net/index.php/IJRVET/article/view/357 Y2 - 2019/01/02/23:41:34 ER - TY - BOOK TI - Resilienz, Empowerment und Selbstorganisation geflüchteter Menschen AU - Kleefeldt, Esther DA - 2018/// PY - 2018 PB - Vandenhoeck & Ruprecht ER - TY - BOOK TI - Handbook of comparative studies on community colleges and global counterparts AU - Latiner Raby, Rosalind T2 - Springer international handbooks of education CY - New York, NY DA - 2018/// PY - 2018 DP - Library of Congress ISBN LA - en M1 - 6189 PB - Springer Berlin Heidelberg SN - 978-3-319-50910-5 978-3-319-50912-9 978-3-319-50911-2 KW - C:South Africa ER - TY - JOUR TI - Improving Home Economics Education: A Review of Factors Militating Inclusion of Home Economics Studies in Kenyan Secondary Schools AU - Maina, Robert AU - Kitainge, Kisilu T2 - Arts and Social Sciences Journal DA - 2018/// PY - 2018 DO - 10.4172/2151-6200.1000338 DP - DOI.org (Crossref) VL - 09 IS - 02 J2 - Arts Social Sci J SN - 21516200 ST - Improving Home Economics Education UR - 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 Y2 - 2020/02/02/16:21:03 ER - TY - JOUR TI - Training community healthcare workers on the use of information and communication technologies: a randomised controlled trial of traditional versus blended learning in Malawi, Africa AU - Mastellos, Nikolaos AU - Tran, Tammy AU - Dharmayat, Kanika AU - Cecil, Elizabeth AU - Lee, Hsin-Yi AU - PengWong, Cybele C. AU - Mkandawire, Winnie AU - Ngalande, Emmanuel AU - Tsung-ShuWu, Joseph AU - Hardy, Victoria AU - Chirambo, Baxter Griphin AU - O'Donoghue, John Martin T2 - BMC Medical Education AB - 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. DA - 2018/// PY - 2018 DO - 10.1186/s12909-018-1175-5 LA - en AN - LOCAL-WOS:000428942000005 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Malawi KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - D:developing country KW - F:attitude KW - F:gender KW - F:learning KW - HDR25 KW - P:health KW - P:service industry KW - Q:ICT KW - R:impact KW - R:questionnaire KW - R:trial KW - T:Ausbildung KW - Z:Blended learning KW - Z:Community healthcare workers KW - Z:Developing countries KW - Z:Information and communication technologies KW - Z:Traditional learning KW - Z:eHealth KW - Z:mLearning KW - publicImportV1 ER - TY - JOUR TI - Le renforcement de la formation technique et l’industrialisation en Afrique subsaharienne : le cas du Gabon AU - Moussone, Emmanuel AU - Metougue Nang, Prosper T2 - Marché et organisations AB - 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. DA - 2018/// PY - 2018 DO - 10.3917/maorg.032.0153 DP - Crossref VL - 32 IS - 2 LA - fr SN - 1953-6119, 2264-525X ST - Le renforcement de la formation technique et l’industrialisation en Afrique subsaharienne UR - http://www.cairn.info/revue-marche-et-organisations-2018-2-page-153.htm Y2 - 2018/12/26/14:10:30 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - -RRQv:f2-H-fr KW - A:Sub-Saharan Africa KW - C:Gabon KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:fr KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:T KW - D:developing nation KW - T:Training KW - publicImportV1 ER - TY - JOUR TI - Conceptualization of competency based curricula in pre-service nursing and midwifery education: A grounded theory approach AU - Muraraneza, Claudine AU - Mtshali, Gloria Ntombifikile T2 - Nurse Education in Practice AB - 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. DA - 2018/// PY - 2018 DO - 10.1016/j.nepr.2017.09.018 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Rwanda KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:curriculum KW - F:leadership KW - F:learning KW - P:health KW - P:health professionals KW - P:media KW - P:nurse KW - P:services KW - P:technology KW - R:grounded theory KW - R:interview KW - R:qualitative KW - T:TVET KW - T:Training KW - Z:Approaches KW - Z:Clinical competence KW - Z:Competency based learning KW - Z:Core curriculum KW - Z:Curriculum KW - Z:Curriculum development KW - Z:Data collection KW - Z:Education reform KW - Z:Grounded theory KW - Z:Health professionals KW - Z:Leadership KW - Z:Learning KW - Z:Meaning KW - Z:Medical education KW - Z:Medical ethics KW - Z:Midwifery KW - Z:Midwifery education KW - Z:Nursing KW - Z:Nursing education KW - Z:Primary health care KW - Z:Professional competence KW - Z:Qualitative research KW - Z:Students KW - Z:Transformation KW - publicImportV1 ER - TY - JOUR TI - Is farmer-to-farmer extension effective? The impact of training on technology adoption and rice farming productivity in Tanzania AU - Nakano, Yuko AU - Tsusaka, Takuji W. AU - Aida, Takeshi AU - Pede, Valerien O. T2 - World Development AB - 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. DA - 2018/// PY - 2018 DO - 10.1016/j.worlddev.2017.12.013 LA - en UR - https://www.sciencedirect.com/science/article/pii/S0305750X17304060 AN - LOCAL-DOI:10.1016/j.worlddev.2017.12.013 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CCZ:Tanzania KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:learning KW - P:agricultural KW - P:economy KW - P:measurement KW - P:social KW - P:technology KW - R:impact KW - T:Training KW - T:trainee KW - Z:Agricultural training KW - Z:Rice cultivation KW - Z:Social learning KW - Z:Sub-Saharan Africa KW - Z:Technology adoption KW - publicImportV1 ER - TY - JOUR TI - Entrepreneurship education in Ghana – the case of the KNUST entrepreneurship clinic AU - Nyadu-Addo, Ralph AU - Mensah, Mavis Serwah Benneh T2 - Journal of Small Business and Enterprise Development AB - © 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. DA - 2018/// PY - 2018 DO - 10.1108/jsbed-02-2017-0062 LA - en AN - LOCAL-SCOPUS_ID:85033600884 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:achievement KW - F:pedagogy KW - P:economy KW - P:measurement KW - P:technology KW - R:evaluation KW - R:impact KW - T:entrepreneurship education KW - T:trainee KW - Z:Clinic KW - Z:Development KW - Z:Education KW - Z:Entrepreneurship KW - Z:Experiential KW - _C:Ghana GHA KW - publicImportV1 ER - TY - CHAP TI - 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 AU - Ogwo, Benjamin A. T2 - Re-Visioning Education in Africa: Ubuntu-Inspired Education for Humanity A2 - Takyi-Amoako, Emefa J. A2 - Assié-Lumumba, N'Dri Thérèse AB - 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. DA - 2018/// PY - 2018 SP - 155 EP - 173 LA - en SN - 978-3-319-70043-4 UR - https://doi.org/10.1007/978-3-319-70043-4_9 Y2 - 2020/05/28/14:07:52 ER - TY - JOUR TI - Contract of Apprenticeship and Employment Generation in Nigeria AU - Olulu, Robinson Monday AU - Udeorah, Sylvester Alor F. T2 - International Journal of Scientific Research in Education DA - 2018/// PY - 2018 VL - 11 IS - 3 UR - http://www.ijsre.com/assets/vol.%2C-11(3)-olulu---udeorah.pdf Y2 - 2020/05/28/12:16:09 KW - ⛔ No DOI found ER - TY - JOUR TI - New product development process: The case of selected technical and vocational colleges in Nigeria AU - Oyebola, Abiodun Isaac AU - Olaposi, Titilayo Olubunmi AU - Adejuwon, Olawale Oladapo AU - Akarakiri, Joshua Babatunde T2 - African Journal of Science, Technology, Innovation and Development AB - © 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. DA - 2018/// PY - 2018 DO - 10.1080/20421338.2017.1381458 LA - en AN - LOCAL-SCOPUS_ID:85041364745 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:R KW - CT:T KW - P:measurement KW - P:technology KW - R:questionnaire KW - R:survey KW - T:TVET KW - T:vocational college KW - Z:innovation KW - Z:process KW - Z:product development KW - Z:technical and vocational education KW - Z:technological products KW - publicImportV1 ER - TY - BOOK TI - Globalization, Mass Education and Technical and Vocational Education and Training: the influence of UNESCO in Botswana and Namibia AU - Preckler Galguera, Miriam DA - 2018/// PY - 2018 ER - TY - JOUR TI - The meaning of “capacity building” for the nurse workforce in sub-Saharan Africa: An integrative review AU - Ridge, Laura Jean AU - Klar, Robin Toft AU - Stimpfel, Amy Witkoski AU - Squires, Allison T2 - International Journal of Nursing Studies AB - 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. DA - 2018/// PY - 2018 DO - 10.1016/j.ijnurstu.2018.04.019 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - AAZ:Africa South of the Sahara KW - C:Rwanda KW - C:South Africa KW - CA:AandC KW - CCZ:Rwanda KW - CCZ:South Africa KW - CCZ:Uganda KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:P KW - CT:T KW - D:developing country KW - P:health KW - P:media KW - P:nurse KW - T:Training KW - Z:Capacity building/methods KW - Z:Developing countries KW - Z:Education KW - Z:Health manpower KW - Z:Nursing KW - Z:Staff KW - _C:Uganda UGA KW - publicImportV1 ER - TY - JOUR TI - Zoom Around the World: Using Videoconferencing Technology for International Trainings AU - Scanga, Lauren Hrncirik AU - Deen, Mary Katherine Y. AU - Smith, Suzanne R. AU - Wright, Kevin T2 - Journal of Extension AB - 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. DA - 2018/// PY - 2018 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - C:Burundi KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:R KW - CT:T KW - P:economy KW - P:technology KW - R:evaluation KW - T:Ausbildung KW - Z:international development KW - Z:professional development KW - Z:school gardens KW - Z:videoconferencing KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Report of the Southern Africa Regional Workshop on Work-based Learning AU - UNESCO CY - GABORONE, BOTSWANA DA - 2018/// PY - 2018 LA - English PB - UNESCO KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CC:Botswana KW - CC:Lesotho KW - CC:Malawi KW - CC:Mozambique KW - CC:Namibia KW - CC:South Africa KW - CC:Zambia KW - CC:Zimbabwe KW - CC:eSwatini (Swaziland) KW - CLL:en KW - publicImportV1 ER - TY - RPRT TI - Situational analysis on the status of sexual and reproductive health of students and gender-based violence in technical and vocational colleges in Malawi AU - UNESCO DA - 2018/// PY - 2018 PB - UNESCO SN - 2 UR - https://unesdoc.unesco.org/ark:/48223/pf0000261725 ER - TY - RPRT TI - UNEVOC World TVET Database: Kenya AU - UNESCO-UNEVOC DA - 2018/// PY - 2018 LA - English UR - https://unevoc.unesco.org/go.php?q=World+TVET+Database&ct=KEN Y2 - 2018/11/22/22:22:59 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - publicImportV1 ER - TY - JOUR TI - Can the Kenyan Jua Kali Mechanic be Trusted in Servicing the New Technology Rich Vehicles? | African Journal of Education,Science and Technology AU - Wanyeki, Paul AU - Kitainge, Kisilu AU - Ferej, A T2 - African Journal of Education,Science and Technology AB - 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. DA - 2018/// PY - 2018 DP - ajest.info VL - 3 IS - 4 LA - en-US ST - Can the Kenyan Jua Kali Mechanic be Trusted in Servicing the New Technology Rich Vehicles? UR - http://ajest.info/index.php/ajest/article/view/83 Y2 - 2020/02/02/16:18:52 KW - ⛔ No DOI found ER - TY - JOUR TI - Primary Teacher Education in Rural Cameroon: Can Informal Learning Compensate for the Deficiencies in Formal Training? AU - Wohlfahrt, Melanie U T2 - Africa Education Review AB - 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. DA - 2018/// PY - 2018 DO - 10.1080/18146627.2016.1224586 LA - en AN - DOI-10.1080/18146627.2016.1224586 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Cameroon KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:attitude KW - F:learning KW - F:qualification KW - F:standards KW - F:teaching KW - F:teaching method KW - P:media KW - P:school teacher KW - P:teacher education KW - P:teachers KW - Q:informal learning KW - R:interview KW - R:observation KW - R:qualitative KW - R:quantitative KW - R:questionnaire KW - R:trial KW - T:Ausbildung KW - T:Training KW - T:workplace education KW - Z:Elementary school teachers KW - Z:Learning KW - Z:Rural areas KW - Z:Rural schools KW - Z:Teacher education KW - publicImportV1 ER - TY - JOUR TI - Impacts of Pre-Service Training and Coaching on Kindergarten Quality and Student Learning Outcomes in Ghana AU - Wolf, Sharon T2 - Studies in Educational Evaluation AB - 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. DA - 2018/// PY - 2018 DO - 10.1016/j.stueduc.2018.05.001 LA - en AN - LOCAL-SCOPUS_ID:85047056279 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:curriculum KW - F:learning KW - F:motivation KW - F:outcomes KW - F:policy KW - F:teaching KW - P:measurement KW - P:services KW - P:teacher education KW - P:teacher training KW - P:teachers KW - R:impact KW - R:trial KW - T:Training KW - Z:early childhood education KW - Z:kindergarten KW - Z:pre-service training KW - Z:sub-Saharan Africa KW - Z:teacher training KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS) AU - Wolf, Sharon AU - Raza, Mahjabeen AU - Kim, Sharon AU - Aber, J. Lawrence AU - Behrman, Jere AU - Seidman, Edward T2 - Early Childhood Research Quarterly AB - © 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. DA - 2018/// PY - 2018 DO - 10.1016/j.ecresq.2018.05.003 LA - en AN - LOCAL-SCOPUS_ID:85047071258 KW - -FullBiblioUHMLgen KW - -RRQ:LOW KW - A:Sub-Saharan Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:middle-income country KW - F:access KW - F:learning KW - F:outcomes KW - F:policy KW - P:culture KW - P:measurement KW - P:nature KW - P:social KW - P:teacher education KW - P:teachers KW - R:observation KW - T:Training KW - Z:Pre-primary school KW - Z:Process quality KW - Z:School readiness KW - Z:Sub-Saharan Africa KW - Z:Teacher education KW - Z:Teacher-child interactions KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Shades of Grey: Guidelines for Working with the Grey Literature in Systematic Reviews for Management and Organizational Studies AU - Adams, Richard J. AU - Smart, Palie AU - Huff, Anne Sigismund T2 - International Journal of Management Reviews AB - This paper suggests how the ‘grey literature’, the diverse and heterogeneous body of material that is made public outside, and not subject to, traditional academic peer-review processes, can be used to increase the relevance and impact of management and organization studies (MOS). The authors clarify the possibilities by reviewing 140 systematic reviews published in academic and practitioner outlets to answer the following three questions: (i) Why is grey literature excluded from/included in systematic reviews in MOS? (ii) What types of grey material have been included in systematic reviews since guidelines for practice were first established in this discipline? (iii) How is the grey literature treated currently to advance management and organization scholarship and knowledge? This investigation updates previous guidelines for more inclusive systematic reviews that respond to criticisms of current review practices and the needs of evidence-based management. DA - 2017/10/01/ PY - 2017 DO - 10.1111/ijmr.12102 DP - Wiley Online Library VL - 19 IS - 4 SP - 432 EP - 454 LA - en SN - 1468-2370 ST - Shades of Grey UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/ijmr.12102 Y2 - 2018/05/07/15:15:42 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - DL4D cited KW - __C:filed:1 KW - publicImportV1 ER - TY - ELEC TI - Members of the UNESCO Global Network of Learning Cities AU - UNESCO Institute for Lifelong Learning DA - 2017/09/15/T00:20:56+02:00 PY - 2017 LA - en UR - https://uil.unesco.org/lifelong-learning/learning-cities/members Y2 - 2020/08/07/16:45:41 ER - TY - JOUR TI - Guidance on Conducting a Systematic Literature Review AU - Xiao, Yu AU - Watson, Maria T2 - Journal of Planning Education and Research AB - Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research. DA - 2017/08/28/ PY - 2017 DO - 10.1177/0739456x17723971 DP - SAGE Journals VL - 39 SP - 0739456X1772397 J2 - Journal of Planning Education and Research LA - en SN - 0739-456X UR - https://doi.org/10.1177/0739456X17723971 Y2 - 2018/05/17/15:46:34 KW - CitedIn:BIBBTVET ER - TY - BOOK TI - Vocational education and training in Sub-Saharan Africa: current situation and development T2 - Vocational Education and Development Symposium A3 - Eicker, F A3 - Haseloff, G A3 - Lennartz, B CY - Bielefeld DA - 2017/03/16/ PY - 2017 DP - Gemeinsamer Bibliotheksverbund ISBN LA - en PB - W. Bertelsmann Verlag GmbH & Co. KG SN - 978-3-7639-5793-4 ST - Vocational education and training in Sub-Saharan Africa UR - https://www.wbv.de/artikel/6004570w KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - C:Namibia KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - P:economy KW - P:teachers KW - Q:higher education KW - T:Educação profissionalizante KW - T:TVET KW - T:in-service TVET KW - publicImportV1 ER - TY - ELEC TI - Executive Secretary's Office DA - 2017/// PY - 2017 UR - https://net.nbte.gov.ng/es%20office Y2 - 2020/08/04/13:45:33 ER - TY - JOUR TI - 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) AU - Augustine, S. Mbitila AU - Richard, J. Masika AU - Donatha, E. Mwase T2 - International Journal of Vocational and Technical Education AB - 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. DA - 2017/// PY - 2017 DP - Google Scholar VL - 9 IS - 1 SP - 1 EP - 8 LA - en ST - Linking vocational education and training (VET) progression pathways into the academic route in Tanzania UR - http://www.academicjournals.org/journal/IJVTE/article-full-text-pdf/9C87ECD62268 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:R KW - CT:T KW - P:electro KW - P:mechanic KW - R:case study KW - T:TVET KW - T:Training KW - T:vocational training centre KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CHAP TI - Die richtigen Mitarbeiter finden: Berufsbildung und HR-Management AU - Bauer, Annette AU - Kühnrich, Heinz-Joachim T2 - Praxishandbuch Wirtschaft in Afrika AB - 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. C2 - Schmidt, Thomas C2 - Pfaffenberger, Kay C2 - Liebing, Stefan CY - Wiesbaden DA - 2017/// PY - 2017 DP - Crossref SP - 211 EP - 231 LA - de PB - Springer Fachmedien Wiesbaden SN - 978-3-658-14481-4 978-3-658-14482-1 ST - Die richtigen Mitarbeiter finden UR - http://link.springer.com/10.1007/978-3-658-14482-1_17 Y2 - 2018/12/27/12:41:25 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - A:West Africa KW - C:Rwanda KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:de KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:agriculture KW - T:Ausbildung KW - T:TVET KW - T:in-service TVET KW - publicImportV1 ER - TY - RPRT TI - 10 Jahre Qualitätsmerkmale im Praxistest AU - BIBB DA - 2017/// PY - 2017 UR - https://www.bibb.de/dokumente/pdf/ab12_fachtagung_10-qualitaetsmerkmale_20160926.pdf Y2 - 2020/05/27/16:51:49 ER - TY - RPRT TI - Reconhecimento do trabalho de cuidado: o caso do Programa Expandido de Trabalhos Públicos na África do Sul AU - Bilo, Charlotte AU - others DA - 2017/// PY - 2017 LA - Portuguese PB - International Policy Centre for Inclusive Growth UR - http://www.ipc-undp.org/pub/port/OP365PT_Reconhecimento_do_trabalho_de_cuidado.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:South Africa KW - CLL:pt KW - publicImportV1 ER - TY - THES TI - Ações de telessaúde no continente africano: uma revisão sistemática AU - Bittencourt, Hítalo Kassios AB - 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. CY - Porto Alegre, Brazil DA - 2017/// PY - 2017 LA - Portuguese M3 - Undergraduate dissertation PB - Universidade Federal do Rio Grande do Sul. Escola de Enfermagem. Curso de Saúde Coletiva: Bacharelado. UR - http://hdl.handle.net/10183/178281 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - CLL:pt KW - publicImportV1 ER - TY - JOUR TI - Surveillance training for ebola preparedness in Côte d’Ivoire, Guinea-Bissau, Senegal, and Mali AU - Cáceres, Victor M. AU - Sidibe, Sekou AU - Andre, McKenzie AU - Traicoff, Denise AU - Lambert, Stephanie AU - King, Melanie E. AU - Kazambu, Ditu AU - Lopez, Augusto AU - Pedalino, Biagio AU - Herrera Guibert, Dionisio J. AU - Wasswa, Peter AU - Cardoso, Placido AU - Assi, Bernard AU - Ly, Alioune AU - Traore, Bouyagui AU - Angulo, Frederick J. AU - Quick, Linda AU - Dicker, Richard AU - Brenner, Eric AU - Dixon, Meredith G. AU - Meyer, Erika AU - Rhodes, Rachel AU - Twinomugisha, Samuel AU - Kimuli, Anthony AU - Agnihotri, Sachin AU - Johnson, Kenneth T2 - Emerging Infectious Diseases AB - © 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. DA - 2017/// PY - 2017 DO - 10.3201/eid2313.170299 LA - en AN - LOCAL-SCOPUS_ID:85041008962 KW - -FullBiblioUHMLgen KW - -RRQ:M:final KW - -missingHU KW - A:West Africa KW - C:Guinea KW - C:Guinea-Bissau KW - C:Liberia KW - C:Mali KW - C:Nigeria KW - C:Senegal KW - C:Sierra Leone KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:R KW - CT:T KW - P:health KW - P:services KW - R:survey KW - T:Training KW - T:competency-based training KW - T:trainee KW - _C:Sierra Leone SLE KW - publicImportV1 ER - TY - JOUR TI - Developing an emergency nursing short course in Tanzania AU - Cunningham, C. AU - Brysiewicz, P. AU - Sepeku, A. AU - White, L. AU - Murray, B. AU - Lobue, N. AU - Sawe, H. T2 - African Journal of Emergency Medicine AB - 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. DA - 2017/// PY - 2017 DO - 10.1016/j.afjem.2017.08.002 LA - en UR - https://www.sciencedirect.com/science/article/pii/S2211419X17300575 AN - LOCAL-DOI:10.1016/j.afjem.2017.08.002 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:Improvement KW - P:health KW - P:media KW - P:nurse KW - R:impact KW - T:Training KW - T:trainee KW - publicImportV1 ER - TY - RPRT TI - Eckpunktepapier: Wirtschaftliche Entwicklung Afrikas – Herausforderungen und Optionen AU - Die Bundesregierung CY - Berlin, Germany DA - 2017/// PY - 2017 UR - https://www.bundesregierung.de/resource/blob/997532/444316/1423bb55c37af6ce594b4e6f14ab36ca/2017-06-07-eckpunkte-afrika-data.pdf?download=1 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - publicImportV1 ER - TY - JOUR TI - A pilot of the use of short message service (SMS) as a training tool for anaesthesia nurses AU - Duys, R. AU - Duma, S. AU - Dyer, R. T2 - Southern African Journal of Anaesthesia and Analgesia AB - © 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. DA - 2017/// PY - 2017 DO - 10.1080/22201181.2017.1317422 LA - en AN - LOCAL-SCOPUS_ID:85021336791 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:outcomes KW - F:pedagogy KW - F:teaching KW - F:teaching method KW - P:health KW - P:media KW - P:nurse KW - P:service industry KW - P:services KW - Q:e-learning KW - T:Ausbildung KW - T:Training KW - T:work-based learning KW - Z:Anaesthesia nurse KW - Z:Nurse education KW - Z:Short Message Service (SMS) KW - Z:eLearning KW - Z:mLearning KW - _C:Australia AUS KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Kenya KEN KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - CHAP TI - Fundamentals of the development of Vocational Education and Further Education of VET pedagogues in Sub-Saharan Africa AU - Eicker, Friedhelm AB - 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. DA - 2017/// PY - 2017 DP - Zotero LA - en UR - http://www.oapen.org/download?type=document&docid=640951#page=120 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Ethiopia KW - C:Mozambique KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:pedagogy KW - T:TVET KW - T:in-service TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CONF TI - Networked shaping–a perspective for international vocational education and further education of vocational educators AU - Eicker, Friedhelm AU - Fiedler, Kai-Arne AU - Haseloff, Gesine A2 - Kaiser, Franz A2 - Krugmann, Susann C3 - Social Dimension and Participation in Vocational Education and Training DA - 2017/// PY - 2017 DP - Google Scholar KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Entrepreneurship Education in Sub-Saharan Africa: Results of a Case Study in Senegal AU - Garcia-Rodriguez, Francisco J AU - Gil-Soto, Esperanza AU - Ruiz-Rosa, Ines AU - Sene, Papa Mamour AB - 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. DA - 2017/// PY - 2017 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Senegal KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - D:developing country KW - D:less developed country KW - F:Improvement KW - F:attitude KW - P:culture KW - Q:degree KW - R:case study KW - R:impact KW - T:entrepreneurship education KW - Z:Attitudes KW - Z:Developing countries--LDCs KW - Z:Entrepreneurs KW - Z:Students KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Digest of TVET institutions statistics in Nigeria 2014-15 AU - Government of Nigeria DA - 2017/// PY - 2017 UR - https://net.nbte.gov.ng/sites/default/files/2018-02/DIGEST%20OF%20TVET%20INSTITUTIONS%20STATISTICS%20IN%20NIGERIA%202014-15.pdf Y2 - 2019/01/17/18:09:05 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - JOUR TI - Directory of Accredited Programmes Offered in Polytechnics, Technical and Vocational Institutions AU - Government of Nigeria DA - 2017/// PY - 2017 LA - English UR - https://net.nbte.gov.ng/sites/default/files/2018-02/2017%20DIRECTORY%20OF%20INSTITUTIONS%20UNDER%20THE%20PURVIEW%20OF%20NBTE.pdf Y2 - 2018/12/06/17:24:46 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - TVET Provider KW - publicImportV1 ER - TY - THES TI - Gestaltungsorientierung als Entwicklungsstrategie zur Beförderung der beruflichen Fortbildung – dargestellt und untersucht am Beispiel des Projektes VET-Net AU - Haseloff, Gesine DA - 2017/// PY - 2017 DP - Zotero LA - de KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - C:Mozambique KW - C:South Africa KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - The Availability of Electronic Courses Using ICT Infrastructure in Teaching and Learning among Teachers in Nigeria's TVET Institutions. AU - Hashim, MHM AU - Abubakar, B AB - 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. DA - 2017/// PY - 2017 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - F:teaching KW - P:electro KW - P:teachers KW - Q:ICT KW - Q:educational technology KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CHAP TI - Chapter 12: Considerations in Costing ODL and ICTs in TVET AU - Hoosen, S AU - Butcher, N T2 - Using ICTs and Blended Learning in Transforming TVET A2 - Lachem, C DA - 2017/// PY - 2017 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Botswana KW - C:Namibia KW - C:South Africa KW - C:Zambia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:Q KW - CT:T KW - Q:OER KW - T:TVET KW - publicImportV1 ER - TY - CHAP TI - Chapter 9: INVEST Africa AU - Isaacs, Shafika T2 - Using ICTs and Blended Learning in Transforming TVET A2 - Latchem, C DA - 2017/// PY - 2017 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Kenya KW - C:Zambia KW - CA:AandC KW - CLL:en KW - publicImportV1 ER - TY - RPRT TI - Social Dimension and Participation in Vocational Education and Training AU - Kaiser, Franz AU - Krugmann, Susann T2 - Social Dimension and Participation in Vocational Education and Training DA - 2017/// PY - 2017 DP - Google Scholar KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Egypt KW - CLL:en KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Empfehlung zur Beruflichen Orientierung an Schulen AU - Kultusministerkonferenz DA - 2017/// PY - 2017 UR - https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/2017/2017_12_07-Empfehlung-Berufliche-Orientierung-an-Schulen.pdf Y2 - 2020/05/27/18:10:53 ER - TY - CHAP TI - Chapter 13: Planning for the Use of ICTs at the National and Institutional Levels T2 - Using ICTs and Blended Learning in Transforming TVET A2 - Latchem, C AB - 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. DA - 2017/// PY - 2017 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CLL:en KW - publicImportV1 ER - TY - CHAP TI - Chapter 14: Conclusions and Recommendations AU - Latchem, Colin T2 - Using ICTs and Blended Learning in Transforming TVET DA - 2017/// PY - 2017 SP - 221 EP - 225 LA - en PB - Commonwealth of Learning Y2 - 2019/04/13/00:00:00 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - publicImportV1 ER - TY - BOOK TI - Using ICTs and Blended Learning in Transforming TVET AU - Latchem, Colin DA - 2017/// PY - 2017 DP - Zotero LA - en PB - UNESCO; COL ST - ICT transforming TVET UR - http://unesdoc.unesco.org/images/0024/002474/247495e.pdf KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - HDR25 KW - publicImportV1 ER - TY - JOUR TI - Technical and Vocational Education and Training in Sub-Saharan Africa: the missing middle in post-school education AU - Lolwana, Peliwe AB - 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. DA - 2017/// PY - 2017 DP - Zotero SP - 14 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CLL:en KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CHAP TI - Introduction Keynotes - Technical and Vocational Education and Training in Sub-Saharan Africa: the missing middle in post-school education AU - Lolwana, Peliwe AU - Oketch, Moses O. T2 - Vocational Education and Training in Sub-Saharan Africa AB - 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. DA - 2017/// PY - 2017 DP - mEDRA SP - 11 EP - 38 LA - English UR - https://www.wbv.de/artikel/6004570w011 Y2 - 2018/05/26/12:47:44 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - AA:SSA KW - CLL:en KW - Comparative Analysis KW - publicImportV1 ER - TY - JOUR TI - Promoting effective Work Integrated Learning (WIL) and Recognition of Prior Learning (RPL) practices in the TVET sector through research AU - Nduna, Nothemba Joyce AB - 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. DA - 2017/// PY - 2017 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - CLL:en KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Cross-country comparison of TVET systems, practices and policies, and employability of youth in Sub-Saharan Africa AU - Oketch, Moses AB - 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. DA - 2017/// PY - 2017 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - A:Africa KW - C:Botswana KW - C:Kenya KW - CLL:en KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Towards in-service training needs of secondary school agriculture teachers in a paradigm shift to outcome-based education in Uganda AU - Okiror, J.J. AU - Hayward, Geoff AU - Winterbottom, M T2 - The Journal of Agricultural Education and Extension AB - 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. DA - 2017/// PY - 2017 DO - 10.1080/1389224x.2017.1338593 LA - en UR - http://www.tandfonline.com/doi/full/10.1080/1389224X.2017.1338593 AN - DOI-10.1080/1389224X.2017.1338593 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:Improvement KW - F:curriculum KW - F:learning KW - F:outcomes KW - F:pedagogy KW - F:teaching method KW - P:agricultural KW - P:agriculture KW - P:measurement KW - P:mechanic KW - P:services KW - P:teacher education KW - P:teacher training KW - P:teachers KW - Q:community of practice KW - Q:secondary education KW - R:interview KW - R:observation KW - R:questionnaire KW - R:survey KW - T:Classroom teaching KW - T:learning community KW - T:work-based learning KW - Z:Administrator Surveys KW - Z:Agricultural Education KW - Z:Agricultural education KW - Z:Curriculum reform KW - Z:Educational Needs KW - Z:Employment skills KW - Z:Foreign Countries KW - Z:Inservice Teacher Education KW - Z:Interviews KW - Z:Observation KW - Z:Outcome Based Education KW - Z:Questionnaires KW - Z:Secondary School Teachers KW - Z:Secondary education KW - Z:Teacher Competencies KW - Z:Teacher Surveys KW - Z:Teacher capacity KW - Z:Teacher education KW - Z:Teaching Methods KW - Z:Teaching methods KW - _C:Uganda UGA KW - publicImportV1 ER - TY - JOUR TI - A comparative study of TVET in 5 African Countries with a specific focus on TVET Teacher Education AU - Papier, Joy AB - 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. DA - 2017/// PY - 2017 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CLL:en KW - _C:Denmark DNK KW - _C:Egypt EGY KW - _C:Finland FIN KW - _C:Ghana GHA KW - _C:Ireland IRL KW - _C:Netherlands NLD KW - _C:South Africa ZAF KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Praxishandbuch Wirtschaft in Afrika A3 - Schmidt, Thomas A3 - Pfaffenberger, Kay A3 - Liebing, Stefan CY - Wiesbaden DA - 2017/// PY - 2017 DP - Gemeinsamer Bibliotheksverbund ISBN LA - de PB - Springer Gabler SN - 978-3-658-14481-4 978-3-658-14482-1 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - CLL:de KW - publicImportV1 ER - TY - JOUR TI - 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 AU - Shindi, Alpheas DA - 2017/// PY - 2017 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Namibia KW - CLL:en KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CHAP TI - Competence and TVET Innovation in Sub-Saharan Africa: The Case of Rwanda AU - van Halsema, Wybe T2 - Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education A2 - Mulder, Martin T3 - Technical and Vocational Education and Training: Issues, Concerns and Prospects AB - 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. CY - Cham DA - 2017/// PY - 2017 DP - Springer Link SP - 487 EP - 504 LA - en SN - 978-3-319-41713-4 ST - Competence and TVET Innovation in Sub-Saharan Africa UR - https://doi.org/10.1007/978-3-319-41713-4_23 Y2 - 2018/12/09/00:00:00 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Rwanda KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - Competence Development KW - Competency Statement KW - Informal Sector KW - Master Trainer KW - Pilot School KW - T:TVET KW - publicImportV1 ER - TY - JOUR TI - The Informal Apprenticeship Miracle: A Case for Mbare-Magaba Informal Industry, Zimbabwe AU - Wonder, M AU - Tenson, M T2 - Eastern Africa Social Science Research Review AB - 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. DA - 2017/// PY - 2017 DO - 10.1353/eas.2017.0008 LA - en UR - https://muse.jhu.edu/article/669259/summary KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:artist KW - P:manufacture KW - P:social KW - T:Lehrlingsausbildung KW - T:apprenticeship training KW - publicImportV1 ER - TY - JOUR TI - Academics who tweet: “messy” identities in academia AU - Budge, Kylie AU - Lemon, Narelle AU - McPherson, Megan T2 - Journal of Applied Research in Higher Education AB - Purpose The purpose of this paper is to investigate the growing use of Twitter in academic and artist practices. The authors explore commonalities, overlaps and differences within the reflections on the initial and ongoing motivations, usage and learnings the authors have encountered whilst immersed in this environment. Design/methodology/approach The authors locate the particular inquiry by drawing on the literature surrounding digital identities, academic literacies and digital scholarship. Departing from other studies, the focus is on a narrative inquiry of the lived experiences as academics and as artists using Twitter. Findings Academics use of Twitter plays a distinctly social role enabling communication that connects, and fostering accessible and approachable acts. It enables a space for challenging norms of academic ways of being and behaving. In addition, the authors draw conclusions about the “messiness” of the interconnected space that incorporates multiple identities, and highlight the risk taking the authors associate with using Twitter. Research limitations/implications Academic practice is ever changing in the contemporary university. This initial study of academic and artist practices and the use of Twitter suggests future developments including participants using similar questions to elicit notions of practice to engage in a deeper understanding of motivations and behaviours. Practical implications In using social media tools such as Twitter, individual academics and their practices are modified; the impact of this practice is visible. Originality/value The authors contribute to emerging discussions and understandings about academics, social media and identity. The authors argue that by participating in the use of Twitter, the authors are part of the collective process of challenging what it means to be an academic and artist. DA - 2016/01/01/ PY - 2016 DO - 10.1108/jarhe-11-2014-0114 DP - Emerald Insight VL - 8 IS - 2 SP - 210 EP - 221 SN - 2050-7003 ST - Academics who tweet UR - https://doi.org/10.1108/JARHE-11-2014-0114 Y2 - 2020/02/24/13:03:30 KW - Academics KW - Artists KW - Identity KW - Narrative inquiry KW - Social media KW - Twitter ER - TY - JOUR TI - Youth unemployment in resource-rich Sub-Saharan Africa: A critical review AU - Ackah-Baidoo, Patricia T2 - The Extractive Industries and Society AB - 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. DA - 2016/01// PY - 2016 DO - 10.1016/j.exis.2015.11.010 DP - Crossref VL - 3 IS - 1 SP - 249 EP - 261 LA - en SN - 2214790X ST - Youth unemployment in resource-rich Sub-Saharan Africa UR - http://linkinghub.elsevier.com/retrieve/pii/S2214790X15300046 AN - DOI-10.1016/j.exis.2015.11.010 Y2 - 2018/09/14/15:02:29 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 ER - TY - RPRT TI - Study on Agricultural Technical and Vocational Education and Training (ATVET) in Developing Countries AU - Walker, Katharina AU - Hofstetter, Sonja DA - 2016/01// PY - 2016 DP - Zotero LA - en PB - Swiss Agency for Development and Cooperation ER - TY - THES TI - 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 AU - Abay, Negar Ashtari AB - 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. DA - 2016/// PY - 2016 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Ethiopia KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:gender KW - F:policy KW - F:teaching KW - F:women KW - P:measurement KW - P:school teacher KW - P:teacher education KW - P:teachers KW - Q:higher education KW - R:interview KW - R:observation KW - R:qualitative KW - R:quantitative KW - T:Ausbildung KW - T:career KW - Z:Higher education KW - Z:Teacher education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Influence of Mobile Learning Training on Pre-Service Social Studies Teachers' Technology and Mobile Phone Self-Efficacies AU - Adedoja, Gloria AU - Oluwadara, Abimbade T2 - Journal of Education and Practice AB - 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. DA - 2016/// PY - 2016 VL - 7 IS - 2 SP - 74 EP - 79 LA - en SN - 2222-1735, 2222-1735 UR - https://files.eric.ed.gov/fulltext/EJ1089740.pdf AN - LOCAL-PQ-1826519509 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - Age Differences KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Learning KW - F:attitude KW - F:learning KW - F:pedagogy KW - Foreign Countries KW - Higher Education KW - Instructional Effectiveness KW - Likert Scales KW - Nigeria KW - P:electro KW - P:services KW - P:social KW - P:teachers KW - P:technology KW - Postsecondary Education KW - Predictor Variables KW - Preservice Teachers KW - Pretests Posttests KW - Q:mobile learning KW - Questionnaires KW - R:questionnaire KW - Self Efficacy KW - Social Studies KW - Student Teacher Attitudes KW - T:Training KW - Technological Literacy KW - Technology Education KW - Z:Age Differences KW - Z:Electronic Learning KW - Z:Foreign Countries KW - Z:Instructional Effectiveness KW - Z:Likert Scales KW - Z:Predictor Variables KW - Z:Preservice Teachers KW - Z:Pretests Posttests KW - Z:Questionnaires KW - Z:Self Efficacy KW - Z:Social Studies KW - Z:Student Teacher Attitudes KW - Z:Technological Literacy KW - Z:Technology Education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096188 KW - __C:filed:1 KW - ___working_potential_duplicate KW - __finaldtb KW - publicImportV1 KW - ⛔ No DOI found ER - TY - THES TI - ROAPA–Repositório de Objetos de Aprendizagem para o ensino de pesca e aquicultura AU - Alvim, Silvio José Trindade AU - others AB - 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 CY - Brazil DA - 2016/// PY - 2016 LA - Portuguese M3 - Master's Thesis PB - Universidade Federal Rural do Rio de Janeiro UR - https://tede.ufrrj.br/jspui/handle/jspui/2117 Y2 - 2018/09/11/00:00:00 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CC:Brazil KW - CLL:pt KW - OER KW - publicImportV1 ER - TY - THES TI - Challenges in the Informal Construction Artisan Training System in the Ghanaian Construction Industry AU - Damasah, SK AB - 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. DA - 2016/// PY - 2016 LA - en PB - College of Art and Built Environment UR - http://dspace.knust.edu.gh/handle/123456789/9219 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:artist KW - P:construction KW - T:Formal apprenticeship KW - T:Training KW - _C:Ghana GHA KW - publicImportV1 ER - TY - GEN TI - National Credit and Qualifications Framework AU - Government of Botswana DA - 2016/// PY - 2016 UR - https://www.bqa.org.bw/sites/default/files/documents/botswana_qualifications_authority_1_ncqf_act_0.pdf Y2 - 2018/12/09/19:47:28 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - Qualification Framework KW - publicImportV1 ER - TY - JOUR TI - Guidelines for Registration of Training Providers AU - Government of Kenya DA - 2016/// PY - 2016 LA - English UR - https://www.nita.go.ke/resources/downloads.html?task=document.viewdoc&id=33 Y2 - 2018/12/09/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - publicImportV1 ER - TY - GEN TI - Gender in Education Policy AU - Government of Uganda DA - 2016/// PY - 2016 LA - English UR - https://www.education.go.ug/files/downloads/GENDER%20IN%20EDUCATION%20SECTOR%20POLICY.pdf Y2 - 2018/12/18/16:01:33 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Uganda KW - publicImportV1 ER - TY - JOUR TI - E-Learning in nursing education in Rwanda: benefits and challenges. An exploration of participants' perspectives AU - Harerimana, A AU - Mtshali, NG AU - Hewing, H T2 - Journal of Nursing and Health Science AB - 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. DA - 2016/// PY - 2016 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Central Africa KW - C:Rwanda KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:nurse KW - Q:e-learning KW - T:Training KW - T:continuing education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Tablet use in schools: a critical review of the evidence for learning outcomes AU - Haßler, Björn AU - Major, Louis AU - Hennessy, Sara T2 - Journal of Computer Assisted Learning AB - The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here. DA - 2016/// PY - 2016 DO - 10.1111/jcal.12123 DP - Google Scholar VL - 32 IS - 2 SP - 139 EP - 156 J2 - JCAL LA - en SN - 1365-2729 ST - Tablet use in schools UR - https://docs.opendeved.net/lib/9IYKEUKJ KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - Android KW - Australia AUS KW - Author:Haßler KW - Author:OpenDevEd KW - Belgium BEL KW - Björn-CV-OECS KW - Canada CAN KW - Chile CHL KW - DL4D cited KW - Malawi MWI KW - Monday KW - New Zealand NZL KW - Spain ESP KW - TL:Arabic KW - TL:English KW - TL:Translated KW - Thailand THA KW - TranslationGoingAhead KW - Turkey TUR KW - _C:Brazil BRA KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:India IND KW - _C:Kenya KEN KW - _C:Norway NOR KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - iPad KW - learning outcomes KW - publicImportV1 KW - school KW - systematic reviews KW - tablets ER - TY - RPRT TI - COMET South Africa: Final Report and Documentation of Test Results of Electricians, Mechatronics, Motor Mechanics, and Welders AU - Hauschildt, Ursel DA - 2016/// PY - 2016 UR - http://www.merseta.org.za/KnoRep/ARTISAN%20DEVELOPMENT/Final%20COMET%20Report%20-%20December%202016.pdf Y2 - 2020/05/28/13:56:03 ER - TY - CHAP TI - Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia AU - Hennessy, Sara AU - Haßler, Björn AU - Mwewa, G AB - 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. DA - 2016/// PY - 2016 LA - en UR - https://www.taylorfrancis.com/books/e/9781136157974/chapters/10.4324%2F9780203078945-13 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - C:Zambia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - F:teaching KW - P:teacher education KW - P:teachers KW - Q:ICT KW - Q:OER KW - Q:digital technology KW - Q:interactive KW - Q:interactive pedagogy KW - Q:open educational resources KW - Q:primary education KW - R:evaluation KW - T:Classroom teaching KW - Z:ICT in education KW - Z:Intervention evaluation KW - Z:Primary education KW - Z:Teacher education KW - publicImportV1 ER - TY - JOUR TI - Influence of Trainee Teacher Philosophy about Teaching and Learning on Integration of Computer Technology into Future Teaching Practices AU - Kimaiyo, Lilian C AU - Kitainge, Kisilu M AU - Too, Jackson T2 - American Journal of Applied Psychology AB - 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. DA - 2016/// PY - 2016 DP - Zotero VL - 4 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Do youth employment programs improve labor market outcomes? A systematic review AU - Kluve, Jochen AU - Puerto, Susana AU - Robalino, David A. AU - Romero, Jose Manuel AU - Rother, Friederike AU - Stöterau, Jonathan AU - Weidenkaff, Felix AU - Witte, Marc T2 - Ruhr Economic Papers AB - 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 CY - Essen DA - 2016/// PY - 2016 DP - Google Scholar M3 - Working Paper PB - RWI - Leibniz-Institut für Wirtschaftsforschung ST - Do youth employment programs improve labor market outcomes? UR - http://hdl.handle.net/10419/149137 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Ethiopia KW - C:Kenya KW - C:Liberia KW - C:Malawi KW - C:South Africa KW - CLL:en KW - Employment KW - _C:Uganda UGA KW - publicImportV1 ER - TY - JOUR TI - A school mental health literacy curriculum resource training approach: Effects on Tanzanian teachers' mental health knowledge, stigma and help-seeking efficacy AU - Kutcher, Stan AU - Wei, Yifeng AU - Gilberds, Heather AU - Ubuguyu, Omary AU - Njau, Tasiana AU - Brown, Adena AU - Sabuni, Norman AU - Magimba, Ayoub AU - Perkins, Kevin T2 - International Journal of Mental Health Systems AB - © 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 < 0.001; d = 1.14), including mental health knowledge, (p < 0.001; d = 1.14) and curriculum specific knowledge (p < 0.01; d = 0.63). Teachers' stigma against mental illness decreased significantly following the training (p < 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 < 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. DA - 2016/// PY - 2016 DO - 10.1186/s13033-016-0082-6 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - AA:Africa KW - C:Malawi KW - C:Tanzania KW - CA:AandC KW - CCZ:Tanzania KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:Improvement KW - F:assessment KW - F:attitude KW - F:curriculum KW - F:outcomes KW - P:culture KW - P:health KW - P:teachers KW - R:impact KW - T:Ausbildung KW - T:Lehrwerkstatt KW - T:Training KW - T:trainee KW - Z:Adolescents KW - Z:Knowledge KW - Z:Mental health KW - Z:Mental health literacy KW - Z:School-based intervention KW - Z:Stigma KW - Z:Teachers KW - _C:Canada CAN KW - _C:Malawi MWI KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - BOOK TI - Achieving teaching quality in sub-Saharan Africa: Empirical results from cascade training AU - Lange, Sarah AU - Benavot, Aaron AB - © 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. DA - 2016/// PY - 2016 LA - en PB - Springer VS, Wiesbaden AN - LOCAL-SCOPUS_ID:85017575802 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Cameroon KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:achievement KW - F:teaching KW - P:measurement KW - P:teacher training KW - P:teachers KW - R:questionnaire KW - R:survey KW - T:Training KW - T:trainee KW - publicImportV1 KW - type:book ER - TY - JOUR TI - Blended Learning in the Vocational Education and Training System in Tanzania: Understanding Vocational Educators' Perceptions AU - Machumu, HJ AU - Zhu, C AU - Sesabo, JK T2 - International Journal of Multicultural and Multireligious Understanding AB - 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. DA - 2016/// PY - 2016 DO - 10.18415/ijmmu.v3i2.46 LA - en UR - http://ijmmu.com/index.php/ijmmu/article/view/46 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - F:teaching KW - HDR25 KW - P:technology KW - Q:e-learning KW - Q:mobile learning KW - Q:open education KW - T:Ausbildung KW - T:TVET KW - publicImportV1 ER - TY - CHAP TI - Enhancing access to education and training for persons with disabilities in Somalia and Somaliland AU - Maina, L., AB - 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. DA - 2016/// PY - 2016 LA - en UR - http://www.eenet.org.uk/resources/eenet_newsletter/eer5/page26.php KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Somalia KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:access KW - F:disability KW - F:policy KW - R:impact KW - T:Training KW - Z:Access to education KW - Z:Conflict KW - Z:Disability KW - Z:Education policy KW - Z:Employment skills KW - Z:Inclusive education KW - Z:Student financial support KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Inclusiveness in the Vocational Education Policy and Legal Frameworks of Kenya and Tanzania AU - Malle, Abebe Yehualawork T2 - Journal of Education and Learning AB - 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. DA - 2016/// PY - 2016 LA - en AN - LOCAL-PQ-1871575596 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - C:Ethiopia KW - C:Kenya KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:disability KW - F:inclusion KW - F:policy KW - P:measurement KW - R:focus groups KW - R:interview KW - T:TVET KW - T:Training KW - T:training needs KW - Z:Comparative Education KW - Z:Disabilities KW - Z:Educational Legislation KW - Z:Educational Needs KW - Z:Educational Policy KW - Z:Focus Groups KW - Z:Foreign Countries KW - Z:Inclusion KW - Z:Interviews KW - Z:Special Education KW - Z:Specialists KW - Z:Vocational Education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Skills for sustainable development: Transforming vocational education and training beyond 2015 AU - McGrath, Simon AU - Powell, Lesley T2 - International Journal of Educational Development DA - 2016/// PY - 2016 DO - 10.1016/j.ijedudev.2016.05.006 DP - Google Scholar VL - 50 SP - 12 EP - 19 ST - Skills for sustainable development ER - TY - JOUR TI - Organizational culture and creativity in entrepreneurship education: A study of secondary education in Nigeria AU - Moses, Chinonye Love AU - Ayodele, Olokundun Maxwell AU - Mosunmola, Akinbode AU - Gbenga, Agboola Mayowa T2 - Research Journal of Applied Sciences AB - © 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. DA - 2016/// PY - 2016 LA - en AN - LOCAL-SCOPUS_ID:84991404518 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Nigeria KW - CA:AandC KW - CCZ:Nigeria KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:policy KW - F:teaching KW - P:culture KW - Q:secondary education KW - R:impact KW - R:interview KW - T:entrepreneurship education KW - Z:Creativity KW - Z:Entrepreneurship education KW - Z:Organizational culture KW - Z:Secondary education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Developing learning diaries for action research on healthcare management in Ghana, Tanzania and Uganda AU - Mshelia, Comfort AU - Lê, Gillian AU - Mirzoev, Tolib AU - Amon, Samuel AU - Kessy, Ambrose AU - Baine, Sebastian Olikira AU - Huss, Reinhard T2 - Action Research AB - © 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. DA - 2016/// PY - 2016 DO - 10.1177/1476750315626780 LA - en AN - LOCAL-SCOPUS_ID:85006014521 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CCZ:Ghana KW - CCZ:Tanzania KW - CCZ:Uganda KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:learning KW - P:health KW - T:Training KW - Z:Diaries KW - Z:action research KW - Z:district health management teams KW - _C:Ghana GHA KW - _C:Uganda UGA KW - publicImportV1 ER - TY - JOUR TI - Availability, Access and Utilization of E-Resources among Pre-Service Teacher Trainees by Distance AU - Olaniran, Sunday O. AU - Duma, M. A. N. AU - Nzima, D. R. AU - Kumar, V AU - Murthy, S AU - Kinshuk T2 - IEEE 8TH International Conference on Technology for Education AB - 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. DA - 2016/// PY - 2016 DO - 10.1109/T4E.2016.55 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - D:developing nation KW - F:access KW - P:electro KW - P:service industry KW - P:teachers KW - Q:ICT KW - Q:distance learning KW - Q:e-learning KW - R:research design KW - R:survey KW - T:trainee KW - Z:E-Learning KW - Z:E-Resources KW - Z:ICT KW - Z:ODL KW - Z:Pre-Service Teachers KW - publicImportV1 KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Human Resources for Health Challenges in Nigeria and Nurse Migration AU - Salami, Bukola AU - Dada, Foluke O. AU - Adelakun, Folake E. T2 - Policy, Politics, and Nursing Practice AB - © 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. DA - 2016/// PY - 2016 DO - 10.1177/1527154416656942 LA - en AN - LOCAL-SCOPUS_ID:84988674634 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:policy KW - P:economy KW - P:environment KW - P:health KW - P:health professionals KW - P:nurse KW - T:career KW - T:trainee KW - Z:foreign-trained nurses KW - Z:human resources for health KW - Z:immigrant nurses KW - Z:internationally educated nurses KW - Z:migration KW - publicImportV1 ER - TY - JOUR TI - Factors affecting youth entrepreneurship development within Kibera, Kenya: The perspective of entrepreneurship education AU - Sambo, Wise T2 - Problems and Perspectives in Management AB - © 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. DA - 2016/// PY - 2016 LA - en AN - LOCAL-SCOPUS_ID:84974727877 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:access KW - P:economy KW - R:questionnaire KW - R:survey KW - T:Training KW - T:entrepreneurship education KW - Z:Entrepreneurship education KW - Z:Kibera KW - Z:Unemployment KW - Z:Youth entrepreneurship KW - publicImportV1 KW - ❓ Multiple DOI ER - TY - JOUR TI - Context-driven entrepreneurial education in vocational schools AU - Sandirasegarane, S AU - Sutermaster, S AU - Gill, A T2 - International Journal for Research in Vocational Education and Training AB - 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. DA - 2016/// PY - 2016 DO - 10.13152/ijrvet.3.2.3 LA - en UR - https://www.econstor.eu/handle/10419/146395 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Botswana KW - C:Guinea KW - C:Kenya KW - C:Mozambique KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:achievement KW - T:Lehrlingsausbildung KW - T:TVET KW - T:dual TVET KW - T:vocational school KW - _C:Uganda UGA KW - publicImportV1 ER - TY - JOUR TI - Mobile learning bridging the gap in agricultural extension service delivery: Experiences from Sokoine University of Agriculture, Tanzania AU - Sanga, C AU - Mlozi, M AU - Haug, R AU - Tumbo, S T2 - International Journal of Education and Development using Information and Communication Technology AB - 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. DA - 2016/// PY - 2016 LA - en UR - http://41.73.194.142:8080/xmlui/handle/123456789/1184 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:agricultural KW - P:agriculture KW - P:economy KW - P:services KW - Q:ICT KW - Q:mobile learning KW - T:Training KW - T:continuing education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Psychological Framework for Quality Technical and Vocational Education and Training in the Twenty-First Century AU - Sarfo, FK T2 - Learning, Design, and Technology AB - 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. DA - 2016/// PY - 2016 DO - 10.1007/978-3-319-17727-4_65-1 LA - en UR - https://link.springer.com/10.1007/978-3-319-17727-4_65-1 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - T:TVET KW - T:Training KW - _C:Ghana GHA KW - publicImportV1 ER - TY - RPRT TI - Modernisation Of Vocational Education And Training – The International Consultancy Adopted By BIBB AU - Schwarz, Michael AU - Janssen, Bettina AU - Cáceres-Reebs, Diana AU - Medrikat, Ilona DA - 2016/// PY - 2016 DP - Zotero LA - en UR - https://www.bibb.de/dokumente/pdf/ab12_modernisation_of_vet.pdf Y2 - 2018/06/11/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - CC:Germany KW - CLL:en KW - publicImportV1 ER - TY - BOOK TI - Modernisierung beruflicher Bildung: der internationale Beratungsansatz des BIBB AU - Schwarz, Michael AU - Janssen, Bettina AU - Cáceres-Reebs, Diana AU - Medrikat, Ilona CY - Bonn DA - 2016/// PY - 2016 DP - Gemeinsamer Bibliotheksverbund ISBN LA - de PB - Bundesinstitut für Berufsbildung SN - 978-3-945981-23-8 ST - Modernisierung beruflicher Bildung KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - CLL:de KW - publicImportV1 ER - TY - THES TI - Towards competence-based technical-vocational education and training in Ethiopia AU - Solomon, GH AB - 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 DA - 2016/// PY - 2016 LA - en UR - https://library.wur.nl/WebQuery/wurpubs/fulltext/388252 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Ethiopia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:T KW - F:outcomes KW - F:standards KW - T:TVET KW - T:company-based training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CONF TI - Factors Influencing The Adoption Of Flexible Teaching Approaches In Technical Training Institutions In Kenya AU - Tiony, AK AU - Ferej, A AU - Kitainge, K T2 - Pan-Commonwealth Forum 8 (PCF8), 2016 AB - 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. DA - 2016/// PY - 2016 LA - en UR - http://oasis.col.org/handle/11599/2620 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - F:inclusion KW - F:teaching approach KW - Q:ICT KW - Q:e-learning KW - Q:flexible KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Strategy for Technical and Vocational Education and Training (TVET), (2016-2021) AU - UNESCO Institute for Lifelong Learning DA - 2016/// PY - 2016 DP - Zotero LA - en UR - https://en.unesco.org/sites/default/files/tvet.pdf ER - TY - RPRT TI - UNEVOC World TVET Database: Tanzania AU - UNESCO-UNEVOC DA - 2016/// PY - 2016 LA - English UR - https://unevoc.unesco.org/wtdb/worldtvetdatabase_tza_en.pdf Y2 - 2018/11/25/11:14:23 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Tanzania KW - publicImportV1 ER - TY - THES TI - Sistemas internacionais de aprendizagem profissional: uma análise comparativa em alguns países desenvolvidos e emergentes AU - Veloso, José Rodrigo Paprotzki AU - Rodrigues, Marta M Assumpção AB - 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. CY - Aveiro, Portugal DA - 2016/// PY - 2016 LA - Portuguese PB - Universidade de Aveiro UR - http://www.bts.senac.br/index.php/bts/article/view/18 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Angola KW - CLL:pt KW - publicImportV1 KW - skills ER - TY - BOOK TI - A Study of Agricultural Technical and Vocational Education and Training (ATVET) in Developing Countries AU - Walker, K AU - Hofstetter, S DA - 2016/// PY - 2016 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Benin KW - C:Ethiopia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:developing country KW - F:gender KW - F:women KW - P:agricultural KW - P:agriculture KW - P:production KW - R:case study KW - T:Ausbildung KW - T:TVET KW - T:informal VET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - ELEC TI - UNESCO Global Network of Learning Cities AU - UNESCO Institute for Lifelong Learning DA - 2015/10/22/T19:54:01+02:00 PY - 2015 LA - en UR - https://uil.unesco.org/lifelong-learning/learning-cities Y2 - 2020/08/07/16:38:21 ER - TY - JOUR TI - Employability Skills in TVET Curriculum in Nigeria Federal Universities of Technology AU - Ismail, Sarimah AU - Mohammed, Dahiru Sale T2 - Procedia - Social and Behavioral Sciences T3 - The 4th World Congress on Technical Vocational Education and Training (4thWoCTVET), 5-6 December 2014, Universiti Tun Hussein Onn Malaysia, MALAYSIA AB - 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. DA - 2015/08/24/ PY - 2015 DO - 10.1016/j.sbspro.2015.08.111 DP - ScienceDirect VL - 204 SP - 73 EP - 80 J2 - Procedia - Social and Behavioral Sciences SN - 1877-0428 UR - http://www.sciencedirect.com/science/article/pii/S187704281504759X AN - DOI-10.1016/j.sbspro.2015.08.111 Y2 - 2018/08/29/18:19:08 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - Analysis KW - C:Nigeria KW - CC:Nigeria KW - CLL:en KW - Electrical Technology Education KW - curriculum KW - employability skills KW - integrations KW - needs KW - publicImportV1 ER - TY - JOUR TI - An examination of training and development of middle level managers in emerging economies: Evidence from financial institutions in Ghana AU - Abugre, James B. AU - Adebola, Kester T2 - International Journal of Organizational Analysis AB - © 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. DA - 2015/// PY - 2015 DO - 10.1108/ijoa-10-2011-0521 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:developing country KW - D:emerging economies KW - F:outcomes KW - P:economy KW - P:measurement KW - P:services KW - R:quantitative KW - R:survey KW - T:Training KW - Z:Banks KW - Z:Mid-level managers KW - Z:Performance KW - Z:Training and development KW - _C:Australia AUS KW - _C:China CHN KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Japan JPN KW - _C:Kuwait KWT KW - _C:Nigeria NGA KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - Technical-Vocational Education and Language Policy in Ghana AU - Adogpa, James Nsoh T2 - International Journal of Educational Administration and Policy Studies AB - 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. DA - 2015/// PY - 2015 LA - en AN - LOCAL-PQ-1871587202 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:policy KW - P:measurement KW - P:media KW - P:technology KW - Policy analysis KW - T:TVET KW - Z:African Languages KW - Z:Change Strategies KW - Z:Educational Change KW - Z:Educational Needs KW - Z:Educational Policy KW - Z:Foreign Countries KW - Z:Job Skills KW - Z:Language of Instruction KW - Z:Vocational Education KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - GEN TI - Continental Education Strategy for Africa 2016-2025 AU - African Union AB - 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. DA - 2015/// PY - 2015 LA - English UR - https://au.int/sites/default/files/documents/29958-doc-cesa_-_english-v9.pdf Y2 - 2018/11/02/18:16:41 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - THES TI - Assessment of perceived attributes and instructional use of information communication technology by lecturers in technical training institutions in Kenya AU - Agufana, PB AB - 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. DA - 2015/// PY - 2015 LA - en PB - Moi University KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:assessment KW - P:media KW - P:school teacher KW - P:technology KW - Q:ICT KW - R:survey KW - T:TVET KW - publicImportV1 ER - TY - JOUR TI - Effects of Three Categories of Manpower on Undergraduate Students' Learning Outcomes in Technical Education and Their Implications for the Curriculum Implementation AU - Alade, Ibiwumi Abiodun T2 - JISTE AB - 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<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. DA - 2015/// PY - 2015 VL - 19 IS - 2 LA - en AN - LOCAL-PQ-2101592493 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:curriculum KW - F:gender KW - F:learning KW - F:outcomes KW - F:teaching KW - P:artist KW - P:measurement KW - P:technician KW - R:observation KW - R:research design KW - T:TVET KW - T:vocational skills KW - Z:Academic Ability KW - Z:Control Groups KW - Z:Curriculum Implementation KW - Z:Data Collection KW - Z:Foreign Countries KW - Z:Gender Differences KW - Z:Hypothesis Testing KW - Z:Job Skills KW - Z:Labor Force KW - Z:Outcomes of Education KW - Z:Pretests Posttests KW - Z:Quasiexperimental Design KW - Z:Statistical Analysis KW - Z:Technical Education KW - Z:Undergraduate Students KW - Z:Vocational Education KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Characteristics of micro, small and medium enterprises in Ghana: Gender and implications for economic growth AU - Asare, Roland AU - Akuffobea, Mavis AU - Quaye, Wilhelmina AU - Atta-Antwi, Kwasi T2 - African Journal of Science, Technology, Innovation and Development AB - © 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. DA - 2015/// PY - 2015 DO - 10.1080/20421338.2014.979651 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:access KW - F:gender KW - F:payment KW - F:women KW - P:economy KW - P:media KW - P:services KW - P:technology KW - Q:flexible KW - R:interview KW - R:questionnaire KW - T:Lehrlingsausbildung KW - T:Training KW - Z:Businesses KW - Z:Constraints KW - Z:Development KW - Z:Gender KW - Z:Practices KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - South Sudan: Stakeholders' Views of Technical and Vocational Education and Training and a Framework for Action AU - Atari, Dominic Odwa AU - McKague, Kevin T2 - Journal of Vocational Education & Training AB - 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. DA - 2015/// PY - 2015 DO - 10.1080/13636820.2014.983954 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Sudan KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:attitude KW - F:curriculum KW - P:services KW - P:social KW - R:focus groups KW - R:interview KW - R:observation KW - R:qualitative KW - T:TVET KW - T:Training KW - Z:Attitudes KW - Z:Curriculum Development KW - Z:Delivery Systems KW - Z:Educational History KW - Z:Focus Groups KW - Z:Foreign Countries KW - Z:Skills KW - Z:Stakeholders KW - Z:Technical Education KW - Z:Vocational Education KW - __C:filed:1 KW - publicImportV1 ER - TY - CONF TI - Políticas públicas em educação: um apanhado histórico AU - Cá, Lourenço Ocuni AU - Ocuni Cá, Cristina Mandu AB - 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. DA - 2015/// PY - 2015 DO - 10.20396/etd.v17i1.8634820 LA - pt KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Cape Verde KW - C:Guinea KW - C:Guinea-Bissau KW - CA:AandC KW - CL:en KW - CL:fr KW - CL:pt KW - CLL:pt KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:culture KW - P:health KW - T:apprenticeship KW - publicImportV1 ER - TY - JOUR TI - Teaching Group Counseling in Botswana: Two U.S.-Trained Counselors Discuss Experiences and Share Cultural Considerations for Practice AU - Coker, Angela D. AU - Majuta, Aaron R. T2 - Journal for Specialists in Group Work AB - 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. DA - 2015/// PY - 2015 DO - 10.1080/01933922.2014.992506 LA - en AN - DOI-10.1080/01933922.2014.992506 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Botswana KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:attitude KW - F:learning KW - F:pedagogy KW - F:teaching KW - P:culture KW - P:environment KW - P:social KW - Q:higher education KW - T:Training KW - T:trainee KW - Z:Acquired Immunodeficiency Syndrome (AIDS) KW - Z:Colleges KW - Z:Counselor Training KW - Z:Cross Cultural Training KW - Z:Cultural Awareness KW - Z:Cultural Differences KW - Z:Foreign Countries KW - Z:Group Counseling KW - Z:Group Dynamics KW - Z:Higher Education KW - Z:Interpersonal Communication KW - Z:Prosocial Behavior KW - Z:Social Attitudes KW - publicImportV1 ER - TY - CONF TI - The RAIFFET, a network for support and development of TVET in teacher training institutions in Africa AU - Ginestié, J T2 - 29th PATT Conference "Plurality and complementarity of approaches in Design & Technology Education" AB - 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. DA - 2015/// PY - 2015 LA - en UR - https://hal-amu.archives-ouvertes.fr/hal-01316021/ KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Central Africa KW - C:Gabon KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:teacher training KW - P:technology KW - Q:ICT KW - T:Ausbildung KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - GEN TI - ETSSP 2015-2020 - Education & Training Sector Strategic Plan AU - Government of Botswana DA - 2015/// PY - 2015 LA - English Y2 - 2018/11/23/11:48:52 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - publicImportV1 ER - TY - GEN TI - National Industrial Training Standards AU - Government of Kenya DA - 2015/// PY - 2015 LA - en UR - https://www.nita.go.ke/resources/downloads.html?task=document.viewdoc&id=49 Y2 - 2018/09/11/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - Qualification Framework KW - publicImportV1 ER - TY - GEN TI - National Education Standards - primary and secondary education AU - Government of Malawi DA - 2015/// PY - 2015 LA - English UR - http://www.education.gov.mw/phocadownload/NATIONAL%20EDUCATION%20STANDARS.pdf Y2 - 2018/12/07/19:22:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Malawi KW - Qualification Framework KW - publicImportV1 ER - TY - GEN TI - National Policy on Community Education and Training Colleges AU - Government of South Africa DA - 2015/// PY - 2015 LA - en KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:South Africa KW - publicImportV1 ER - TY - RPRT TI - TVET teacher education in Africa AU - Grijpstra, Douwe AB - 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. DA - 2015/// PY - 2015 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Cameroon KW - C:Egypt KW - C:South Africa KW - C:Tanzania KW - CLL:en KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Unleashing the potential: transforming technical and vocational education and training AU - Marope, Priscilla Toka Mmantsetsa AU - Chakroun, Borhène AU - Holmes, K. P AB - "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. CY - Paris DA - 2015/// PY - 2015 DP - Open WorldCat LA - en SN - 978-92-3-100091-1 ER - TY - JOUR TI - Teachers' Perceptions and Students' Lived Experiences in Vocational-Technical Subjects in a Rural High School in Zimbabwe AU - Masinire, Alfred T2 - Gender and Education AB - 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. DA - 2015/// PY - 2015 DO - 10.1080/09540253.2015.1079357 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:achievement KW - F:attitude KW - F:curriculum KW - F:gender KW - F:girl KW - F:learning KW - F:policy KW - P:construction KW - P:environment KW - P:metal KW - P:teachers KW - R:evaluation KW - R:interview KW - R:observation KW - T:TVET KW - Z:Barriers KW - Z:Classroom Environment KW - Z:Critical Theory KW - Z:Curriculum Evaluation KW - Z:Educational Practices KW - Z:Feminism KW - Z:Foods Instruction KW - Z:Foreign Countries KW - Z:Gender Differences KW - Z:Gender Issues KW - Z:High School Students KW - Z:Institutional Characteristics KW - Z:Interviews KW - Z:Masculinity KW - Z:Metallurgy KW - Z:Nutrition Instruction KW - Z:Observation KW - Z:Rural Schools KW - Z:Sex Fairness KW - Z:Sex Role KW - Z:Student Attitudes KW - Z:Student Experience KW - Z:Teacher Attitudes KW - Z:Teacher Student Relationship KW - Z:Vocational Education KW - gender KW - publicImportV1 ER - TY - RPRT TI - Alternatives towards achieving Education For All (EFA): a case of the informal sector business institute (ISBI), Nairobi, Kenya AU - Momanyi, C AB - 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. DA - 2015/// PY - 2015 LA - en M3 - Conference proceedings UR - https://www.worldconferences.net/proceedings/gse2014/toc/papers_gse2014/G%20070%20-%20CHRISTOPHER%20MOMANYI_ALTERNATIVES%20TOWARDS%20ACHIEVING%20EDUCATION%20FOR%20ALL_read.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - HDR25 KW - Q:community education KW - Q:degree KW - Q:open learning KW - Q:secondary education KW - T:Educação profissionalizante KW - T:Lehrlingsausbildung KW - T:TVET KW - T:continuing education KW - T:work-based learning KW - publicImportV1 ER - TY - JOUR TI - Evaluation of artisan training in metal silo construction for grain storage in Africa: Impact on uptake, entrepreneurship and income AU - Ndegwa, M.K. AU - de Groote, Hugo AU - Gitonga, Z.M. T2 - International Journal of Educational Development AB - 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. DA - 2015/// PY - 2015 DO - 10.1016/j.ijedudev.2015.04.012 LA - en UR - http://www.sciencedirect.com/science/article/pii/S073805931500053X?via%3Dihub AN - DOI-10.1016/j.ijedudev.2015.04.012 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:R KW - CT:T KW - P:artist KW - P:construction KW - P:metal KW - R:evaluation KW - R:impact KW - T:Lehrlingsausbildung KW - T:TVET KW - T:Training KW - T:trainee KW - Z:Adult education KW - Z:Benefits of education KW - Z:Employment skills KW - Z:Engineering education KW - Z:Intervention evaluation KW - Z:Vocational education and training KW - publicImportV1 ER - TY - RPRT TI - OECD Reviews of Vocational Education and Training - Key Messages and Country Summaries AU - OECD AB - 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. DA - 2015/// PY - 2015 LA - English ST - OECD Reviews of VET KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - CC:Australia KW - CC:Austria KW - CC:Chile KW - CC:China KW - CC:Costa Rica KW - CC:Czech Republic KW - CC:Denmark KW - CC:Egypt KW - CC:Germany KW - CC:Kazakhstan KW - CC:Korea KW - CC:Mexico KW - CC:Netherlands KW - CC:Norway KW - CC:South Africa KW - CC:Sweden KW - CC:Switzerland KW - CC:UK KW - CC:United States KW - CLL:en KW - Hungary KW - publicImportV1 ER - TY - RPRT TI - Governance and Change in Educational Policy Systems in Technical Vocational Education AU - Oluwafemi, CO AU - Martins, OR AU - Adebiaye, HO AB - 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. DA - 2015/// PY - 2015 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Central Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:policy KW - P:administration KW - Q:distance learning KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - THES TI - Leadership development for technical and vocational education and training college leaders in South Africa: A post-graduate curriculum framework AU - Robertson, Catherine A AU - Du Plessis, CA AB - 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. DA - 2015/// PY - 2015 LA - en UR - http://scholar.sun.ac.za/handle/10019.1/96966 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:T KW - F:curriculum KW - F:leadership KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Baseline Study for Distance Technical and Professional Education in Mozambique AU - Romiszowski, A AB - 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. DA - 2015/// PY - 2015 LA - en UR - http://oasis.col.org/handle/11599/1775 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Mozambique KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:manufacture KW - P:teachers KW - P:technology KW - Q:ICT KW - Q:ODEL KW - Q:distance education KW - Q:open education KW - T:Ausbildung KW - T:Educação Profissional Técnica de Nível Médio KW - T:TVET KW - T:competency-based training KW - T:professional and vocational education KW - T:trainee KW - publicImportV1 ER - TY - RPRT TI - “If I can be a helper, one day I be a boss”–A case study of informal apprenticeship in Lusaka AU - Ryan, S AB - 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. DA - 2015/// PY - 2015 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Zambia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:learning KW - F:policy KW - HDR25 KW - P:economy KW - R:case study KW - T:Ausbildung KW - T:Formal apprenticeship KW - T:Lehrlingsausbildung KW - T:TVET KW - T:Training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CHAP TI - Os Desafios Das Reformas Na Formação De Professores Na África Subsariana AU - Vieira, Arlindo DA - 2015/// PY - 2015 DP - Zotero LA - pt KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:SSA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - ICT Integrations in TVET: Is it up to Expectations? AU - Yasak, Zurina AU - Alias, Maizam T2 - Procedia - Social and Behavioral Sciences AB - 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. DA - 2015/// PY - 2015 DO - 10.1016/j.sbspro.2015.08.120 DP - Crossref VL - 204 SP - 88 EP - 97 LA - en SN - 18770428 ST - ICT Integrations in TVET UR - http://linkinghub.elsevier.com/retrieve/pii/S1877042815047680 AN - DOI-10.1016/j.sbspro.2015.08.120 Y2 - 2018/08/01/14:43:56 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - ICT integration in TVET KW - Postsecondary Education KW - Review of ICT role in TVET KW - publicImportV1 ER - TY - JOUR TI - Learner orientation through professional development of teachers? Empirical results from cascade training in Anglophone Cameroon AU - Lange, Sarah T2 - Compare: A Journal of Comparative and International Education DA - 2014/07/04/ PY - 2014 DO - 10.1080/03057925.2013.841027 DP - CrossRef VL - 44 IS - 4 SP - 587 EP - 612 LA - en SN - 0305-7925, 1469-3623 ST - Learner orientation through professional development of teachers? UR - http://www.tandfonline.com/doi/abs/10.1080/03057925.2013.841027 Y2 - 2015/12/16/08:45:45 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Cameroon KW - CA:AandC KW - CCZ:Cameroon KW - CL:en KW - CL:fr KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:low-income country KW - F:attitude KW - F:learning KW - F:teaching KW - P:measurement KW - P:service industry KW - P:teacher training KW - P:teachers KW - R:quantitative KW - T:Ausbildung KW - T:trainee KW - T:work-based learning KW - Z:cascade training KW - Z:learner orientation KW - Z:professional development KW - Z:sub-Saharan Africa KW - Z:teachers KW - publicImportV1 ER - TY - JOUR TI - A conceptual framework for examining HRD and NHRD linkages and outcomes: Review of TVET literature AU - Kim, Sehoon AU - Kotamraju, Pradeep AU - Alagaraja, Meera T2 - European Journal of Training and Development AB - 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. DA - 2014/04/29/ PY - 2014 DO - 10.1108/ejtd-01-2013-0009 DP - emeraldinsight.com (Atypon) VL - 38 IS - 4 SP - 265 EP - 285 J2 - Euro J of Training and Dev SN - 2046-9012 ST - A conceptual framework for examining HRD and NHRD linkages and outcomes UR - https://www.emeraldinsight.com/doi/abs/10.1108/EJTD-01-2013-0009 Y2 - 2018/08/01/14:37:27 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Hungary HUN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Russian Federation RUS KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - The Role of General Public in the Development of Technical and Vocational Education in Primary Schools in Eldoret Municipality, Kenya AU - Simiyu, John Wanyonyi AU - Sambu, Lenah T2 - International Journal of Humanities and Social Science AB - 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. DA - 2014/01// PY - 2014 DP - Semantic Scholar VL - 4 IS - 1 UR - https://www.semanticscholar.org/paper/The-Role-of-General-Public-in-the-Development-of-in-Simiyu-Sambu/0315238763d72aa57634a059744f80fff44d938f KW - ⛔ No DOI found ER - TY - ELEC TI - Kenya National Qualifications Framework Act DA - 2014/// PY - 2014 UR - https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/101066/121600/F-126668736/KEN101066.pdf Y2 - 2020/08/04/13:16:47 ER - TY - JOUR TI - Building mental health workforce capacity through training and retention of psychiatrists in Zimbabwe AU - Abas, Melanie A. AU - Nhiwatiwa, Sekai M. AU - Mangezi, Walter AU - Jack, Helen AU - Piette, Angharad AU - Cowan, Frances M. AU - Barley, Elizabeth AU - Chingono, Alfred AU - Iversen, Amy AU - Chibanda, Dixon AU - Barley, Elizabeth AU - Barley, Elizabeth AU - Chingono, Alfred AU - Iversen, Amy AU - Chibanda, Dixon T2 - International Review of Psychiatry AB - 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. DA - 2014/// PY - 2014 DO - 10.3109/09540261.2014.924487 LA - en AN - LOCAL-SCOPUS_ID:84907878464 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:low-income country KW - F:assessment KW - F:learning KW - F:outcomes KW - F:salary KW - P:health KW - P:measurement KW - P:media KW - P:services KW - R:interview KW - R:qualitative KW - T:Lehrlingsausbildung KW - T:Training KW - T:trainee KW - _C:Canada CAN KW - _C:Ghana GHA KW - _C:Mexico MEX KW - _C:Nicaragua NIC KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - Informing the scale-up of Kenya's nursing workforce: A mixed methods study of factors affecting pre-service training capacity and production AU - Appiagyei, Ashley A. AU - Kiriinya, Rose N. AU - Gross, Jessica M. AU - Wambua, David N. AU - Oywer, Elizabeth O. AU - Kamenju, Andrew K. AU - Higgins, Melinda K. AU - Riley, Patricia L. AU - Rogers, Martha F. T2 - Human Resources for Health AB - © 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%). DA - 2014/// PY - 2014 DO - 10.1186/1478-4491-12-47 LA - en AN - LOCAL-SCOPUS_ID:84906834010 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Kenya KW - CA:AandC KW - CCZ:Kenya KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:R KW - CT:T KW - P:health KW - P:logistics KW - P:nurse KW - P:production KW - P:services KW - R:interview KW - R:mixed method KW - R:qualitative KW - R:quantitative KW - R:regression KW - T:Training KW - Z:Nursing workforce KW - Z:Scale-up KW - Z:Training KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - Development of an emergency nursing training curriculum in Ghana AU - Bell, Sue Anne AU - Oteng, Rockefeller AU - Redman, Richard AU - Lapham, Jeremy AU - Bam, Victoria AU - Dzomecku, Veronica AU - Yakubu, Jamila AU - Tagoe, Nadia AU - Donkor, Peter T2 - International Emergency Nursing AB - 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. DA - 2014/// PY - 2014 DO - 10.1016/j.ienj.2014.02.002 LA - en UR - https://www.sciencedirect.com/science/article/pii/S1755599X14000056 AN - LOCAL-DOI:10.1016/j.ienj.2014.02.002 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:curriculum KW - F:outcomes KW - F:teaching KW - P:health KW - P:media KW - P:nurse KW - Q:diploma KW - T:Training KW - Z:Curriculum KW - Z:Emergency Nursing KW - Z:Sub-Saharan Africa KW - Z:Training KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - Training of School Teachers in West Africa: Remediation of Reading Difficulties through Training in Phonological Awareness and Letter Names AU - Briquet-Duhazé, Sophie T2 - FIRE: Forum for International Research in Education AB - 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. DA - 2014/// PY - 2014 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Burkina Faso KW - C:Cape Verde KW - C:Gambia KW - C:Guinea KW - C:Ivory Coast KW - C:Mali KW - C:Mauritania KW - C:Senegal KW - CA:AandC KW - CL:de KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:Improvement KW - P:teachers KW - T:TVET KW - T:Training KW - T:trainee KW - Z:Alphabets KW - Z:Elementary School Students KW - Z:Faculty Development KW - Z:Foreign Countries KW - Z:Longitudinal Studies KW - Z:Phoneme Grapheme Correspondence KW - Z:Phonological Awareness KW - Z:Predictor Variables KW - Z:Professional Continuing Education KW - Z:Reading Difficulties KW - Z:Relevance (Education) KW - Z:Remedial Reading KW - Z:Teacher Improvement KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Teacher education in anglophone west Africa: Does policy match practice? AU - Colley, Kabba E. T2 - International Perspectives on Education and Society AB - © 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. DA - 2014/// PY - 2014 DO - 10.1108/s1479-367920140000025015 LA - en AN - LOCAL-SCOPUS_ID:84912563796 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - AAZ:West Africa KW - C:Gambia KW - C:Liberia KW - C:Nigeria KW - C:Sierra Leone KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:inclusion KW - F:outcomes KW - F:policy KW - P:services KW - P:teacher education KW - P:teacher training KW - P:teachers KW - Q:tertiary education KW - R:qualitative KW - R:quantitative KW - R:synthesis KW - T:Training KW - Z:Education KW - Z:Policy KW - Z:Supply KW - Z:Teacher KW - Z:Training KW - _C:Ghana GHA KW - _C:Sierra Leone SLE KW - publicImportV1 ER - TY - CHAP TI - TVET System Research AU - Deissinger, Thomas T2 - Areas of Vocational Education Research A2 - Zhao, Zhiqun A2 - Rauner, Felix T3 - New Frontiers of Educational Research AB - 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. CY - Berlin, Heidelberg DA - 2014/// PY - 2014 DP - Springer Link SP - 91 EP - 108 LA - en PB - Springer Berlin Heidelberg SN - 978-3-642-54224-4 UR - https://doi.org/10.1007/978-3-642-54224-4_5 Y2 - 2018/09/23/15:04:36 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - Dual System KW - Vocational Pathway KW - Vocational School KW - Vocational Training KW - Workplace Learning KW - publicImportV1 ER - TY - JOUR TI - Knowledge Production in the Knowledge Economy: Higher Education Institutions and the Application of Innovations in ICT for Capacity Development in Africa AU - Evoh, CJ AU - Mugimu, Christopher AU - Chavula, Hopestone AB - [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 … DA - 2014/// PY - 2014 LA - en UR - https://www.emeraldinsight.com/doi/pdf/10.1108/S1479-3679(2013)0000021013 KW - -FullBiblioUHMLgen KW - -RRQ:LOW KW - A:Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - C:Kenya KW - CA:AandC KW - CL:de KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:access KW - P:economy KW - P:measurement KW - P:production KW - Q:ICT KW - Q:higher education KW - R:case study KW - R:qualitative KW - R:research method KW - T:TVET KW - _C:Uganda UGA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - THES TI - Stakeholders' Roles in Prioritizing Technical Vocational Education and Training in Postconflict Liberia AU - Forh, Edward CY - Walden University DA - 2014/// PY - 2014 DP - Zotero LA - en ER - TY - THES TI - Stakeholders' Roles in Prioritizing Technical and Vocational Education and Training in PostConflict Liberia AU - Forh, Edward S. AB - 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. DA - 2014/// PY - 2014 LA - en PB - Walden University KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Liberia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:achievement KW - F:leadership KW - F:motivation KW - F:policy KW - P:administration KW - P:social KW - Q:higher education KW - R:case study KW - R:focus groups KW - R:interview KW - R:qualitative KW - T:TVET KW - T:Training KW - Z:Education Policy KW - Z:Higher Education Administration KW - Z:Higher education KW - Z:Sub Saharan Africa Studies KW - Z:Vocational education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Gender Responsive Pedagogy Manual AU - Government of Ethiopia DA - 2014/// PY - 2014 UR - http://www.moe.gov.et/documents/20182/36315/Gender+Responsive+Pedagogy+Manual+%28Autosaved%29%281%29.pdf/56f75fcb-7a0b-4c7f-8cf0-02468495cd80 Y2 - 2019/01/04/17:02:25 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - BILL TI - Gender Strategy for the Education and Training Sector A2 - Government of Ethiopia DA - 2014/// PY - 2014 UR - http://www.moe.gov.et/documents/20182/36315/GENDER+STRATEGY.pdf/b9e68a15-bc9e-4930-a5d2-1c1981ca264c Y2 - 2019/01/04/16:52:19 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ethiopia KW - gender KW - inclusion KW - publicImportV1 ER - TY - GEN TI - Kenya National Qualifications Framework Act Nº 22 AU - Government of Kenya AB - 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 DA - 2014/// PY - 2014 UR - https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/101066/121600/F-126668736/KEN101066.pdf Y2 - 2018/12/10/16:48:01 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - Qualification Framework KW - publicImportV1 ER - TY - JOUR TI - Guidelines and Procedures for the Establishment of Private Technical and Technological Institutions AU - Government of Nigeria DA - 2014/// PY - 2014 LA - English UR - https://net.nbte.gov.ng/sites/default/files/2017-10/Guidelines%20and%20Procedures%20for%20TVET.pdf Y2 - 2018/12/06/17:33:05 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - publicImportV1 ER - TY - JOUR TI - UBTEB rules on the assessment of competences and conduct of business, technical and vocational examinations in Uganda AU - Government of Uganda DA - 2014/// PY - 2014 LA - English UR - http://ubteb.go.ug/sites/default/files/Rules%20of%20UBTEB%20Examinations%20Rules%20and%20Regulations.pdf Y2 - 2018/12/08/12:27:39 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - RPRT TI - Technical Vocational Education Training (TVET) Brief AU - Iyengar, R AU - Shin, HI AU - Aliyu, B AU - Menkiti, A AB - 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. DA - 2014/// PY - 2014 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Guinea KW - C:Mali KW - C:Mauritania KW - C:Nigeria KW - C:Senegal KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - F:gender KW - F:learning KW - P:economy KW - Q:distance learning KW - Q:mobile learning KW - T:Ausbildung KW - T:TVET KW - T:Training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - THES TI - Ambientes online na profissionalização de professores em Cabo Verde: um projeto de investigação ação AU - Mendonça, Adriana AB - 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. CY - Portugal DA - 2014/// PY - 2014 SP - 484 LA - Portuguese M3 - PhD Thesis PB - Universidade do Minho UR - http://hdl.handle.net/1822/37893 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Cape Verde KW - CLL:pt KW - publicImportV1 ER - TY - JOUR TI - An analysis of pre-service family planning teaching in clinical and nursing education in Tanzania AU - Muganyizi, Projestine S AU - Ishengoma, Joyce AU - Kanama, Joseph AU - Kikumbih, Nassoro AU - Mwanga, Feddy AU - Killian, Richard AU - McGinn, Erin T2 - BMC medical education AB - 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. DA - 2014/// PY - 2014 DO - 10.1186/1472-6920-14-142 LA - en AN - DOI-10.1186/1472-6920-14-142 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:teaching KW - P:economy KW - P:health KW - P:media KW - P:medical officers KW - P:nurse KW - P:service industry KW - P:services KW - P:teachers KW - Q:degree KW - R:evaluation KW - R:interview KW - R:observation KW - R:qualitative KW - R:quantitative KW - R:questionnaire KW - T:Ausbildung KW - T:TVET KW - publicImportV1 ER - TY - JOUR TI - Strategies That Enhance Students Access to Public Technical Training Institutions in Kenya AU - Nganyi, JE AU - Odebero, SO AU - Onderi, H AU - Musera, G T2 - International Journal of Academic Research in Business and Social Sciences AB - 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. DA - 2014/// PY - 2014 LA - en UR - http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.679.8830&rep=rep1&type=pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - C:Ethiopia KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - Q:open learning KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Revitalizing Technical and Vocational Education in Nigeria for Youths and National Development AU - Ogbondah, Livinus AU - Wobi, KK T2 - Journal of Education and Practice AB - 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. DA - 2014/// PY - 2014 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Central Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - Q:educational technology KW - T:Educação profissionalizante KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Technical Vocational Education and Training (TVET) as intervention mechanism for global competitiveness: perspectives from Nigeria AU - Okoye, KRE AU - Okwelle, PC T2 - Developing Country Studies AB - 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. DA - 2014/// PY - 2014 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - P:mechanic KW - P:service industry KW - P:social KW - Q:open learning KW - T:Educação profissionalizante KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Forging New Partnerships: Lessons from the Dissemination of Agricultural Training Videos in Benin AU - Okry, Florent AU - Van Mele, Paul AU - Houinsou, Felix T2 - The Journal of Agricultural Education and Extension AB - 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] DA - 2014/// PY - 2014 DO - 10.1080/1389224x.2013.783495 LA - en AN - DOI-10.1080/1389224X.2013.783495 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Benin KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:developing country KW - F:access KW - F:learning KW - F:pay KW - P:agricultural KW - P:agriculture KW - P:media KW - P:service industry KW - P:technology KW - R:focus groups KW - R:interview KW - R:questionnaire KW - T:Ausbildung KW - T:Training KW - publicImportV1 ER - TY - CHAP TI - Challenges and Prospects of Information Communication Technology (ICT) in Teaching Technical Education towards Globalisation AU - Olabiyi, OS T2 - Effects of Information Capitalism and Globalization on Teaching and Learning AB - 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. DA - 2014/// PY - 2014 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:teaching KW - P:technology KW - Q:ICT KW - T:TVET KW - publicImportV1 ER - TY - JOUR TI - Re-Integrating Vocational Technical Skill Acquisition into the Educational Curriculum: Capacity Building for Future Professionals AU - Olukanni, David O. AU - Aderonmu, Peter A. AU - Ogbiye, Adebanji S. AU - Akinwumi, Isaac I. AU - Chova, LG AU - Martinez, AL AU - Torres, IC T2 - ICERI 2014 AB - 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. DA - 2014/// PY - 2014 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:T KW - D:developing nation KW - F:curriculum KW - F:pedagogy KW - P:architecture KW - P:construction KW - T:TVET KW - T:trainee KW - Z:Capacity Building KW - Z:Educational Curriculum KW - Z:Future Professionals KW - Z:Sustainability KW - Z:Vocational Technical Skill KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Pharmacists, Pharmacy Training and Mental Health Care Provision in Ghana AU - Owusu-Daaku, Frances T2 - Pharmacy Education AB - 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. DA - 2014/// PY - 2014 LA - en AN - LOCAL-WOS:000217201200021 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:attitude KW - F:curriculum KW - P:health KW - P:measurement KW - P:media KW - R:impact KW - T:Ausbildung KW - Z:Pharmacists KW - Z:mental health KW - Z:pharmacy training KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Empowering Individuals to Empower the Nation Nigeria AU - Sharehu, A AU - Achor, E T2 - National Association for Science, Humanities & Education Research Journal AB - 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. DA - 2014/// PY - 2014 LA - en UR - https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2578866 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:Q KW - CT:T KW - Q:ICT KW - T:TVET KW - T:apprenticeship training KW - T:entrepreneurship education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Promotion of PV Uptake and Sector Growth in Kenya through Value Added Training in PV Sizing, Installation and Maintenance AU - Simiyu, Justus AU - Waita, Sebastian AU - Musembi, Robinson AU - Ogacho, Alex AU - Aduda, Bernard T2 - Energy Procedia AB - 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. DA - 2014/// PY - 2014 DO - 10.1016/j.egypro.2014.10.290 LA - en UR - https://www.sciencedirect.com/science/article/pii/S1876610214016579 AN - LOCAL-DOI:10.1016/j.egypro.2014.10.290 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - A:Sub-Saharan Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:access KW - P:culture KW - P:economy KW - P:electro KW - P:services KW - P:technician KW - T:Training KW - Z:Pv training KW - Z:cultural acceptance KW - Z:value addition KW - publicImportV1 ER - TY - JOUR TI - Public Administration Training and Development in Africa: The Case of the Republic of South Africa AU - Subban, Mogie AU - Vyas-Doorgapersad, Shikha T2 - Journal of Public Affairs Education AB - 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. DA - 2014/// PY - 2014 DO - 10.1080/15236803.2014.12001804 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:learning KW - P:administration KW - P:environment KW - P:service industry KW - T:Ausbildung KW - Z:action learning KW - Z:capacity KW - Z:developmental state KW - Z:new public governance KW - publicImportV1 ER - TY - BOOK TI - Teaching and learning: achieving quality for all AU - UNESCO T2 - EFA Global Monitoring Report A3 - Rose, Pauline DA - 2014/// PY - 2014 DP - Open WorldCat LA - English PB - UNESCO Publishing SN - 978-92-3-104255-3 92-3-104255-6 ST - Teaching and learning UR - http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/ KW - AWP2 KW - AWP2-actual KW - CitedIn:AKFC KW - CitedIn:OER4S-TPE-HHH2 KW - CitedIn:OER4Schools-2012-HHH1 KW - CitedIn:OER4Schools-HHH3 KW - CitedIn:OER4Schools-HHH3-A KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS KW - CitedIn:OER4Schools-HHH3-B KW - CitedIn:PhD_Thesis KW - EfA KW - GMR KW - RPF-May-2016 KW - _C:Afghanistan AFG KW - _C:Albania ALB KW - _C:Algeria DZA KW - _C:Andorra AND KW - _C:Angola AGO KW - _C:Antigua and Barbuda ATG KW - _C:Argentina ARG KW - _C:Armenia ARM KW - _C:Artsakh XARTH KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Azerbaijan AZE KW - _C:Bahamas BHS KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Barbados BRB KW - _C:Belarus BLR KW - _C:Belgium BEL KW - _C:Belize BLZ KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Bosnia and Herzegovina BIH KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Brunei Darussalam BRN KW - _C:Bulgaria BGR KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Central African Republic CAF KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:Costa Rica CRI KW - _C:Croatia HRV KW - _C:Cuba CUB KW - _C:Cyprus CYP KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Equatorial Guinea GNQ KW - _C:Eritrea ERI KW - _C:Estonia EST KW - _C:Ethiopia ETH KW - _C:Federated States of Micronesia FSM KW - _C:Fiji FJI KW - _C:Finland FIN KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Grenada GRD KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guinea-Bissau GNB KW - _C:Guyana GUY KW - _C:Haiti HTI KW - _C:Honduras HND KW - _C:Hungary HUN KW - _C:Iceland ISL KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Ivory Coast CIV KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kazakhstan KAZ KW - _C:Kenya KEN KW - _C:Kiribati KIR KW - _C:Korea XKOR KW - _C:Korea, Democratic People's Republic PRK KW - _C:Korea, Republic KOR KW - _C:Kuwait KWT KW - _C:Kyrgyzstan KGZ KW - _C:Latvia LVA KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Libya LBY KW - _C:Lithuania LTU KW - _C:Luxembourg LUX KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Malta MLT KW - _C:Marshall Islands MHL KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Monaco MCO KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nauru NRU KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nicaragua NIC KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:North Macedonia MKD KW - _C:Norway NOR KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Palau PLW KW - _C:Panama PAN KW - _C:Papua New Guinea PNG KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Pridnestrovian Moldovan Republic XPRMR KW - _C:Qatar QAT KW - _C:Republic of Moldova MDA KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Samoa WSM KW - _C:San Marino SMR KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Serbia SRB KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:Slovakia SVK KW - _C:Slovenia SVN KW - _C:Solomon Islands SLB KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Suriname SUR KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:São Tomé and Príncipe STP KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Togo TGO KW - _C:Tonga TON KW - _C:Trinidad and Tobago TTO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Turkmenistan TKM KW - _C:Tuvalu TUV KW - _C:Uganda UGA KW - _C:Ukraine UKR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Uzbekistan UZB KW - _C:Vanuatu VUT KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - UNEVOC World TVET Database: Uganda AU - UNESCO-UNEVOC DA - 2014/// PY - 2014 LA - English UR - https://unevoc.unesco.org/wtdb/worldtvetdatabase_uga_en.pdf Y2 - 2018/11/27/21:33:58 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Uganda KW - publicImportV1 ER - TY - RPRT TI - Career challenges in construction craft training in technical vocational education and training in Ghana AU - Yangben, PN AU - Seniwoliba, JA AB - 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. DA - 2014/// PY - 2014 LA - en UR - http://udsspace.uds.edu.gh/handle/123456789/340 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:construction KW - P:crafts KW - P:nature KW - Q:masters KW - T:Educação profissionalizante KW - T:TVET KW - T:Training KW - T:career KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Exploring technical vocational education and training systems in emerging markets: A case study on Ghana AU - Alagaraja, Meera AU - Arthur-Mensah, Nana T2 - European Journal of Training and Development AB - 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. DA - 2013/11/08/ PY - 2013 DO - 10.1108/ejtd-04-2013-0037 DP - emeraldinsight.com (Atypon) VL - 37 IS - 9 SP - 835 EP - 850 J2 - Euro J of Training and Dev LA - en SN - 2046-9012 ST - Exploring technical vocational education and training systems in emerging markets UR - https://www.emeraldinsight.com/doi/abs/10.1108/EJTD-04-2013-0037 AN - DOI-10.1108/EJTD-04-2013-0037 Y2 - 2018/11/25/18:00:33 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:emerging economies KW - F:curriculum KW - P:economy KW - P:human resources manager KW - P:measurement KW - R:case study KW - R:interview KW - R:observation KW - T:TVET KW - Z:Case studies KW - Z:Economic development KW - Z:Economic growth KW - Z:Emerging markets KW - Z:Globalization KW - Z:Human capital KW - Z:Human resource management KW - Z:Theory KW - Z:Workforce KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 ER - TY - RPRT TI - Strategiepapier der Bundesregierung zur internationalen Berufsbildungszusammenarbeit AU - BMBF T2 - Drucksache DA - 2013/07// PY - 2013 DP - Zotero LA - de PB - Bundesministerium für Bildung und Forschung SN - 17/14352 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CLL:de KW - publicImportV1 ER - TY - JOUR TI - Private-Public Partnership and Technical Vocational Education and Training (TVET) in a Developing Economy AU - Okoye, KRE AU - Chijioke, Okwelle P. T2 - Arabian Journal of Business and Management Review (Oman Chapter); Sohar AB - 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] DA - 2013/05// PY - 2013 DO - 10.12816/0002333 DP - ProQuest VL - 2 IS - 10 SP - 51 EP - 61 LA - English Y2 - 2018/08/01/16:00:50 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - Business And Economics--Management KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - Economic growth KW - P:economy KW - Public private partnerships KW - Q:Private Public Partnership KW - Studies KW - T:TVET KW - Vocational education KW - publicImportV1 ER - TY - CHAP TI - Is the German Qualifications Framework an Instrument that Contributes to Permeability and Progression Within the VET System? – An International Perspective AU - Deissinger, Thomas T2 - From Diagnostics to Learning Success: Proceedings in Vocational Education and Training A2 - Beck, Klaus A2 - Zlatkin-Troitschanskaia, Olga T3 - Professional and VET learning CY - Rotterdam DA - 2013/01/01/ PY - 2013 DP - brill.com SP - 295 EP - 307 LA - en ST - Is the German Qualifications Framework an Instrument that Contributes to Permeability and Progression Within the VET System? UR - https://brill.com/view/book/edcoll/9789462091917/BP000023.xml Y2 - 2020/05/31/11:27:23 KW - Apprenticeship System KW - Apprenticeship Training KW - Dual System KW - Qualification Framework KW - Vocational Qualification KW - ⚠️ Invalid DOI ER - TY - ELEC TI - Kenya Institute of Curriculum Development Act DA - 2013/// PY - 2013 UR - https://kicd.ac.ke/wp-content/uploads/2017/10/KICDACT2013-1.pdf Y2 - 2020/08/04/13:15:38 ER - TY - RPRT TI - Technical and Vocational Education and Training Act n°29 DA - 2013/// PY - 2013 UR - https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/98807/117649/F1763223240/KEN98807.pdf ER - TY - BOOK TI - Lessons learnt from informal apprenticeship initiatives in Southern and Eastern Africa AU - Aggarwal, A DA - 2013/// PY - 2013 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:eastern Africa KW - C:Malawi KW - C:Tanzania KW - C:Zambia KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - HDR25 KW - T:Lehrlingsausbildung KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Apprenticeship in a Globalised World: Premises, Promises and Pitfalls AU - Akoojee, Salim AB - 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) DA - 2013/// PY - 2013 DP - Google Books SP - 259 LA - en PB - LIT Verlag Münster SN - 978-3-643-90352-5 ST - Apprenticeship in a Globalised World KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - Education / Professional Development KW - publicImportV1 ER - TY - JOUR TI - Challenges facing technical and vocational education in Ghana AU - Amedorme, SK AU - Fiagbe, YAK T2 - International Journal of Scientific & Technology Research AB - 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. DA - 2013/// PY - 2013 LA - en UR - http://www.ijstr.org/paper-references.php?ref=IJSTR-0613-6625 AN - UTI-FEB94723-6149-368E-A748-AA7A44905482 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - T:TVET KW - T:training needs KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - E-Learning for Teacher Training in Tanzania AU - Baker, D AU - Bliss, A AU - Chung, R AB - 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. DA - 2013/// PY - 2013 LA - en UR - https://asanteafrica.org/wp-content/uploads/2018/03/E-Learning.-TZ-Teachers.2013.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - F:learning KW - F:ministry KW - P:teacher training KW - Q:e-learning KW - Q:mobile learning KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Effectiveness of Technical and Vocational Education and Training (TVET) Insights from Ethiopia's reform AU - Baraki, Atakilt Hagos AU - van Kemenade, Everard T2 - TQM AB - 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. DA - 2013/// PY - 2013 DO - 10.1108/tqm-11-2012-0099 DP - Google Scholar VL - 25 IS - 5 SP - 492 EP - 506 LA - en AN - LOCAL-SCOPUS_ID:84884135549 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Ethiopia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - D:developing country KW - F:achievement KW - F:assessment KW - F:learning KW - F:outcomes KW - F:policy KW - P:culture KW - P:mechanic KW - Q:certificate KW - R:case study KW - R:evaluation KW - T:TVET KW - Z:Developing countries KW - Z:Ethiopia KW - Z:Internal effectiveness KW - Z:Realistic evaluation KW - Z:TVET quality KW - Z:TVET reform KW - Z:Total quality management KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - Non-formal vocational education in Uganda: Practical empowerment through a workable alternative AU - Blaak, M. AU - Zeelen, J. AU - Openjuru, G.L., T2 - International Journal of Educational Development AB - 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. DA - 2013/// PY - 2013 DO - 10.1016/j.ijedudev.2012.02.002 LA - en UR - http://www.sciencedirect.com/science/article/pii/S0738059312000211?via%3Dihub KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:outcomes KW - HDR25 KW - R:case study KW - T:TVET KW - Z:Alternative provision KW - Z:Drop-out KW - Z:Employment skills KW - Z:Poverty KW - Z:Vocational education and training KW - _C:Uganda UGA KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - The challenges and prospects of ICTs in teaching and learning in Sunyani Polytechnic, Ghana AU - Bonsu, KA AU - Duodu, A AU - Bonsu, K AU - Duodu, K T2 - Capa Scientific Journal AB - 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. DA - 2013/// PY - 2013 LA - en UR - http://tum.ac.ke/assets/highlights/6896059_JOURNAL_FINAL_COPY.pdf#page=16 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - F:teaching KW - P:economy KW - P:teacher education KW - Q:ICT KW - Q:educational technology KW - R:case study KW - T:TVET KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - 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 AU - Butt, Z AU - Chaudhri, AA AU - Nassiri, N AB - 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. DA - 2013/// PY - 2013 LA - en M3 - Conference proceedings UR - https://ieeexplore.ieee.org/abstract/document/6749487/ KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:access KW - F:learning KW - F:women KW - P:economy KW - Q:digital divide KW - Q:digital technology KW - R:case study KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Information and communication technology: The pivot of teaching and learning of skills in electrical and electronics technology programme in Nigeria AU - Chukwuedo T2 - International Journal of Vocational and Technical Education AB - 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. DA - 2013/// PY - 2013 LA - en UR - http://www.academicjournals.org/journal/IJVTE/article-full-text-pdf/0BC31E742499 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - F:teaching KW - P:electro KW - P:technology KW - Q:ICT KW - Q:distance learning KW - T:Educação profissionalizante KW - T:TVET KW - publicImportV1 ER - TY - BOOK TI - Research design: Qualitative, quantitative, and mixed methods approaches AU - Creswell, John W. DA - 2013/// PY - 2013 DP - Google Scholar PB - Sage publications ST - Research design Y2 - 2016/09/01/15:47:13 KW - CitedIn:BIBBTVET KW - CitedIn:OER4Schools-HHH3-A KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS KW - CitedIn:PhD_Thesis KW - InterviewMethodology KW - TPD@Scale-cited KW - TPD@Scale_1 ER - TY - JOUR TI - Traditional eye medicine practice in Benin-City, Nigeria AU - Ebeigbe, JA T2 - Southern African Optometrist AB - 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. DA - 2013/// PY - 2013 LA - en UR - http://avehjournal.org/index.php/aveh/article/view/54 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:learning KW - F:payment KW - P:healers KW - P:media KW - T:Formal apprenticeship KW - T:Lehrlingsausbildung KW - T:Training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Das duale System in Deutschland – Vorbild für einen Transfer ins Ausland? AU - Euler, Dieter DA - 2013/// PY - 2013 PB - Bertelsmann Stiftung UR - https://www.bertelsmann-stiftung.de/fileadmin/files/BSt/Publikationen/GrauePublikationen/GP_Das_duale_System_in_Deutschland.pdf Y2 - 2020/05/28/13:19:38 ER - TY - GEN TI - BQA Act - Botswana Qualifications Authority Act Nº 24 AU - Government of Botswana DA - 2013/// PY - 2013 LA - English UR - http://www.bqa.org.bw/sites/default/files/documents/botswana_qualifications_authority_1_ncqf_act_0.pdf Y2 - 2018/12/09/22:45:57 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - publicImportV1 ER - TY - GEN TI - TVET Act, nº29 of 2013 - Technical and Vocational Education and Training Act (Kenya) - L.N. 95/2013, L.N. 57/2014 AU - Government of Kenya AB - 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 DA - 2013/// PY - 2013 LA - English UR - https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/98807/117649/F1763223240/KEN98807.pdf Y2 - 2018/11/02/18:22:51 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - publicImportV1 ER - TY - GEN TI - Regulation on the Assessment Process and Procedures for Adult Education and Training (AET) - NQF Level 1 AU - Government of South Africa DA - 2013/// PY - 2013 LA - English KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:South Africa KW - Qualification Framework KW - publicImportV1 ER - TY - GEN TI - Guidelines for licensing and regulating private schools AU - Government of Uganda DA - 2013/// PY - 2013 LA - English Y2 - 2018/12/18/16:34:17 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Uganda KW - publicImportV1 ER - TY - SLIDE TI - Vocational skills formation in the informal economy in Tanzania A2 - Höjlund, Gunilla CY - Johannesburg DA - 2013/// PY - 2013 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - publicImportV1 ER - TY - JOUR TI - Evaluation of the vocational education orientation programme (VEOP) at a university in South Africa AU - Jacobs, L AU - Wet, C De T2 - The International Review of Research in Open and Distributed Learning AB - 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. DA - 2013/// PY - 2013 DO - 10.19173/irrodl.v14i4.1568 SP - 8 LA - en UR - http://www.irrodl.org/index.php/irrodl/article/view/1568 AN - UTI-81C0B4E9-2C39-33FE-9EE4-46C77859B61B KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - P:media KW - Q:distance education KW - Q:open education KW - Q:open learning KW - R:evaluation KW - T:Ausbildung KW - T:TVET KW - publicImportV1 ER - TY - RPRT TI - Using Open and Educational Resources (OERs) and Wiki’s to Support Entrepreneurship Training in Technical and Vocational Education and Training (TVET) Institutions in Zambia AU - Konayuma, G DA - 2013/// PY - 2013 LA - en M3 - Working Paper UR - http://dspace.col.org/handle/11599/1835 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Zambia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:Improvement KW - F:access KW - F:bandwidth KW - F:policy KW - Q:ICT KW - Q:ODEL KW - Q:OER KW - Q:digital technology KW - Q:educational technology KW - Q:open education KW - Q:open educational resources KW - Q:open learning KW - T:Ausbildung KW - T:TVET KW - T:Training KW - T:trainee KW - publicImportV1 ER - TY - RPRT TI - Technical and vocational Education and Training in Ethiopia AU - Krishnan, P AU - Shaorshadze, I AB - 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. DA - 2013/// PY - 2013 LA - en M3 - Working Paper UR - http://prime-ethiopia.org/wp-content/uploads/2015/03/TVET1.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Ethiopia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - T:Ausbildung KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Mobile Lernumgebungen und Handlungsansätze für die internationale Berufsbildungszusammenarbeit AU - Mahrin, Bernd T2 - bwp@ AB - 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. DA - 2013/// PY - 2013 DP - Zotero LA - de KW - ⛔ No DOI found ER - TY - JOUR TI - Entrepreneurial skills in technical vocational education and training as a strategic approach for achieving youth empowerment in Nigeria AU - Maigida, JF AU - Saba, TM T2 - International Journal of Humanities and Social Science AB - 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. DA - 2013/// PY - 2013 LA - en UR - https://pdfs.semanticscholar.org/8a31/dc43ba0e48d513bd89c8e182f44c2e359a9c.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:assessment KW - P:measurement KW - T:Ausbildung KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CHAP TI - Teachers and the development agenda: An introduction AU - Moon, B. AU - Dladla, N T2 - Teacher Education and the Challenge of Development: a Global Analysis A2 - Moon, B. T3 - Education, Poverty and International Development Series CY - New York DA - 2013/// PY - 2013 SP - 5 EP - 18 PB - Routledge ST - Teachers and the development agenda: An introduction KW - CitedIn:OER4Schools-2011-PDIE ER - TY - BOOK TI - Teacher Education and the Challenge of Development: a global analysis AU - Moon, B. AU - Dladla, N AU - Bird, L. Storey, A. Nordstrum, L. Hanbing, Y. McCormick, B. Banks, F. Dheram, P. Ibn Junaid, M. Wolfenden, F. Buckler, A. Gafar, A. Tao, S. AU - Kirk, J. AU - Azlam, M. AU - Kingdon, G. AU - Dembele, M. AU - Miaro-II, B. Anamuah-Mensah, J. Power, T. AU - Umar, A. T2 - Education, Poverty and International Development Series A3 - Moon, B. CY - New York DA - 2013/// PY - 2013 PB - Routledge SN - 978-0-415-60071-2 ST - Teacher Education and the Challenge of Development: a global analysis KW - AWP2 KW - AWP2-actual KW - CitedIn:AKFC KW - CitedIn:OER4Schools-2012-HHH1 KW - CitedIn:OER4Schools-HHH3 KW - CitedIn:OER4Schools-HHH3-A KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS KW - CitedIn:OER4Schools-HHH3-B KW - CitedIn:PhD_Thesis KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Congo XCO KW - _C:France FRA KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Mali MLI KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Challenges in the training of teachers through open and distance learning: Implications for quality AU - Mubika, KA AU - Bukaliya, R T2 - Asian Journal of Social Sciences & Humanities AB - 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. DA - 2013/// PY - 2013 LA - en UR - http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.2(3)/AJSSH2013(2.3-06).pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:teachers KW - Q:ODEL KW - T:Lehrlingsausbildung KW - T:Training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Guidelines for Establishing New Programmes in Polytechnics and Similar Tertiary Institutions in Nigeria AU - NBTE DA - 2013/// PY - 2013 ET - 3 ER - TY - BOOK TI - Standards for Accreditation and Re-accreditation of Diploma Programmes in Polytechnics and Similar Post–Secondary Technical institutions in Nigeria AU - NBTE DA - 2013/// PY - 2013 ET - 3 (revised) ER - TY - RPRT TI - Review of agricultural technical vocational education and training (ATVET) in Africa : best practices from Benin, Ethiopia, Namibia and Sierra Leone AU - NEPAD DA - 2013/// PY - 2013 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Benin KW - C:Ethiopia KW - C:Namibia KW - C:Sierra Leone KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:agricultural KW - T:TVET KW - _C:Sierra Leone SLE KW - publicImportV1 ER - TY - JOUR TI - Exploring the mismatch between teacher demand-supply in sub-Saharan Africa: Ghana as case study AU - Ntim, S., T2 - Mediterranean Center of Social and Educational Research AB - 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. DA - 2013/// PY - 2013 DO - 10.5901/mjss.2013.v4n1p273 LA - en UR - http://www.mcser.org/index.php/38-archive/mjss-archive/mjss-2013/617-mjss-vol-4-no-1-2013-2 AN - DOI-10.5901/mjss.2013.v4n1p273 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:incentives KW - F:learning KW - F:motivation KW - F:remuneration KW - F:teaching KW - P:economy KW - P:services KW - P:teacher education KW - P:teachers KW - Q:higher education KW - R:case study KW - T:career KW - Z:Higher education KW - Z:Teacher career KW - Z:Teacher deployment KW - Z:Teacher education KW - Z:Teacher motivation KW - _C:Ghana GHA KW - publicImportV1 KW - ⚠️ Invalid DOI ER - TY - CHAP TI - Linking informal apprenticeship and formal education in South-Eastern Nigeria through market/mechanic village schools AU - Ogwo, Benjamin AB - 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. DA - 2013/// PY - 2013 DP - Google Scholar SP - 117 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:curriculum KW - P:mechanic KW - P:social KW - Q:certificate KW - Q:e-learning KW - R:survey KW - T:Formal apprenticeship KW - T:Lehrlingsausbildung KW - publicImportV1 ER - TY - JOUR TI - Technical and vocational education and training (TVET) in Nigeria and energy development, marketing and national transformation AU - Okoye, KRE AU - Chijioke, Okwelle P. T2 - Journal of Education and Practice AB - 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. DA - 2013/// PY - 2013 VL - 4 IS - 4 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:attitude KW - P:electro KW - P:technology KW - T:Educação profissionalizante KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - “Give courage to the ladies”: Expansive apprenticeship for women in rural Malawi AU - Safford, K. AU - Cooper, D. AU - Wolfenden, F. AU - Chitsulo, J. T2 - Journal of Vocational Education & Training AB - 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. DA - 2013/// PY - 2013 DO - 10.1080/13636820.2012.755213 LA - en UR - http://www.tandfonline.com/doi/abs/10.1080/13636820.2012.755213 AN - DOI-10.1080/13636820.2012.755213 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Malawi KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - D:developing world KW - F:access KW - F:gender KW - F:learning KW - F:motivation KW - F:outcomes KW - F:teaching KW - F:women KW - P:economy KW - P:measurement KW - P:teacher education KW - P:teacher training KW - P:teachers KW - Q:certificate KW - Q:distance education KW - Q:lifelong learning KW - T:Lehrlingsausbildung KW - T:TVET KW - T:Training KW - T:apprentice KW - T:career KW - T:continuing education KW - T:workplace education KW - Z:Access to Education KW - Z:Adult Education KW - Z:Apprenticeships KW - Z:Barriers KW - Z:Career aspirations KW - Z:Continuing Education KW - Z:Distance Education KW - Z:Distance education KW - Z:Donors and NGOs KW - Z:Economic Development KW - Z:Elementary Schools KW - Z:Female empowerment KW - Z:Females KW - Z:Foreign Countries KW - Z:Gender Issues KW - Z:Mentors KW - Z:Rural Areas KW - Z:Teacher Certification KW - Z:Teacher Education KW - Z:Teacher Shortage KW - Z:Teacher education KW - Z:Teacher motivation KW - Z:VET and development KW - Z:VET and economic development KW - Z:Vocational Education KW - Z:Vocational education and training KW - Z:Women Faculty KW - Z:Workplace Learning KW - Z:adult learning KW - Z:gender and learning KW - Z:learning in life & KW - Z:philosophy of VET KW - Z:teacher training KW - Z:training KW - Z:vocational education & KW - Z:work transitions KW - Z:workplace learning KW - publicImportV1 ER - TY - JOUR TI - Training Teachers at a Distance: Perceptions and Challenges of Open and Distance Learning (ODL) in Teacher Education the Zimbabwean Experience AU - Samkange, Wellington T2 - Turkish Online Journal of Distance Education AB - 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). DA - 2013/// PY - 2013 LA - en AN - LOCAL-WOS:000439561500017 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CL:fr KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - D:developing country KW - F:attitude KW - F:teaching KW - P:measurement KW - P:service industry KW - P:teacher education KW - P:teacher training KW - P:teachers KW - Q:ODEL KW - Q:distance education KW - Q:distance learning KW - R:case study KW - R:observation KW - R:qualitative KW - R:questionnaire KW - T:Ausbildung KW - T:trainee KW - Z:Zimbabwe Open University (ZOU) KW - Z:distance education KW - Z:teacher training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - The Lifeline Program: A Case Study of Workforce Education Combating Poverty for Females in Ghana AU - Smith, Bettye P AU - Lowe, Tony AU - Hunt-Hurst, Patricia AU - Okech, David AU - Blalock, Emily AU - Dery, Alexis T2 - International Education AB - 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] DA - 2013/// PY - 2013 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:women KW - P:economy KW - P:measurement KW - R:case study KW - T:Ausbildung KW - T:vocational skills KW - T:workplace education KW - Z:Accelerated death benefits KW - Z:Case studies KW - Z:Education KW - Z:Females KW - Z:Workforce KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Technical and vocational education and training (TVET) for young people in low- and middle-income countries: a systematic review and meta-analysis AU - Tripney, Janice S AU - Hombrados, Jorge G T2 - Empirical Research in Vocational Education and Training AB - 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. DA - 2013/// PY - 2013 DO - 10.1186/1877-6345-5-3 DP - Crossref VL - 5 IS - 1 SP - 3 J2 - ERVET LA - en SN - 1877-6345 ST - Technical and vocational education and training (TVET) for young people in low- and middle-income countries UR - http://ervet-journal.springeropen.com/articles/10.1186/1877-6345-5-3 Y2 - 2018/08/01/14:35:33 KW - -AB-Review KW - -AB-Review-SSA KW - -RQAsummary KW - -codedOrSummarised KW - -review KW - C:Kenya KW - CLL:en KW - FF1.1/3 KW - FF2.2 KW - FF2.7.a KW - keyReview en KW - onLongList KW - retain_obsolete KW - revofrevSummarisedSeptember2018 KW - summarised ER - TY - RPRT TI - 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 AU - UNESCO AB - 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. CY - Paris, France DA - 2013/// PY - 2013 DP - Zotero SP - 106 LA - English PB - UNESCO ST - Status of TVET in the SADC region UR - http://unesdoc.unesco.org/images/0022/002256/225632e.pdf KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - CC:Congo KW - CC:Lesotho KW - CC:Malawi KW - CC:Mauritius KW - CC:Mozambique KW - CC:Namibia KW - CC:Seychelles KW - CC:South Africa KW - CC:Tanzania KW - CC:Zambia KW - CC:Zanzibar (tz) KW - CC:Zimbabwe KW - CC:eSwatini (Swaziland) KW - CLL:en KW - publicImportV1 ER - TY - JOUR TI - A Review of Community Extension Approaches to Innovation for Improved Livelihoods in Ghana, Uganda and Malawi AU - Wellard, Kate AU - Rafanomezana, Jenny AU - Nyirenda, Mahara AU - Okotel, Misaki AU - Subbey, Vincent T2 - The Journal of Agricultural Education and Extension AB - 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.) DA - 2013/// PY - 2013 DO - 10.1080/1389224x.2012.714712 LA - en AN - DOI-10.1080/1389224X.2012.714712 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Malawi KW - CA:AandC KW - CL:de KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:learning KW - F:policy KW - F:pro-poor KW - P:agricultural KW - P:agriculture KW - P:economy KW - P:measurement KW - P:services KW - P:technology KW - R:evaluation KW - R:impact KW - R:mixed method KW - T:Training KW - Z:Agricultural Occupations KW - Z:Agriculture KW - Z:Community Development KW - Z:Community Support KW - Z:Economically Disadvantaged KW - Z:Evidence KW - Z:Food KW - Z:Foreign Countries KW - Z:Innovation KW - Z:Poverty KW - Z:Rural Education KW - Z:Rural Extension KW - Z:Security (Psychology) KW - Z:Sustainability KW - _C:Benin BEN KW - _C:Ghana GHA KW - _C:Malawi MWI KW - _C:Morocco MAR KW - _C:Norway NOR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - Nature and type of government and NGO interventions in curbing unemployment and underemployment of urban youth in Kenya AU - Simiyu, John AU - Sambu, Lenah T2 - Journal of Emerging Trends in Educational Research and Policy Studies AB - 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. DA - 2012/10/01/ PY - 2012 DP - journals.co.za VL - 3 IS - 5 SP - 730 EP - 736 LA - en SN - 2141-6990 UR - https://journals.co.za/content/sl_jeteraps/3/5/EJC127683 Y2 - 2020/02/02/16:11:44 KW - ⛔ No DOI found ER - TY - JOUR TI - Vocational education and training for development: A policy in need of a theory? AU - McGrath, Simon T2 - International Journal of Educational Development T3 - Skills and Development AB - 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. DA - 2012/09/01/ PY - 2012 DO - 10.1016/j.ijedudev.2011.12.001 DP - ScienceDirect VL - 32 IS - 5 SP - 623 EP - 631 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Vocational education and training for development UR - http://www.sciencedirect.com/science/article/pii/S0738059311001696 Y2 - 2019/03/07/13:37:49 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:Q KW - CT:T KW - Development theory KW - F:learning KW - F:policy KW - Human development KW - Q:distance learning KW - Q:mobile learning KW - T:Educação profissionalizante KW - T:TVET KW - Vocational education and development KW - publicImportV1 ER - TY - JOUR TI - How to do a good systematic review of effects in international development: a tool kit AU - Waddington, Hugh AU - White, Howard AU - Snilstveit, Birte AU - Hombrados, Jorge Garcia AU - Vojtkova, Martina AU - Davies, Philip AU - Bhavsar, Ami AU - Eyers, John AU - Koehlmoos, Tracey Perez AU - Petticrew, Mark AU - Valentine, Jeffrey C. AU - Tugwell, Peter T2 - Journal of Development Effectiveness DA - 2012/09// PY - 2012 DO - 10.1080/19439342.2012.711765 DP - CrossRef VL - 4 IS - 3 SP - 359 EP - 387 LA - en SN - 1943-9342, 1943-9407 ST - How to do a good systematic review of effects in international development UR - http://www.tandfonline.com/doi/abs/10.1080/19439342.2012.711765 AN - UA-2dba826a-34ad-40f0-ae9b-959792b2e7e Y2 - 2018/01/19/09:45:06 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - 3ie KW - DL4D cited KW - THEME: Education management KW - ___working_potential_duplicate KW - publicImportV1 ER - TY - JOUR TI - Capacity Building For Entrepreneurship Education: The Challenge For The Developing Nations AU - Eze, John F. AU - Nwali, Anthony C. T2 - American Journal of Business Education (AJBE) DA - 2012/07/10/ PY - 2012 DO - 10.19030/ajbe.v5i4.7117 DP - clutejournals.com VL - 5 IS - 4 SP - 401 EP - 408 LA - en SN - 1942-2512 ST - Capacity Building For Entrepreneurship Education UR - https://clutejournals.com/index.php/AJBE/article/view/7117 Y2 - 2020/05/27/17:54:32 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - Capacity Building KW - D:developing country KW - D:developing nation KW - D:developing world KW - Economic Development KW - Entrepreneurship KW - Entrepreneurship Education KW - F:curriculum KW - F:inclusion KW - F:learning KW - F:policy KW - P:economy KW - P:service industry KW - P:social KW - Q:certificate KW - Q:degree KW - Q:diploma KW - Q:higher education KW - T:Ausbildung KW - T:entrepreneurship education KW - Z:Business education KW - Z:Business schools KW - Z:Curriculum development KW - Z:Developing countries--LDCs KW - Z:Economic development KW - Z:Entrepreneurship KW - Z:Higher education KW - Z:Studies KW - publicImportV1 ER - TY - JOUR TI - Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review AU - Schaap, Harmen AU - Baartman, Liesbeth AU - Bruijn, Elly de T2 - Vocations and Learning AB - 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. DA - 2012/07/01/ PY - 2012 DO - 10.1007/s12186-011-9069-2 DP - link.springer.com VL - 5 IS - 2 SP - 99 EP - 117 J2 - Vocations and Learning LA - en SN - 1874-785X, 1874-7868 ST - Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education UR - https://link.springer.com/article/10.1007/s12186-011-9069-2 AN - DOI-10.1007/s12186-011-9069-2 Y2 - 2018/08/01/14:50:31 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - publicImportV1 ER - TY - RPRT TI - A educação e aprendizagem de jovens e adultos na África Austral: visão geral de um estudo para cinco nações AU - Aitchison, John AB - 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. DA - 2012/// PY - 2012 LA - Portuguese PB - Open Society Initiative for Southern Africa (OSISA) UR - https://www.info-angola.com/attachments/article/3877/portugueseeducationoverview.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Angola KW - C:Lesotho KW - C:Mozambique KW - C:Namibia KW - C:Swaziland KW - CLL:pt KW - publicImportV1 ER - TY - RPRT TI - 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 AU - Azoh, François-Joseph AU - Weyer, Frédérique AU - Carton, Michel AB - [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) … CY - Ouagadougou, Burkina Faso DA - 2012/// PY - 2012 DP - Zotero LA - French PB - NORRAG; ROCARE UR - http://www.norrag.org/fileadmin/Events/ROCARE-NORRAG_RAPPORT_FINAL_AVRIL_2012_FR.pdf KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQv:f2-H-fr KW - A:Africa KW - A:West Africa KW - C:Burkina Faso KW - C:Ivory Coast KW - CA:AandC KW - CC:Burkina Faso KW - CC:Ghana KW - CC:Ivory Coast KW - CL:en KW - CL:fr KW - CLL:fr KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - F:pay KW - Q:certificate KW - T:Ausbildung KW - T:TVET KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Magdeburger Schriften zur Berufs- und Wirtschaftspädagogik AU - Baumann, Fabienne-Agnes AB - 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. DA - 2012/// PY - 2012 DP - Zotero SP - 152 LA - en KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Restructuring vocational and technical education in Ghana: The role of leadership development AU - Boateng, C T2 - International Journal of Humanities and Social Science AB - 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. DA - 2012/// PY - 2012 LA - en UR - https://pdfs.semanticscholar.org/b171/6c09ac0070a4745af81b41d615400b343082.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:leadership KW - F:policy KW - T:TVET KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - AMREF's Stand Up For African Mothers Campaign: Training Midwives to Reduce Maternal Mortality in Africa AU - Cabridens, M AU - Tolve, S T2 - The Journal of Field Actions: Field Actions Science Reports AB - 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. DA - 2012/// PY - 2012 LA - en UR - https://journals.openedition.org/factsreports/1862 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:West Africa KW - C:Ethiopia KW - C:South Sudan KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:Q KW - CT:T KW - Q:ICT KW - Q:e-learning KW - T:Ausbildung KW - T:TVET KW - T:Training KW - _C:Uganda UGA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - A Roadmap to Vocational Education and Training Systems Around the World AU - Eichhorst, Werner AU - Rodríguez-Planas, Núria AU - Schmidl, Ricarda AU - Zimmermann, Klaus F AB - 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. CY - Bonn, Germany DA - 2012/// PY - 2012 DP - Zotero LA - English M3 - Discussion Paper PB - Institute of Labor Economics (IZA) UR - http://repec.iza.org/dp7110.pdf Y2 - 2018/06/11/00:00:00 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Botswana KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - P:social KW - Q:flexible KW - R:quantitative KW - T:Ausbildung KW - T:TVET KW - T:dual TVET KW - T:firm-based training KW - T:informal training KW - T:school-based VET KW - T:vocational school KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Taming the youth bulge in africa: Rethinking the world bank's policy on technical and vocational education for disadvantaged youth in the knowledge economy AU - Evoh, Chijioke J. T2 - International Perspectives on Education and Society AB - 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. DA - 2012/// PY - 2012 DO - 10.1108/s1479-3679(2012)0000016019 LA - en AN - LOCAL-SCOPUS_ID:84887218022 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:policy KW - P:economy KW - P:social KW - Q:ICT KW - Q:secondary education KW - T:TVET KW - T:Training KW - publicImportV1 ER - TY - CHAP TI - L’EFTP en Afrique subsaharienne: où en est-on? AU - Ginestié, Jacques AU - Huot-Marchand, Hervé AU - Delahaies, Laetitia T2 - Éducation technologique, Formation professionnelle et égalité des chances AB - 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. CY - Marseille DA - 2012/// PY - 2012 DP - Google Scholar SP - 61 EP - 76 LA - fr PB - IUFM Aix-Marseille ST - L’EFTP en Afrique subsaharienne UR - https://www.researchgate.net/publication/236682702_L'EFTP_en_Afrique_subsaharienne_ou_en_est-on KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - -RRQv:f2-H-fr KW - AA:SSA KW - C:Central African Republic KW - C:Gabon KW - C:Ivory Coast KW - C:Senegal KW - C:Tunisia KW - CLL:fr KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - An introduction to systematic reviews AU - Gough, David AU - Oliver, Sandy AU - Thomas, James DA - 2012/// PY - 2012 DP - Google Scholar PB - Sage UR - http://www.ebooks.com/880844/an-introduction-to-systematic-reviews/gough-david-ed--oliver-sandy-ed--thomas-james-ed/ AN - UA-e50fa1f9-697b-46bf-b0e0-3d13407587df Y2 - 2015/03/09/23:48:27 KW - AWP2 KW - Research methods ER - TY - GEN TI - NTVETQF - National Technical and Vocational Education and Training Qualifications Framework AU - Government of Ghana DA - 2012///estimated PY - 2012 UR - http://www.dhet.gov.za/Archive%20Manuals/Ghana/Appendix%202_National%20TVET%20Qualifications%20Framework.pdf Y2 - 2018/12/19/09:24:37 KW - FullBiblioUHMLgen KW - GeneralCitations KW - Ghana KW - Qualification Framework ER - TY - JOUR TI - Evaluating and improving the quality of education - Part 6: How we inspect. A guide to external evaluation AU - Government of Uganda DA - 2012/// PY - 2012 LA - English UR - http://www.lcdinternational.org/sites/default/files/user-uploads/part_6_-_how_we_inspect.pdf Y2 - 2018/12/18/17:12:11 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Uganda KW - National Standards KW - publicImportV1 ER - TY - GEN TI - Uganda Vocational Qualifications Framework (UVQF) Summary of Generic Level Descriptors AU - Government of Uganda DA - 2012/// PY - 2012 PB - Directorate of Industrial Training UR - http://dituganda.org/ Y2 - 2018/12/21/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Uganda KW - publicImportV1 ER - TY - JOUR TI - Reforming teacher education in Tanzania AU - Hardman, F AU - Abd-Kadir, J AU - Tibuhinda, A T2 - International Journal of Educational Development AB - 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. DA - 2012/// PY - 2012 DO - 10.1016/j.ijedudev.2012.01.002 LA - en UR - http://www.sciencedirect.com/science/article/pii/S073805931200003X AN - DOI-10.1016/j.ijedudev.2012.01.002 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - D:developing country KW - F:pedagogy KW - F:teaching method KW - P:services KW - P:teacher education KW - P:teacher training KW - P:teachers KW - Q:college education KW - Q:primary education KW - T:Training KW - T:training needs KW - Z:African languages KW - Z:College education KW - Z:English language KW - Z:Mathematics education KW - Z:Primary education KW - Z:Teacher education KW - Z:Teaching methods KW - publicImportV1 ER - TY - JOUR TI - An assessment of employability skills among technical and vocational education students in Nigeria AU - Idris, A AU - Rajuddin, MR T2 - Archives Des Science AB - 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. DA - 2012/// PY - 2012 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Central Africa KW - A:West Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:assessment KW - F:women KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Upgrading informal apprenticeship: a resource guide for Africa AU - International Labour Office CY - Geneva DA - 2012/// PY - 2012 DP - Open WorldCat LA - en SN - 978-92-2-125776-9 978-92-2-125777-6 ST - Upgrading informal apprenticeship ER - TY - JOUR TI - Assessing the Impact of Training on Lowland Rice Productivity in an African Setting: Evidence from Uganda AU - Kijima, Yoko AU - Ito, Yukinori AU - Otsuka, Keijiro T2 - World Development AB - 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. DA - 2012/// PY - 2012 DO - 10.1016/j.worlddev.2012.04.008 LA - en UR - https://www.sciencedirect.com/science/article/pii/S0305750X12000691 AN - LOCAL-DOI:10.1016/j.worlddev.2012.04.008 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - CA:AandC KW - CCZ:Uganda KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:R KW - CT:T KW - P:production KW - P:technology KW - R:impact KW - T:Training KW - Z:diffusion of technology KW - Z:improved cultivation practices KW - Z:lowland rice KW - Z:yield enhancement KW - _C:Uganda UGA KW - publicImportV1 ER - TY - JOUR TI - Eight proposals for a strengthened focus on technical and vocational education and training (TVET) in the education for all (EFA) agenda AU - King, Kenneth T2 - Background paper prepared for the Education for All Global Monitoring Report DA - 2012/// PY - 2012 DP - Google Scholar KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Children's Work and Apprenticeship AU - Lancy, DF DA - 2012/// PY - 2012 LA - en UR - https://works.bepress.com/david_lancy/120/download/ KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Central Africa KW - A:East Africa KW - C:Burkina Faso KW - C:Guinea KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:learning KW - P:crafts KW - R:survey KW - T:Formal apprenticeship KW - T:Lehrlingsausbildung KW - publicImportV1 ER - TY - JOUR TI - 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 AU - Lebatteux, Nicole AB - 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. DA - 2012/// PY - 2012 DP - Zotero LA - fr KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:France KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - How Can Micro and Small Enterprises in Sub-Saharan Africa Become More Productive? The Impacts of Experimental Basic Managerial Training AU - Mano, Yukichi AU - Iddrisu, Alhassan AU - Yoshino, Yutaka AU - Sonobe, Tetsushi T2 - World Development AB - 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. DA - 2012/// PY - 2012 DO - 10.1016/j.worlddev.2011.09.013 LA - en UR - https://www.sciencedirect.com/science/article/pii/S0305750X1100235X KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - AA:Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:R KW - CT:T KW - D:developing country KW - F:standards KW - R:impact KW - T:Training KW - Z:industrial development KW - Z:management training KW - Z:randomized experiment KW - Z:survival clusters KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Advances in clinical education: a model for infectious disease training for mid-level practitioners in Uganda AU - Miceli, Antonina AU - Sebuyira, Lydia Mpanga AU - Crozier, Ian AU - Cooke, Molly AU - Naikoba, Sarah AU - Omwangangye, Aquilla Priscilla AU - Rayko-Farrar, Lisa AU - Ronald, Allan AU - Tumwebaze, Margaret AU - Willis, Kelly S. AU - Weaver, Marcia R. T2 - International Journal of Infectious Diseases AB - 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. DA - 2012/// PY - 2012 DO - 10.1016/j.ijid.2012.07.003 LA - en UR - https://www.sciencedirect.com/science/article/pii/S1201971212012088 AN - LOCAL-DOI:10.1016/j.ijid.2012.07.003 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AAZ:Africa South of the Sahara KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:P KW - CT:R KW - CT:T KW - D:developing country KW - P:health KW - P:media KW - P:nurse KW - R:evaluation KW - T:TVET KW - T:Training KW - T:work-based learning KW - Z:Clinical competence KW - Z:Education, distance KW - Z:Education, medical, continuing KW - Z:Education, nursing, continuing KW - Z:In-service training KW - _C:Uganda UGA KW - publicImportV1 ER - TY - RPRT TI - A Critical Review of Vocational Education and Training Research in 2012 and Suggestions for the Research Agenda AU - Mulder, Martin AU - Roelofs, Eline AB - 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. DA - 2012/// PY - 2012 LA - en UR - https://www.mmulder.nl/wp-content/uploads/2011/11/2013-Mulder-Roelofs-Critical-Review-of-VET-Research-and-Research-Agenda-2012.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:policy KW - P:social KW - T:TVET KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Critical knowledge, skills and qualifications for accelerated and sustainable development in Africa AU - Ndoye, M AU - Walther, R AB - 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. DA - 2012/// PY - 2012 LA - en M3 - Synthesis Report UR - http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.458.7698&rep=rep1&type=pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - A:Africa KW - A:Central Africa KW - C:Burkina Faso KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:qualification KW - Q:lifelong learning KW - T:Ausbildung KW - T:Lehrlingsausbildung KW - T:TVET KW - T:journeyman KW - T:vocational skills KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Public-private partnership for skill acquisition and vocational technical education development in Nigeria AU - Okpor, I AU - Najimu, H T2 - Mediterranean Journal of Social Sciences AB - 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. DA - 2012/// PY - 2012 LA - en UR - http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.656.4936&rep=rep1&type=pdf#page=91 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - T:Ausbildung KW - T:TVET KW - T:occupational education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Feasibility of training Zambian nurse–midwives to perform postplacental and postpartum insertions of intrauterine devices AU - Prager, Sarah AU - Gupta, Pratima AU - Chilambwe, Jully AU - Vwalika, Bellington AU - Neukom, Josselyn AU - Siamwanza, Nomsa AU - Eber, Maxine AU - Blumenthal, Paul D. T2 - International Journal of Gynecology & Obstetrics AB - 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. DA - 2012/// PY - 2012 DO - 10.1016/j.ijgo.2012.01.013 LA - en UR - https://www.sciencedirect.com/science/article/pii/S0020729212000902 AN - LOCAL-DOI:10.1016/j.ijgo.2012.01.013 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Zambia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:curriculum KW - F:learning KW - F:pedagogy KW - F:standards KW - F:teaching KW - F:women KW - P:nurse KW - P:services KW - T:Training KW - T:competency-based training KW - T:trainee KW - Z:Competency-based training KW - Z:Contraception KW - Z:Family planning KW - Z:Postpartum intrauterine device KW - Z:Postplacental intrauterine device KW - Z:Training model KW - publicImportV1 ER - TY - THES TI - Professionalisierung von Bildungs- und Berufsberatung in Nigeria – Analyse der nationalen und internationalen theoriebegründeten Konzeptentwicklung und der Vernetzung der Akteure AU - Raji, Moromoke Nimota DA - 2012/// PY - 2012 M3 - PhD Thesis PB - Technische Universität Dresden UR - http://www.qucosa.de/fileadmin/data/qucosa/documents/9756/RajiThesisGesamt.pdf Y2 - 2019/05/29/20:36:07 KW - C:Nigeria ER - TY - THES TI - As tecnologias de informação e comunicação na educação continuada: uma análise do projeto FODEPAL/UFV para os países africanos lusófonos AU - Rubio, Jose Aurélio Vazquez DA - 2012/// PY - 2012 LA - Portuguese M3 - Master's Thesis PB - Universidade Federal de Viçosa UR - http://www.locus.ufv.br/handle/123456789/4166 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:pt KW - publicImportV1 ER - TY - THES TI - Arbeitsmarktorientierte Berufsbildung unter besonderer Berücksichtigung des sog. informellen Sektors in Burkina Faso AU - Sawadogo, Wendkouni J Eric DA - 2012/// PY - 2012 LA - Deutsch PB - University of Dresden ER - TY - JOUR TI - Traditional apprenticeship in Ghana and Senegal: Skills development for youth for the informal sector AU - Sonnenberg, K T2 - Journal of International Cooperation in Education AB - 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. DA - 2012/// PY - 2012 LA - en UR - http://home.hiroshima-u.ac.jp/~cice/wp-content/uploads/publications/15-2/15-2-06.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Senegal KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - HDR25 KW - P:agriculture KW - P:measurement KW - Q:ICT KW - T:Ausbildung KW - T:Formal apprenticeship KW - T:Lehrlingsausbildung KW - T:apprentice KW - T:education and skills training KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Understanding theory of change in international development AU - Stein, Danielle AU - Valters, Craig DA - 2012/// PY - 2012 DP - Zotero SP - 25 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Hospitality and Tourism Education in Uganda: An Integrative Analysis of Students' Motivations and Industry Perceptions AU - Tukamushaba, Eddy Kurobuza AU - Xiao, Honggen T2 - Journal of Teaching in Travel & Tourism AB - 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. DA - 2012/// PY - 2012 DO - 10.1080/15313220.2012.729457 LA - en AN - LOCAL-WOS:000414842200002 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CCZ:Uganda KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:curriculum KW - F:motivation KW - F:qualification KW - P:economy KW - P:tourism KW - R:interview KW - R:qualitative KW - R:quantitative KW - T:career KW - Z:career choice KW - Z:employer perception KW - Z:hospitality and tourism education KW - Z:study motivation KW - _C:Uganda UGA KW - publicImportV1 ER - TY - RPRT TI - UNEVOC World TVET Database: Botswana AU - UNESCO-UNEVOC DA - 2012/// PY - 2012 LA - English UR - https://unevoc.unesco.org/wtdb/worldtvetdatabase_bwa_en.pdf Y2 - 2018/11/22/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - publicImportV1 ER - TY - RPRT TI - UNEVOC World TVET Database: Nigeria AU - UNESCO-UNEVOC DA - 2012/// PY - 2012 LA - English Y2 - 2018/11/27/21:33:18 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - C:Nigeria KW - CC:Nigeria KW - publicImportV1 ER - TY - JOUR TI - 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 AU - Ushimaru, Kenji T2 - INEE Global Humanitarian Technology Conference AB - 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. DA - 2012/// PY - 2012 DO - 10.1109/ghtc.2012.80 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:agricultural KW - P:economy KW - P:production KW - P:technician KW - P:technology KW - T:TVET KW - Z:agricultural waste KW - Z:economicdevelopment KW - Z:induction heating KW - Z:job creation KW - Z:power plant KW - Z:renewableenergy KW - Z:steam extraction KW - publicImportV1 ER - TY - JOUR TI - Study on Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African Countries Ethiopia, Kenya, Namibia, Rwanda and Tanzania AU - Walters, Shirley AU - Yang, Jin AU - Roslander, Peter DA - 2012/// PY - 2012 DP - Zotero LA - en UR - http://www.adeanet.org/triennale-2012/sites/default/files/2018-07/1.3.05_document_sub_theme_1.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Global economic crisis: A challenge to the entrepreneurship development of technical vocational education and training in oil and gas sector of the Nigerian Economy AU - Wodi, SW T2 - International Journal of Academic Research in Business and Social Sciences AB - 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. DA - 2012/// PY - 2012 LA - en UR - http://www.hrmars.com/admin/pics/679.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:economy KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda AU - Hardman, Frank AU - Ackers, Jim AU - Abrishamian, Niki AU - O’Sullivan, Margo T2 - Compare: A Journal of Comparative and International Education AB - 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. DA - 2011/09/01/ PY - 2011 DO - 10.1080/03057925.2011.581014 DP - Taylor and Francis+NEJM VL - 41 IS - 5 SP - 669 EP - 683 J2 - Compare: A Journal of Comparative and International Education LA - en SN - 0305-7925, 1469-3623 ST - Developing a systemic approach to teacher education in sub-Saharan Africa UR - http://dx.doi.org/10.1080/03057925.2011.581014 Y2 - 2015/10/15/15:36:16 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - C:Kenya KW - C:Kenya / Uganda / Tanzania KW - C:Tanzania KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:Improvement KW - F:ministry KW - F:pedagogy KW - F:policy KW - F:teaching KW - P:teacher education KW - P:teachers KW - Q:distance education KW - Q:open learning KW - R:survey KW - T:TVET KW - T:Training KW - T:work-based learning KW - Z:Cost Effectiveness KW - Z:Educational Change KW - Z:Educational Development KW - Z:Educational Improvement KW - Z:Educational Policy KW - Z:Educational Quality KW - Z:Equal Education KW - Z:Foreign Countries KW - Z:Systems Approach KW - Z:Teacher Education KW - _C:Botswana BWA KW - _C:Brunei Darussalam BRN KW - _C:Ghana GHA KW - _C:Ireland IRL KW - _C:Kenya KEN KW - _C:Myanmar MMR KW - _C:Nigeria NGA KW - _C:Peru PER KW - _C:Rwanda RWA KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ___working_potential_duplicate KW - publicImportV1 ER - TY - BOOK TI - Cochrane Handbook for Systematic Reviews of Interventions AU - Higgins, Julian P. T. AU - Green, Sally AB - Healthcare providers, consumers, researchers and policy makers are inundated with unmanageable amounts of information, including evidence from healthcare research. It has become impossible for all to have the time and resources to find, appraise and interpret this evidence and incorporate it into healthcare decisions. Cochrane Reviews respond to this challenge by identifying, appraising and synthesizing research-based evidence and presenting it in a standardized format, published in The Cochrane Library (www.thecochranelibrary.com). The Cochrane Handbook for Systematic Reviews of Interventions contains methodological guidance for the preparation and maintenance of Cochrane intervention reviews. Written in a clear and accessible format, it is the essential manual for all those preparing, maintaining and reading Cochrane reviews. Many of the principles and methods described here are appropriate for systematic reviews applied to other types of research and to systematic reviews of interventions undertaken by others. It is hoped therefore that this book will be invaluable to all those who want to understand the role of systematic reviews, critically appraise published reviews or perform reviews themselves. This title is also available as a mobile App from MedHand Mobile Libraries. Buy it now from Google Play or the MedHand Store. DA - 2011/08/24/ PY - 2011 DP - Google Books SP - 659 LA - en PB - John Wiley & Sons SN - 978-1-119-96479-7 UR - http://handbook-5-1.cochrane.org/ KW - Medical / General ER - TY - CONF TI - Actes du colloque international RAIFFET de Saly Portudal – Mbour au Sénégal AB - 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 … C3 - RAIFFET DA - 2011/// PY - 2011 LA - fr-FR UR - https://raiffet.org/actes-colloque-international-raiffet-de-saly-portudal-mbour-senegal-octobre-2011/ Y2 - 2020/02/02/11:20:59 KW - ⛔ No DOI found ER - TY - THES TI - Building capacity of teachers and trainers in technical and vocational education and training (TVET) in Sudan (Case of Khartoum State University). AU - Ahmed, Hashim AB - 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 DA - 2011/// PY - 2011 LA - en M3 - PhD Thesis PB - Technische Universität Dresden UR - http://www.qucosa.de/fileadmin/data/qucosa/documents/7391/thesis.pdf Y2 - 2019/05/29/20:31:33 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Sudan KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:social KW - P:teachers KW - Q:educational technology KW - T:TVET KW - T:trainee KW - publicImportV1 ER - TY - CONF TI - Industrial training in Ghana: perceptions of the undergraduate construction student AU - Ayarkwa, J AU - Adinyira, E AU - Agyekum, K T2 - Procs West Africa Built Environment Research (WABER) Conference AB - 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. DA - 2011/// PY - 2011 LA - en UR - http://dspace.knust.edu.gh/handle/123456789/10925 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:construction KW - P:environment KW - Q:educational technology KW - T:TVET KW - T:Training KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Teachers' views about technical education: implications for reforms towards a broad based technology curriculum in Malawi AU - Chikasanda, VK AU - K Otrel-Cass, K AU - Jones, A T2 - International Journal of Technology and Design Education AB - 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. DA - 2011/// PY - 2011 DO - 10.1007/s10798-010-9125-5 LA - en UR - https://link.springer.com/article/10.1007/s10798-010-9125-5 AN - UTI-10E36A62-F31B-3BA6-9A1F-5C1A789FDEE1 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Malawi KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:curriculum KW - P:teachers KW - P:technology KW - Q:educational technology KW - T:TVET KW - publicImportV1 ER - TY - JOUR TI - Video as a tool for agricultural extension in Africa: a case study from Ghana AU - David, Soniia AU - Asamoah, Christopher T2 - International Journal of Education and Development using ICT AB - 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] DA - 2011/// PY - 2011 LA - en AN - LOCAL-PQ-906340893 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:women KW - HDR25 KW - P:agricultural KW - Q:distance learning KW - Q:educational technology KW - Q:interactive KW - R:case study KW - R:impact KW - R:survey KW - T:Training KW - T:trainee KW - Z:Agricultural education KW - Z:Cocoa KW - Z:Distance learning KW - Z:Educational technology KW - Z:Farmers KW - Z:Video KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Open and distance learning for health: supporting health workers through education and training AU - Dodds, T T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - 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. DA - 2011/// PY - 2011 DO - 10.1080/02680513.2011.567757 SP - 5 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/02680513.2011.567757 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Gambia KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:health KW - P:measurement KW - Q:ODEL KW - Q:distance learning KW - Q:e-learning KW - Q:open educational resources KW - Q:open learning KW - T:Ausbildung KW - T:Training KW - T:continuing education KW - publicImportV1 ER - TY - JOUR TI - Policy Review on Adult Learning: The Adult Non-formal Education Policy of Mali, West Africa AU - Gadio, Moussa T2 - Adult Learning AB - 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. DA - 2011/// PY - 2011 DO - 10.1177/104515951102200303 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Mali KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - F:policy KW - Q:adult education KW - Q:lifelong learning KW - T:continuing education KW - Z:Adult education KW - Z:Adult learning KW - Z:Continuing education KW - Z:Decentralization KW - Z:Democracy KW - Z:Education policy KW - Z:Lifelong learning KW - publicImportV1 ER - TY - JOUR TI - Alignment of higher professional education with the needs of the local labour market: the case of Ghana AU - Gondwe, Mtinkheni AU - Walenkamp, Jos DA - 2011/// PY - 2011 UR - https://www.voced.edu.au/content/ngv:49114 KW - GS_en KW - _C:Ghana GHA KW - ⛔ No DOI found ER - TY - JOUR TI - Education Statistics Annual Abstract AU - Government of Ethiopia DA - 2011/// PY - 2011 LA - English UR - http://www.moe.gov.et/documents/20182/23015/Education+Statistics+Annual+Abstract/993180be-b6a2-44d3-9353-71b468be46dd Y2 - 2019/01/04/17:12:57 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ethiopia KW - publicImportV1 ER - TY - BOOK TI - Integrated strategic planning framework for teacher education and development in South Africa, 2011-2025 AU - Government of South Africa CN - LB1727.S6 S67 2011 CY - Pretoria DA - 2011/// PY - 2011 DP - Library of Congress ISBN SP - 37 LA - English PB - Department of Basic Education SN - 978-1-4315-0394-0 UR - https://www.gov.za/sites/default/files/Integrated%20Strategic%20Plan%20Teacher%20Dev_0.pdf KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:South Africa KW - Education KW - Education and state KW - Teachers KW - Training of KW - publicImportV1 ER - TY - JOUR TI - Vocational education voucher delivery and labor market returns: A randomized evaluation among Kenyan youth AU - Hicks, Joan Hamory AU - Kremer, Michael AU - Mbiti, Isaac AU - Miguel, Edward DA - 2011/// PY - 2011 KW - -AB-Research KW - CLL:en KW - MaintenanceTag-AB-Research-previous KW - ⛔ No DOI found ER - TY - JOUR TI - Lessons for developing countries from experience with technical and vocational education and training AU - Kingombe, Christian T2 - Economic Challenges and Policy Issues in Early Twenty-First-Century Sierra Leone AB - 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. DA - 2011/// PY - 2011 DP - Google Scholar SP - 278 EP - 365 LA - en UR - http://www.theigc.org/wp-content/uploads/2014/09/Kingombe-2014-Working-Paper-1.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Sierra Leone KW - CA:AandC KW - CC:Sierra Leone KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - D:developing country KW - Education / Educational Policy & Reform / General KW - F:learning KW - F:policy KW - P:economy KW - P:measurement KW - P:teachers KW - Q:certificate KW - Q:community education KW - Q:distance learning KW - Q:primary education KW - Q:secondary education KW - T:Lehrlingsausbildung KW - T:TVET KW - _C:Sierra Leone SLE KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CHAP TI - Editorial AU - Maclean, Rupert AU - Lai, Ada T2 - The future of technical and vocational education and training: Global challenges and possibilities DA - 2011/// PY - 2011 DP - Google Scholar PB - Taylor & Francis KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - publicImportV1 ER - TY - JOUR TI - Study on the feasibility of provision of distance learning programmes in surgery to Malawi AU - Mains, Edward A.A. AU - Blackmur, James P. AU - Dewhurst, David AU - Ward, Ross M. AU - Garden, O. James AU - Wigmore, Stephen J. T2 - The Surgeon AB - 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. DA - 2011/// PY - 2011 DO - 10.1016/j.surge.2010.11.032 LA - en UR - https://www.sciencedirect.com/science/article/pii/S1479666X10002969 AN - LOCAL-DOI:10.1016/j.surge.2010.11.032 KW - -FullBiblioUHMLgen KW - -RRQ:M:final KW - A:Africa KW - C:Malawi KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - D:developing world KW - F:access KW - F:qualification KW - F:teaching KW - P:media KW - Q:degree KW - Q:distance learning KW - T:Training KW - T:distance learning program KW - T:trainee KW - Z:Education, Distance [I02.195] KW - Z:Education, Medical, Graduate [I02.358.399.350] KW - Z:Malawi [Z01.058.290.175.500] KW - publicImportV1 ER - TY - JOUR TI - Human Resource Development (HRD) through Technical and Vocational Education and Training (TVET) during Independence Days in Kenya AU - Mosoti, Z T2 - International Journal of Social and Policy Issues AB - 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. DA - 2011/// PY - 2011 LA - en UR - http://erepo.usiu.ac.ke/handle/11732/1368 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - Q:degree KW - T:TVET KW - T:Training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda AU - Mulder, Martin AU - Roelofs, Eline AB - 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. DA - 2011/// PY - 2011 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CLL:en KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Canada CAN KW - _C:China CHN KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Indonesia IDN KW - _C:Italy ITA KW - _C:Latvia LVA KW - _C:Luxembourg LUX KW - _C:Netherlands NLD KW - _C:Saudi Arabia SAU KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Turkey TUR KW - _C:Ukraine UKR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Teaching with and Learning through ICTs in Zimbabwe's Teacher Education Colleges. AU - Musarurwa, C T2 - US-China Education Review AB - 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. DA - 2011/// PY - 2011 LA - en UR - https://eric.ed.gov/?id=ED529913 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Mozambique KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:curriculum KW - F:learning KW - F:teaching KW - P:measurement KW - P:teacher education KW - P:teacher training KW - Q:ICT KW - Q:ODEL KW - Q:open learning KW - T:TVET KW - meta KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Employers' perceptions regarding the quality of technical education and training in Southern Africa : a case of the Botswana Technical Education Programme AU - Odora, RJ DA - 2011/// PY - 2011 LA - en UR - https://jointbankfundlibrary.on.worldcat.org/oclc/1045432917 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Botswana KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - The Context of Training Teachers to Implement a Socially Relevant Science Education in Africa AU - Ogunniyi, Meshach B. T2 - African Journal of Research in Mathematics, Science and Technology Education AB - 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. DA - 2011/// PY - 2011 DO - 10.1080/10288457.2011.10740721 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:access KW - F:attitude KW - F:policy KW - F:teaching method KW - P:culture KW - P:economy KW - P:environment KW - P:measurement KW - P:social KW - P:teacher education KW - P:teacher training KW - P:teachers KW - R:case study KW - T:Training KW - T:trainee KW - Z:African Culture KW - Z:Case Studies KW - Z:Course Content KW - Z:Cultural Context KW - Z:Culturally Relevant Education KW - Z:Disadvantaged Schools KW - Z:Educational Change KW - Z:Educational Quality KW - Z:Foreign Countries KW - Z:Indigenous Knowledge KW - Z:Interdisciplinary Approach KW - Z:Relevance (Education) KW - Z:Science Education KW - Z:Science Instruction KW - Z:Scientific Principles KW - Z:Social Problems KW - Z:Teacher Attitudes KW - Z:Teacher Education KW - Z:Teacher Effectiveness KW - Z:Teaching Methods KW - Z:Western Civilization KW - publicImportV1 ER - TY - JOUR TI - 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 AU - Openjuru, G.L., T2 - International Journal of Lifelong Education AB - 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. DA - 2011/// PY - 2011 DO - 10.1080/02601370.2011.538182 LA - en UR - http://www.tandfonline.com/doi/abs/10.1080/02601370.2011.538182 AN - DOI-10.1080/02601370.2011.538182 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:eastern Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:access KW - F:attitude KW - F:learning KW - F:policy KW - F:teaching KW - P:measurement KW - P:teachers KW - Q:adult education KW - Q:distance education KW - Q:higher education KW - Q:lifelong learning KW - R:case study KW - T:continuing education KW - Z:Adult Education KW - Z:Adult Educators KW - Z:Adult Learning KW - Z:Adult Students KW - Z:Adult education KW - Z:African Studies KW - Z:Case Studies KW - Z:Concept Teaching KW - Z:Continuing Education KW - Z:Continuing education KW - Z:Definitions KW - Z:Distance Education KW - Z:Distance education KW - Z:Educational Opportunities KW - Z:Expansion of provision KW - Z:Foreign Countries KW - Z:Higher education KW - Z:Institutional Characteristics KW - Z:Knowledge KW - Z:Lifelong Learning KW - Z:Lifelong learning KW - Z:Nontraditional Students KW - Z:Teachers KW - _C:Uganda UGA KW - publicImportV1 ER - TY - JOUR TI - Effective integration of information and communication technologies (ICTs) in technical and vocational education and training (TVET) toward knowledge management AU - Saud, MS AU - Shu, B AU - Yasin, MAM T2 - African Journal of Business Management AB - 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. DA - 2011/// PY - 2011 LA - en UR - http://www.academicjournals.org/journal/AJBM/article-abstract/11F54F315018 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:pedagogy KW - F:teaching KW - P:architecture KW - P:social KW - P:teacher education KW - P:technology KW - Q:ICT KW - R:meta-analysis KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CONF TI - Supporting induction to the teaching profession for women in Malawi AU - Wolfenden, F. AU - Gallastegi, L AU - Chitsulo, J. T2 - Distance Education and Teacher's Training in Africa Conference AB - 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. C1 - Pretoria; Maputo, Mozambique C3 - DETA Conference 2011 proceedings DA - 2011/// PY - 2011 DP - Open WorldCat LA - en PB - Unit for Distance Education, University of Pretoria ; Eduardo Mondlane University SN - 978-1-77592-032-8 ST - DETA Conference 2011 proceedings UR - http://www.deta.up.ac.za/archive2013/DETA%20ConferenceProceedings2011.PDF AN - UA-13b88dc9-9d8d-4d02-9191-2d81f72ebae8 ER - TY - JOUR TI - Access to and Retention of Early School Leavers in Basic Technical Education in Kenya AU - Mwinzi, Dinah Changwony AU - Kelemba, Joy Kasandi T2 - The Burden of Educational Exclusion AB -

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.

DA - 2010/01/01/ PY - 2010 DO - 10.1163/9789460912849_017 DP - brill.com SP - 241 EP - 256 LA - en UR - https://brill.com/view/book/edcoll/9789460912849/BP000017.xml Y2 - 2020/02/02/16:25:30 ER - TY - JOUR TI - Challenges of Curtin-AVU-AAU Distance Learning Program in Ethiopia: A Case Study AU - Belwal, Rakesh AU - Dawit Ayalew Kassa AU - Medhanie Gaim Asgedom T2 - MERLOT Journal of Online Learning and Teaching AB - 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. DA - 2010/// PY - 2010 LA - en AN - LOCAL-PQ-1497198752 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Ethiopia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - F:outcomes KW - P:technology KW - Q:distance learning KW - Q:higher education KW - R:case study KW - R:interview KW - R:observation KW - R:qualitative KW - R:quantitative KW - R:questionnaire KW - T:distance learning program KW - Z:Alliances KW - Z:Distance learning KW - Z:Education reform KW - Z:Market entry KW - Z:Qualitative research KW - Z:Technological change KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Sustainable tourism industry development in sub-Saharan Africa: Consequences of foreign hotels for local employment AU - Fortanier, Fabienne AU - Wijk, Jeroen van T2 - International Business Review AB - 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. DA - 2010/// PY - 2010 DO - 10.1016/j.ibusrev.2009.11.007 LA - en UR - https://www.sciencedirect.com/science/article/pii/S0969593109001449 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - AA:Africa KW - C:Ethiopia KW - C:Mozambique KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:policy KW - F:pro-poor KW - P:services KW - P:social KW - P:tourism KW - R:interview KW - T:Training KW - T:trainee KW - Z:Employment KW - Z:Foreign direct investment KW - Z:International hotel industry KW - Z:Knowledge transfer KW - Z:Pro-poor tourism KW - Z:Services KW - Z:Sustainable development KW - publicImportV1 ER - TY - GEN TI - Revised National Youth Policy AU - Government of Botswana DA - 2010/// PY - 2010 LA - English Y2 - 2018/11/28/22:06:44 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - publicImportV1 ER - TY - CHAP TI - Case study for integrating education for sustainable development in model youth polytechnics in Kenya AU - Kelemba, Joy Kasandi DA - 2010/// PY - 2010 UR - https://www.skillsforemployment.org/edmsp1/groups/skills/documents/skpcontent/mwdf/mdaz/~edisp/fm11g_003013.pdf Y2 - 2020/02/02/16:25:14 ER - TY - JOUR TI - China's cooperation in education and training with Kenya: A different model? AU - King, Kenneth T2 - International Journal of Educational Development AB - 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. DA - 2010/// PY - 2010 DO - 10.1016/j.ijedudev.2010.03.014 LA - en UR - https://www.sciencedirect.com/science/article/pii/S0738059310000362 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:learning KW - F:pay KW - T:Training KW - Z:African training in China KW - Z:China's education targets KW - Z:China–Africa KW - Z:China–Kenya KW - Z:Chinese aid KW - Z:Confucius Institutes KW - Z:Forum for China–Africa Cooperation KW - publicImportV1 ER - TY - JOUR TI - Partnerships with industry for efficient and effective implementation of TVET AU - Lee, J T2 - International Journal of Vocational Education and Training AB - 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. DA - 2010/// PY - 2010 LA - en UR - http://www.academia.edu/download/30906645/ijvet17(2).pdf#page=39 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Ethiopia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:policy KW - Q:distance learning KW - R:evaluation KW - T:Ausbildung KW - T:Educação profissionalizante KW - T:TVET KW - T:firm-based training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Techniklehrerausbildung in Mosambik: Berufsausbildung in Mosambik unter Berücksichtigung der technischen Lehrerausbildung an der Pädagogischen Universität Maputo AU - Mucauque, Francisco DA - 2010/// PY - 2010 PB - Südwestdeutscher Verlag für Hochschulschriften ER - TY - JOUR TI - Increasing health worker capacity through distance learning: a comprehensive review of programmes in Tanzania AU - Nartker, AJ AU - Stevens, L T2 - Human Resources for Health DA - 2010/// PY - 2010 DO - 10.1186/1478-4491-8-30 LA - en UR - https://human-resources-health.biomedcentral.com/articles/10.1186/1478-4491-8-30 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:motivation KW - P:health KW - Q:distance learning KW - T:Training KW - T:career KW - T:continuing education KW - publicImportV1 ER - TY - JOUR TI - 'Distance learning' or 'learning at a distance'? Case study of an education initiative to deliver an in‐service bachelors degree in Zambia AU - Smith, CJ T2 - Innovations in Education and Teaching International AB - 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) DA - 2010/// PY - 2010 DO - 10.1080/14703291003718950 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/14703291003718950 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Zambia KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - P:service industry KW - Q:degree KW - Q:distance learning KW - Q:open learning KW - R:case study KW - T:TVET KW - publicImportV1 ER - TY - BOOK TI - International Handbook of Education for the Changing World of Work: Bridging Academic and Vocational Learning AU - Maclean, Rupert AU - Wilson, David AB - 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. DA - 2009/06/29/ PY - 2009 DP - Google Books SP - 3162 LA - en PB - Springer Science & Business Media SN - 978-1-4020-5281-1 ST - International Handbook of Education for the Changing World of Work KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:SSA KW - A:West Africa KW - C:South Africa KW - CLL:en KW - Education / Adult & Continuing Education KW - Education / Counseling / Career Development KW - Education / Vocational KW - _C:Ghana GHA KW - publicImportV1 ER - TY - ELEC TI - AusbEignV 2009 - nichtamtliches Inhaltsverzeichnis DA - 2009/// PY - 2009 UR - https://www.gesetze-im-internet.de/ausbeignv_2009/index.html Y2 - 2020/08/08/13:56:55 ER - TY - CHAP TI - The Traditional Informal Apprenticeship System of West Africa as Preparation for Work AU - Ahadzie, William T2 - International Handbook of Education for the Changing World of Work AB - 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). DA - 2009/// PY - 2009 DP - link.springer.com SP - 261 EP - 275 LA - English PB - Springer, Dordrecht SN - 978-1-4020-5280-4 978-1-4020-5281-1 UR - https://link.springer.com/chapter/10.1007/978-1-4020-5281-1_17 Y2 - 2018/08/13/08:55:07 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - HDR25 KW - Informal KW - West Africa KW - publicImportV1 ER - TY - THES TI - A transição escola-trabalho em Cabo Verde: os sentidos da formação profissional para os jovens de baixa renda AU - Andrade, Maria Odete dos Reis de AU - others DA - 2009/// PY - 2009 LA - Portuguese M3 - PhD Thesis PB - Universidade de São Paulo UR - http://www.teses.usp.br/teses/disponiveis/48/48134/tde-31082010-095830/publico/MARIA_ODETE.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Cape Verde KW - CLL:pt KW - publicImportV1 ER - TY - RPRT TI - An assessment of education and training needs of skilled operatives within the Nigerian construction industry. AU - Awe, EM AU - Stephenson, P AU - Griffith, A CY - Association of Researchers in Construction Management, ARCOM DA - 2009/// PY - 2009 ER - TY - CHAP TI - Vocational Training and the Informal Economy AU - de Largentaye, Armand Rioust T2 - Promoting Pro-poor Growth: Employment DA - 2009/// PY - 2009 DP - Zotero LA - en PB - OECD UR - ttp://www.oecd.org/dataoecd/27/5/43280323.pdf KW - ⛔ No DOI found ER - TY - GEN TI - Mauritius Qualifications Authority Regulations AU - Government of Mauritius DA - 2009/// PY - 2009 UR - http://www.mqa.mu/English/Documents/Regulation%20Framework/MQA%20_Registration_%20Regulations%202009.pdf Y2 - 2018/11/28/01:08:22 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Mauritius KW - Qualification Framework KW - publicImportV1 ER - TY - GEN TI - NQF Act nº67, 2008 - National Qualifications Framework AU - Government of South Africa AB - 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. DA - 2009/// PY - 2009 LA - English UR - https://www.gov.za/sites/default/files/31909_167.pdf Y2 - 2018/11/28/12:46:21 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:South Africa KW - Qualification Framework KW - publicImportV1 ER - TY - RPRT TI - Technical and vocational education and training (TVET) and skills development for poverty reduction – do rural women benefit? AU - Hartl, Maria AB - 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. DA - 2009/// PY - 2009 DP - Zotero LA - en M3 - 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 PB - International Fund for Agricultural Development, Italy UR - http://fao-ilo.org/fileadmin/user_upload/fao_ilo/pdf/Papers/25_March/Hartl-formatted_01.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Botswana KW - C:Senegal KW - C:Seychelles KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:gender KW - F:policy KW - F:women KW - Q:primary education KW - T:Ausbildung KW - T:TVET KW - T:trainee KW - _C:Ghana GHA KW - gender KW - publicImportV1 ER - TY - CHAP TI - Challenges of Training Motor Vehicle Mechanics for Changing World Contexts and Emergent Working Conditions: Cases of Kenya and Australia AU - Kitainge, Kisilu M T2 - Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training AB - 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. C2 - Wang, Victor X. DA - 2009/// PY - 2009 DP - DOI.org (Crossref) PB - IGI Global SN - 978-1-60566-739-3 978-1-60566-740-9 UR - http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-60566-739-3 Y2 - 2020/02/02/16:19:40 ER - TY - JOUR TI - Social Work in Ghana: A Participatory Action Research Project Looking at Culturally Appropriate Training and Practice AU - Kreitzer, Linda AU - Abukari, Ziblim AU - Antonio, Patience AU - Mensah, Johanna AU - Kwaku, Afram T2 - Social Work Education AB - 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. DA - 2009/// PY - 2009 DO - 10.1080/02615470802109973 LA - en AN - LOCAL-WOS:000210534600004 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:West Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:curriculum KW - P:culture KW - P:social KW - T:Ausbildung KW - Z:Localization KW - Z:Participatory Action Research KW - Z:Social Work KW - Z:Social Work Curriculum KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Vocational Education and Training for Sustainability in South Africa: The Role of Public and Private Provision AU - McGrath, Simon AU - Akoojee, Salim T2 - International Journal of Educational Development AB - 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.) DA - 2009/// PY - 2009 DO - 10.1016/j.ijedudev.2008.09.008 LA - en AN - DOI-10.1016/j.ijedudev.2008.09.008 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:attitude KW - F:pay KW - F:policy KW - P:economy KW - P:social KW - T:TVET KW - Z:Economic Development KW - Z:Educational Development KW - Z:Foreign Countries KW - Z:Political Attitudes KW - Z:Politics KW - Z:Presidents KW - Z:Public Policy KW - Z:Public Sector KW - Z:Role KW - Z:Skill Development KW - Z:Sustainable Development KW - Z:Vocational Education KW - publicImportV1 ER - TY - JOUR TI - Formalising the informal: Ghana's National Apprenticeship Programme AU - Palmer, Robert T2 - Journal of Vocational Education & Training DA - 2009/03// PY - 2009 DO - 10.1080/13636820902820048 DP - Crossref VL - 61 IS - 1 SP - 67 EP - 83 LA - en SN - 1363-6820, 1747-5090 ST - Formalising the informal UR - http://www.tandfonline.com/doi/abs/10.1080/13636820902820048 AN - UA-1503019d-9114-4b99-90dd-5993f7825975 Y2 - 2019/03/10/14:47:55 ER - TY - BOOK TI - Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training A3 - Wang, Victor X. DA - 2009/// PY - 2009 DP - DOI.org (Crossref) PB - IGI Global SN - 978-1-60566-739-3 978-1-60566-740-9 ST - Handbook of Research on E-Learning Applications for Career and Technical Education UR - http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-60566-739-3 Y2 - 2020/02/02/16:19:40 ER - TY - THES TI - Berufsbildung und Kultur – Ein Beitrag zur Theorie der Berufsbildung in der Entwicklungszusammenarbeit AU - Wolf, Stefan DA - 2009/// PY - 2009 DP - Zotero LA - de UR - https://d-nb.info/99385222x/34 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CONF TI - Actes du colloque international RAIFFET de Hammamet en Tunisie AB - 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 … C3 - RAIFFET DA - 2008/// PY - 2008 LA - fr UR - https://raiffet.org/actes-colloque-international-raiffet-de-hammamet-tunisie-15-18-avril-2008/ Y2 - 2020/02/02/11:12:23 KW - ⛔ No DOI found ER - TY - JOUR TI - The level of Internet access and ICT training for health information professionals in sub‐Saharan Africa AU - Ajuwon, A A AU - Rhine, L T2 - Health Information & Libraries Journal AB - 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. DA - 2008/// PY - 2008 DO - 10.1111/j.1471-1842.2007.00758.x LA - en UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2007.00758.x KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Central Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Kenya KW - C:South Africa KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - P:electro KW - P:health KW - P:service industry KW - Q:ICT KW - Q:distance learning KW - T:Ausbildung KW - T:Training KW - __C:filed:1 KW - publicImportV1 ER - TY - RPRT TI - Mapping Non-formal Education at Post-primary Educational Level in Uganda AU - Bananuka, T AU - Katahoire, AR AB - 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. DA - 2008/// PY - 2008 LA - en M3 - Working document UR - http://cees.mak.ac.ug/sites/default/files/publications/Session.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - Q:PhD KW - Q:community education KW - Q:primary education KW - T:TVET KW - T:company-based training KW - _C:Uganda UGA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Assessing the impact of the trauma team training program in Tanzania AU - Bergman, Simon AU - Deckelbaum, Dan AU - Lett, Ronald AU - Haas, Barbara AU - Demyttenaere, Sebastian AU - Munthali, Victoria AU - Mbembati, Naboth AU - Museru, Lawrence AU - Razek, Tarek AU - Razek, Tarek T2 - Journal of Trauma - Injury, Infection and Critical Care AB - 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 >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. DA - 2008/// PY - 2008 DO - 10.1097/ta.0b013e318184a9fe LA - en AN - LOCAL-SCOPUS_ID:67650627114 KW - -FullBiblioUHMLgen KW - -RRQ:M:final KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CCZ:Tanzania KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:Improvement KW - F:assessment KW - F:disability KW - P:media KW - P:nurse KW - R:evaluation KW - R:impact KW - R:questionnaire KW - T:Training KW - Z:Education KW - Z:Team assessment KW - Z:Trauma team training KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - Strengthening Agricultural Education and Training in sub-Saharan Africa from an Innovation Systems Perspective: A Case Study of Mozambique AU - Davis, Kristin E. AU - Ekboir, Javier AU - Spielman, David J. T2 - The Journal of Agricultural Education and Extension AB - 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. DA - 2008/03// PY - 2008 DO - 10.1080/13892240701820371 DP - DOI.org (Crossref) VL - 14 IS - 1 SP - 35 EP - 51 J2 - The Journal of Agricultural Education and Extension LA - en SN - 1389-224X, 1750-8622 ST - Strengthening Agricultural Education and Training in sub-Saharan Africa from an Innovation Systems Perspective UR - http://www.tandfonline.com/doi/abs/10.1080/13892240701820371 Y2 - 2020/05/28/10:58:41 ER - TY - RPRT TI - Gender Issues in Technical and Vocational Education and Training AU - Gaidzanwa, RB AB - 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. DA - 2008/// PY - 2008 LA - en UR - https://unevoc.unesco.org/e-forum/Session%205A%20Doc%202%20Gaidzanwa%20ENG.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - F:gender KW - F:girl KW - F:pay KW - F:women KW - P:culture KW - P:nature KW - Q:distance learning KW - Q:primary education KW - T:Educação profissionalizante KW - T:TVET KW - T:vocational school KW - _C:Ghana GHA KW - publicImportV1 ER - TY - GEN TI - BTVET Act - Business, Technical, Vocational Education Act and Training Act AU - Government of Uganda DA - 2008/// PY - 2008 UR - http://www.unche.or.ug/wp-content/uploads/2014/11/BVET-Act-20081.pdf Y2 - 2018/12/20/09:32:06 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Uganda KW - publicImportV1 ER - TY - CHAP TI - Steuerungsformen von Erwerbsqualifizierung und die aktuelle Perspektive europäischer Bildungspolititk AU - Greinert, W T2 - Reihe Jugend und Arbeit - Positionen, Bertelsmann Stiftung DA - 2008/// PY - 2008 ER - TY - JOUR TI - The returns to vocational training and academic education: Evidence from Tanzania AU - Kahyarara, Godius AU - Teal, Francis T2 - World Development AB - 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. DA - 2008/// PY - 2008 DO - 10.1016/j.worlddev.2007.11.011 DP - Google Scholar VL - 36 IS - 11 SP - 2223 EP - 2242 ST - The returns to vocational training and academic education UR - https://www.sciencedirect.com/science/article/abs/pii/S0305750X08001605 AN - DOI-10.1016/j.worlddev.2007.11.011 Y2 - 2018/09/11/00:00:00 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Tanzania KW - CA:AandC KW - CC:Tanzania KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:manufacture KW - T:TVET KW - T:Training KW - Z:Benefits of education KW - Z:Employment skills KW - Z:Vocational education and training KW - publicImportV1 ER - TY - RPRT TI - Agencies for International Cooperation in Technical and Vocational Education and Training: A Guide to Sources of Information AU - Maintz, Julia AU - Krönner, Hans DA - 2008/// PY - 2008 DP - Zotero LA - en PB - UNESCO-UNEVOC ER - TY - JOUR TI - 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 AU - Moon, Bob T2 - Educação & Sociedade AB - 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 ). DA - 2008/// PY - 2008 DO - 10.1590/s0101-73302008000300008 DP - Google Scholar VL - 29 IS - 104 SP - 791 EP - 814 LA - Portuguese ST - The role of new communication technologies and distance education in responding to the global crisis in teacher supply and training KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - Distance Education KW - Teacher Education KW - publicImportV1 ER - TY - JOUR TI - In-Service Training Needs in an African Context: A Study of Headteacher and Teacher Perspectives in the Gucha District of Kenya AU - Onderi, Henry AU - Croll, Paul T2 - Journal of in‐service education AB - 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.) DA - 2008/// PY - 2008 DO - 10.1080/13674580801950832 LA - en AN - LOCAL-PQ-61973980 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:T KW - D:developing country KW - F:achievement KW - F:attitude KW - F:curriculum KW - F:teaching KW - P:measurement KW - P:services KW - P:teacher education KW - P:teachers KW - T:TVET KW - T:work-based learning KW - Z:Academic Achievement KW - Z:Administrator Attitudes KW - Z:Educational Innovation KW - Z:Educational Needs KW - Z:Faculty Development KW - Z:Foreign Countries KW - Z:Inservice Teacher Education KW - Z:Principals KW - Z:Secondary School Teachers KW - Z:Secondary Schools KW - Z:Teacher Attitudes KW - Z:Teacher Influence KW - Z:Vocational Education KW - publicImportV1 ER - TY - JOUR TI - Three (Post-Secondary Agricultural Education and Training) Challenges and the Concept of "Workforce Education Systems" AU - Rivera, William M. T2 - Journal of agricultural education and extension AB - 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.) DA - 2008/// PY - 2008 DO - 10.1080/13892240701820546 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:policy KW - P:agricultural KW - P:agriculture KW - P:economy KW - P:services KW - P:social KW - T:Training KW - T:workplace education KW - Z:Agricultural Education KW - Z:Conference Papers KW - Z:Economic Development KW - Z:Foreign Countries KW - Z:Labor Force Development KW - Z:Productivity KW - Z:Social Sciences KW - publicImportV1 ER - TY - JOUR TI - 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 AU - Singh, Madhu DA - 2008/// PY - 2008 DP - Zotero LA - en UR - https://uil.unesco.org/fileadmin/keydocuments/Africa/en/paper_UIL_recognition_2008_EN.pdf KW - HDR25 KW - ⛔ No DOI found ER - TY - BOOK TI - Cultural Transmission and Material Culture: Breaking Down Boundaries AU - Stark, Miriam T. AU - Bowser, Brenda AU - Horne, Lee AU - Longacre, William DA - 2008/// PY - 2008 PB - University of Arizona Press ER - TY - ELEC TI - Introducing Teachers Registration Council of Nigeria AU - Teachers Registration Council of Nigeria DA - 2008/// PY - 2008 UR - https://trcn.gov.ng/file/Introducing%20TRCN.pdf Y2 - 2020/08/05/14:35:31 ER - TY - BOOK TI - Apprenticeship Strategies Among Dii Potters from Cameroon, West Africa AU - Wallaert, H DA - 2008/// PY - 2008 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Cameroon KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - T:Lehrlingsausbildung KW - T:apprentice KW - publicImportV1 ER - TY - BOOK TI - Towards a renewal of apprenticeship in West Africa AU - Walther, R DA - 2008/// PY - 2008 LA - en UR - http://www.eib.org/attachments/general/events/luxembourg_18112008_apprentissage_en.pdf KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Central Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Angola KW - C:Benin KW - C:Cameroon KW - C:Ethiopia KW - C:Mali KW - C:Senegal KW - C:South Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - F:inclusion KW - F:pedagogy KW - P:crafts KW - P:economy KW - P:nature KW - Q:certificate KW - Q:higher education KW - Q:secondary education KW - T:Ausbildung KW - T:Lehrlingsausbildung KW - T:TVET KW - T:apprentice KW - T:trainee KW - publicImportV1 ER - TY - JOUR TI - Nouvelles formes d’apprentissage en Afrique de l’Ouest: Vers une meilleure insertion professionnelle des jeunes AU - Walther, Richard DA - 2008/// PY - 2008 DP - Zotero LA - fr KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Benin KW - C:Mali KW - C:Senegal KW - C:Togo KW - CLL:fr KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - The concept of competence in the development of vocational education and training in selected EU member states: a critical analysis AU - Mulder, Martin AU - Weigel, Tanja AU - Collins, Kate T2 - Journal of Vocational Education & Training AB - 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. DA - 2007/03/01/ PY - 2007 DO - 10.1080/13636820601145630 DP - Taylor and Francis+NEJM VL - 59 IS - 1 SP - 67 EP - 88 SN - 1363-6820 ST - The concept of competence in the development of vocational education and training in selected EU member states UR - https://doi.org/10.1080/13636820601145630 Y2 - 2018/08/01/15:03:39 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - publicImportV1 ER - TY - ELEC TI - Standards and criteria for approval of programmes in vocational enterprise institutions and innovation entreprise instutions programmes DA - 2007/// PY - 2007 UR - https://net.nbte.gov.ng/sites/default/files/2017-10/STD%20AND%20CRETERIA.pdf Y2 - 2020/08/04/13:39:02 ER - TY - RPRT TI - Strategy to revitalize technical and vocational education and training (TVET) in Africa AU - African Union DA - 2007/// PY - 2007 LA - en UR - http://www.academia.edu/download/45693684/TVET.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Benin KW - C:Burkina Faso KW - C:Congo, Democratic Republic COD KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:curriculum KW - F:leadership KW - F:learning KW - F:ministry KW - F:policy KW - F:teaching KW - P:agricultural KW - P:artist KW - P:construction KW - P:crafts KW - P:economy KW - P:environment KW - P:health KW - P:technology KW - Q:ICT KW - Q:masters KW - R:survey KW - T:Ausbildung KW - T:Educação profissionalizante KW - T:Lehrlingsausbildung KW - T:TVET KW - T:apprentice KW - T:apprenticeship training KW - T:informal training KW - T:vocational school KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Technical and Vocational Education in Cameroon and Critical Avenues for Development AU - Che, S. Megan T2 - Research in Comparative and International Education AB - 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. DA - 2007/// PY - 2007 DO - 10.2304/rcie.2007.2.4.333 LA - en AN - DOI-10.2304/rcie.2007.2.4.333 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Cameroon KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:developing nation KW - F:access KW - F:attitude KW - F:curriculum KW - P:economy KW - P:teachers KW - R:qualitative KW - T:TVET KW - Z:Critical Theory KW - Z:Curriculum Development KW - Z:Developing Nations KW - Z:Economic Development KW - Z:Economic Progress KW - Z:Foreign Countries KW - Z:Job Skills KW - Z:Labor Force Development KW - Z:Labor Market KW - Z:Mathematics Teachers KW - Z:Secondary School Mathematics KW - Z:Secondary School Teachers KW - Z:Teacher Attitudes KW - Z:Technical Education KW - Z:Unemployment KW - Z:Vocational Education KW - publicImportV1 ER - TY - JOUR TI - Weight of evidence: a framework for the appraisal of the quality and relevance of evidence AU - Gough, David T2 - Research papers in education DA - 2007/// PY - 2007 DO - 10.1080/02671520701296189 DP - Google Scholar VL - 22 IS - 2 SP - 213 EP - 228 ST - Weight of evidence UR - http://www.tandfonline.com/doi/abs/10.1080/02671520701296189 Y2 - 2014/08/08/10:37:15 ER - TY - BILL TI - Standars and Creteria for Approval of Programmes in Vocational Enterprise Institutions (VEI) & Innovation Enterprise Institutions (IEI) Programmes (Nigeria) A2 - Government: Nigeria DA - 2007/// PY - 2007 LA - English UR - https://net.nbte.gov.ng/sites/default/files/2017-10/STD%20AND%20CRETERIA.pdf Y2 - 2018/12/06/17:30:22 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - publicImportV1 ER - TY - ELEC TI - Polytechnic Law AU - Government of Ghana DA - 2007/// PY - 2007 UR - http://laws.ghanalegal.com/acts/id/545/polytechnic-law Y2 - 2018/11/30/12:24:04 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ghana KW - publicImportV1 ER - TY - GEN TI - Resolution Concerning Updating the International Standard Classification of Occupations AU - ILO DA - 2007/// PY - 2007 LA - EN UR - https://www.ilo.org/public/english/bureau/stat/isco/docs/resol08.pdf Y2 - 2020/02/01/16:21:18 ER - TY - RPRT TI - Guidelines for performing systematic literature reviews in software engineering AU - Kitchenham, B AU - Charters, S DA - 2007/// PY - 2007 DP - Google Scholar PB - Technical report, EBSE Technical Report EBSE-2007-01 UR - https://www.cs.auckland.ac.nz/~norsaremah/2007%20Guidelines%20for%20performing%20SLR%20in%20SE%20v2.3.pdf Y2 - 2014/08/08/10:45:05 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - P:Methods KW - publicImportV1 ER - TY - JOUR TI - Systems approach to tourism training and education: The Kenyan case study AU - Mayaka, Melphon AU - Akama, John S. T2 - Tourism Management AB - 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. DA - 2007/// PY - 2007 DO - 10.1016/j.tourman.2005.12.023 LA - en UR - https://www.sciencedirect.com/science/article/pii/S0261517706000288 AN - LOCAL-DOI:10.1016/j.tourman.2005.12.023 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Kenya KW - CA:AandC KW - CCZ:Kenya KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:P KW - CT:R KW - CT:T KW - D:developing country KW - P:economy KW - P:measurement KW - P:tourism KW - R:case study KW - T:Training KW - Z:Developing countries KW - Z:Staff training KW - Z:Tourism education KW - publicImportV1 ER - TY - JOUR TI - LIS curriculum in French-speaking West Africa in the age of ICTs: The case of Benin and Senegal AU - Mêgnigbêto, Eustache T2 - The International Information & Library Review AB - 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. DA - 2007/// PY - 2007 DO - 10.1016/j.iilr.2007.02.007 LA - en UR - https://www.sciencedirect.com/science/article/pii/S1057231707000203 AN - LOCAL-DOI:10.1016/j.iilr.2007.02.007 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:West Africa KW - C:Benin KW - C:Senegal KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:Q KW - CT:T KW - D:developing country KW - F:curriculum KW - Q:ICT KW - SpecialTopic:Library KW - T:Training KW - publicImportV1 ER - TY - JOUR TI - Rehabilitation in Seven Sub-Saharan African Countries: Personnel Education and Training AU - Mpofu, Elias AU - Jelsma, Jennifer AU - Maart, Soraya AU - Levers, Lisa Lopez AU - Montsi, Mercy M R AU - Tlabiwe, Pinkie AU - Mupawose, Anniah AU - Mwamwenda, Tuntufye AU - Ngoma, Mary Shilalukey AU - Tchombe, Therese Mungah S T2 - Rehabilitation Education DA - 2007/// PY - 2007 DO - 10.1891/088970107805059562 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Botswana KW - C:Cameroon KW - C:Rwanda KW - C:South Africa KW - C:Tanzania KW - C:Zambia KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:curriculum KW - F:disability KW - P:culture KW - P:health KW - P:services KW - P:technician KW - T:TVET KW - T:Training KW - publicImportV1 ER - TY - JOUR TI - To vocationalise or not to vocationalise? Perspectives on current trends and issues in technical and vocational education and training (TVET) in Africa AU - Oketch, Moses O. T2 - International Journal of Educational Development AB - 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. DA - 2007/// PY - 2007 DO - 10.1016/j.ijedudev.2006.07.004 DP - ScienceDirect VL - 27 IS - 2 SP - 220 EP - 234 J2 - International Journal of Educational Development SN - 0738-0593 UR - http://www.sciencedirect.com/science/article/pii/S0738059306000770 AN - DOI-10.1016/j.ijedudev.2006.07.004 Y2 - 2018/05/17/16:31:33 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - Education KW - F:learning KW - F:policy KW - P:administration KW - P:nature KW - Q:secondary education KW - R:interview KW - Skills KW - T:Educação profissionalizante KW - T:TVET KW - T:occupational education KW - T:vocational training scheme KW - Technical and vocational education KW - publicImportV1 ER - TY - JOUR TI - Messen beruflicher Kompetenz AU - Rauner, Felix AU - Grollmann, Philipp AU - Martens, Thomas AB - 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. DA - 2007/// PY - 2007 DP - Zotero LA - de KW - ⛔ No DOI found ER - TY - RPRT TI - 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. AU - Walther, Richard AU - Filipiak, Ewa DA - 2007/// PY - 2007 DP - Zotero LA - French PB - Agence Française de Développmement ST - La formation professionnelle en secteur informel KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQv:f2-H-fr KW - C:Angola KW - C:Benin KW - C:Cameroun KW - C:Ethiopia KW - C:Morocco KW - C:Senegal KW - CLL:fr KW - publicImportV1 ER - TY - RPRT TI - A Comparative Analysis of Firm Based Training in East African Manufacturing Sector: Does Level of Education Matter? AU - Ndlovu, Tchaka AU - Kajiba, John AU - Aiko, Rose AU - Kessy, Flora AU - Mkenda, Beatrice K. AU - Kweka, Josaphat AU - Kabelwa, George AB - 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. DA - 2006/05// PY - 2006 DP - www.repository.udsm.ac.tz:8080 LA - en M3 - Working Paper ST - A Comparative Analysis of Firm Based Training in East African Manufacturing Sector UR - http://repository.udsm.ac.tz:8080/xmlui/handle/20.500.11810/2905 Y2 - 2020/05/27/17:55:41 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - C:Kenya KW - C:Tanzania KW - CA:AandC KW - CL:de KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:outcomes KW - F:policy KW - P:manufacture KW - P:measurement KW - P:technology KW - Q:degree KW - Q:distance learning KW - Q:tertiary education KW - R:impact KW - T:Ausbildung KW - T:Lehrlingsausbildung KW - T:TVET KW - T:firm-based training KW - _C:Ghana GHA KW - _C:Uganda UGA KW - publicImportV1 KW - ⚠️ Invalid DOI KW - ⛔ No DOI found ER - TY - ELEC TI - Guidelines for Establishment and Operation of Production Unit in Technical Colleges DA - 2006/// PY - 2006 UR - https://net.nbte.gov.ng/sites/default/files/2017-10/Prod%20Uni%20in%20TC.pdf Y2 - 2020/08/04/13:36:06 ER - TY - JOUR TI - Artisan training and employment outcomes in Tanzania AU - Bennell, Paul AU - Mukyanuzi, Faustin AU - Kasogela, Maurice AU - Mutashubirwa, Francis AU - Klim, Mikkel T2 - Compare: A Journal of Comparative and International Education AB - 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. DA - 2006/// PY - 2006 DO - 10.1080/03057920500382358 LA - en AN - DOI-10.1080/03057920500382358 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:outcomes KW - P:artist KW - P:crafts KW - Survey KW - T:Training KW - Z:Craftsmen KW - Z:Feasibility studies KW - Z:Occupational training KW - Z:Quality of life KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - Learning the master's trade: Apprenticeship and human capital in Ghana AU - Frazer, Garth AU - Frazer, Garth T2 - Journal of Development Economics AB - 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. DA - 2006/// PY - 2006 DO - 10.1016/j.jdeveco.2005.06.006 LA - en AN - LOCAL-SCOPUS_ID:33749984734 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - F:remuneration KW - P:manufacture KW - P:technology KW - Q:masters KW - R:survey KW - T:Lehrlingsausbildung KW - T:Training KW - T:apprenticeship training KW - Z:Apprenticeship KW - Z:Human capital KW - _C:Ghana GHA KW - publicImportV1 ER - TY - GEN TI - COTVET Act nº 718, 2006 - The Council for Technical and Vocational Education and Training Act AU - Government of Ghana DA - 2006/// PY - 2006 LA - English KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ghana KW - publicImportV1 ER - TY - JOUR TI - Guidelines for Establishment and Operation of Production Unit in Technical College AU - Government of Nigeria DA - 2006/// PY - 2006 LA - English UR - https://net.nbte.gov.ng/sites/default/files/2017-10/Prod%20Uni%20in%20TC.pdf Y2 - 2018/12/06/17:34:29 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - publicImportV1 ER - TY - GEN TI - Further Education and Training Act nº16, 2006 AU - Government of South Africa AB - Also known as Continuing Education and Training Act. DA - 2006/// PY - 2006 LA - English UR - https://www.gov.za/sites/default/files/a16-06_0.pdf Y2 - 2018/11/28/12:15:31 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:South Africa KW - publicImportV1 ER - TY - JOUR TI - Designing the Course and Curricula for Teacher Development, Open School and Vocational Education through Media Education in Eritrea AU - Murthy, C. S. H. N. T2 - Educational Media International AB - 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.) DA - 2006/// PY - 2006 DO - 10.1080/09523980600641213 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Eritrea KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:T KW - D:developing nation KW - F:curriculum KW - P:media KW - P:teacher education KW - P:teachers KW - T:TVET KW - Z:Curriculum Design KW - Z:Curriculum Development KW - Z:Developing Nations KW - Z:Educational Radio KW - Z:Educational Television KW - Z:Faculty Development KW - Z:Foreign Countries KW - Z:Teacher Education KW - Z:Vocational Education KW - publicImportV1 ER - TY - JOUR TI - Overview of funding for construction craft skills training in Sub-Saharan Africa: A case study of Zambia AU - Muya, Mundia AU - Price, A. D F AU - Edum-Fotwe, F. T. T2 - Construction Management and Economics AB - 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. DA - 2006/// PY - 2006 DO - 10.1080/01446190500310585 LA - en AN - LOCAL-SCOPUS_ID:32144446093 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Zambia KW - CA:AandC KW - CCZ:Zambia KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:regulation KW - F:teaching KW - P:construction KW - P:crafts KW - P:measurement KW - P:mechanic KW - P:social KW - R:case study KW - R:interview KW - R:questionnaire KW - T:Training KW - Z:Construction craft skills KW - Z:Sub-Saharan Africa KW - Z:Training KW - publicImportV1 ER - TY - JOUR TI - Construction craft skills requirements in sub-Saharan Africa: A focus on Zambia AU - Muya, Mundia AU - Price, Andrew D.f. AU - Edum-Fotwe, Francis T. T2 - Engineering, Construction and Architectural Management AB - 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 DA - 2006/// PY - 2006 DO - 10.1108/09699980610669660 LA - en AN - LOCAL-SCOPUS_ID:33745087759 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Zambia KW - CA:AandC KW - CCZ:Zambia KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:policy KW - P:construction KW - P:crafts KW - P:nature KW - R:case study KW - R:survey KW - T:Training KW - Z:Construction industry KW - Z:Skills KW - Z:Sub Saharan Africa KW - Z:Training KW - publicImportV1 ER - TY - BOOK TI - Handbuch Berufsbildungsforschung A3 - Rauner, Felix CY - Bielefeld DA - 2006/// PY - 2006 DP - Gemeinsamer Bibliotheksverbund ISBN ET - 2., aktualisierte Aufl SP - 828 LA - de PB - Bertelsmann SN - 978-3-7639-3463-8 KW - Architecture / Study & Teaching KW - Education / Administration / General KW - Education / Vocational ER - TY - RPRT TI - TVET for Sustainable Development: Opportunities and Challenges AU - UNESCO-UNEVOC DA - 2006/// PY - 2006 DP - Zotero LA - en ER - TY - RPRT TI - Post-primary agricultural education and training in sub-Saharan Africa: Adapting supply to changing demand AU - Vandenbosch, T DA - 2006/// PY - 2006 LA - en UR - http://www.academia.edu/download/6744911/post-primary_aet_africa.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Benin KW - C:Burkina Faso KW - C:Ethiopia KW - CA:AandC KW - CL:de KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - F:ministry KW - P:agricultural KW - P:agriculture KW - P:economy KW - P:environment KW - Q:ICT KW - Q:certificate KW - Q:secondary education KW - R:impact KW - T:Ausbildung KW - T:Educação profissionalizante KW - T:TVET KW - T:Training KW - T:apprenticeship training KW - T:trainee KW - _C:Ghana GHA KW - _C:Uganda UGA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Document de Travail - La formation en secteur informel: Note de problématique AU - Walther, Richard CY - Paris, France DA - 2006/// PY - 2006 LA - French PB - Agence Française de Développement SN - 15 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Benin KW - C:Cameroon KW - C:Morocco KW - C:Senegal KW - C:South Africa KW - CLL:fr KW - publicImportV1 ER - TY - ELEC TI - BBiG - nichtamtliches Inhaltsverzeichnis DA - 2005/// PY - 2005 UR - https://www.gesetze-im-internet.de/bbig_2005/index.html Y2 - 2020/08/08/13:58:41 ER - TY - CONF TI - Colloque de Libreville au Gabon Éducation technologique, formation professionnelle et développement durable AB - 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 … C3 - RAIFFET DA - 2005/// PY - 2005 LA - fr-FR ST - 2005 UR - https://raiffet.org/2005-colloque-de-libreville-au-gabon-education-technologique-formation-professionnelle-et-developpement-durable/ Y2 - 2020/02/02/11:19:58 KW - ⛔ No DOI found ER - TY - BOOK TI - Vocational education and training in southern Africa: a comparative study AU - Akoojee, Salim AU - Gewer, Anthony AU - McGrath, Simon A. T2 - Research Programme on Human Resources Development, Human Sciences Research Council A3 - Research Programme on Human Resources Development (Human Sciences Research Council) AB - 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. CN - LC1047.S6 V63 2005 DA - 2005/// PY - 2005 DP - Library of Congress ISBN LA - en ST - Vocational education and training in southern Africa UR - 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 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - AA:Africa, Southern KW - C:Botswana KW - C:Lesotho KW - C:Mauritius KW - C:Mozambique KW - C:Namibia KW - C:South Africa KW - C:eSwatini KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:Q KW - CT:T KW - Q:ICT KW - T:TVET KW - Vocational education KW - publicImportV1 ER - TY - CHAP TI - Lernen in Arbeitsprozessen - Kompetenzentwicklung AU - Bremer, Rainer T2 - Handbuch Berufsbildungsforschung CY - Bielefeld DA - 2005/// PY - 2005 SP - 283 EP - 295 PB - W. Bertelsmann ER - TY - JOUR TI - Seeing, thinking and acting against malaria - A new aprroach to health worker training in rural Gambia AU - Dawson, Angela AU - Joof, Balla Musa T2 - Education for Health: Change in Learning and Practice AB - 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. DA - 2005/// PY - 2005 DO - 10.1080/13576280500307264 LA - en AN - LOCAL-SCOPUS_ID:28044446976 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Gambia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - D:developing context KW - F:curriculum KW - F:learning KW - P:health KW - P:health professionals KW - P:nurse KW - Q:ICT KW - Q:e-learning KW - R:evaluation KW - R:interview KW - T:Ausbildung KW - T:Training KW - T:work-based learning KW - Z:Community health nurses KW - Z:Computer based training developing contexts KW - Z:Health worker education and training KW - Z:computer based training developing contexts KW - Z:health worker education and training KW - publicImportV1 ER - TY - GEN TI - BNVQF - Botswana National Vocational Qualifications Framework AU - Government of Botswana DA - 2005/// PY - 2005 LA - English UR - http://bqa.org.bw/sites/default/files/qualification-file/S00012.pdf Y2 - 2018/11/28/21:23:07 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - Qualification Framework KW - publicImportV1 ER - TY - JOUR TI - Vulnerability, partnerships and the pursuit of survival: Urban livelihoods and apprenticeship contracts in a West African City AU - Hanson, Kobena T2 - GeoJournal AB - 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. DA - 2005/// PY - 2005 DO - 10.1007/s10708-005-7915-1 LA - en AN - LOCAL-SCOPUS_ID:24144439325 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:artist KW - P:economy KW - P:measurement KW - P:social KW - T:Lehrlingsausbildung KW - Z:Apprenticeship contracts KW - Z:Micro-enterprises KW - Z:Social networks KW - Z:Socio-economic vulnerability KW - Z:Urban livelihoods KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - The Learnership Model of Workplace Training and Its Effective Management: Lessons Learnt from a Southern African Case Study AU - Davies, Theresa-Anne AU - Farquharson, Fiona T2 - Journal of Vocational Education & Training AB - 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.) DA - 2004/// PY - 2004 DO - 10.1080/13636820400200253 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:outcomes KW - P:measurement KW - R:case study KW - T:Lehrlingsausbildung KW - T:TVET KW - T:Training KW - Z:Apprenticeships KW - Z:Case Studies KW - Z:Education Work Relationship KW - Z:Foreign Countries KW - Z:Job Skills KW - Z:Job Training KW - Z:Labor Market KW - Z:Models KW - Z:Pilot Projects KW - Z:Skill Development KW - Z:Vocational Education KW - Z:Work Experience KW - publicImportV1 ER - TY - BOOK TI - Vocational Education and Training through Open and Distance Learning: World review of distance education and open learning AU - Moran, L AU - Rumble, G AB - 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. DA - 2004/// PY - 2004 VL - 5 LA - en UR - https://content.taylorfrancis.com/books/download?dac=C2004-0-01665-6&isbn=9781134283057&format=googlePreviewPdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - F:policy KW - P:measurement KW - P:media KW - P:teacher education KW - Q:ICT KW - Q:ODEL KW - Q:distance education KW - Q:distance learning KW - Q:educational technology KW - Q:open learning KW - T:Ausbildung KW - T:Educação Profissional Técnica de Nível Médio KW - T:Educação profissionalizante KW - T:Fortbildung KW - T:Lehrlingsausbildung KW - T:TVET KW - T:continuing education KW - T:work-based learning KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - EPPI-Centre Guidelines for extracting data and quality assessing primary studies in educational research AU - EPPI-Centre DA - 2003/// PY - 2003 UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=184#Guidelines KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - JOUR TI - A review of traditional Ghanaian and Western philosophies of adult education AU - Fordjor, P AU - Kotoh, , A AU - Kpeli, K Kumah T2 - International Journal of Lifelong Education AB - 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. DA - 2003/// PY - 2003 DO - 10.1080/0260137032000055321 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/0260137032000055321 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:West Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:measurement KW - Q:adult education KW - T:Lehrlingsausbildung KW - T:Training KW - T:apprentice KW - _C:Canada CAN KW - _C:Denmark DNK KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Mali MLI KW - _C:Nigeria NGA KW - _C:Tanzania TZA KW - _C:Trinidad and Tobago TTO KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - Information and Communication Technologies in Library and Information Science Education in Kenya AU - Minishi-Majanja, Mabel K. AU - Ocholla, Dennis N. T2 - Education for Information AB - 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.) DA - 2003/// PY - 2003 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:access KW - F:assessment KW - F:attitude KW - F:curriculum KW - F:learning KW - F:offline KW - F:pay KW - F:teaching KW - P:administration KW - P:electro KW - P:nature KW - P:services KW - P:technology KW - Q:ICT KW - Q:distance education KW - R:evaluation KW - R:questionnaire KW - SpecialTopic:Library KW - T:Classroom teaching KW - T:Training KW - Z:Administrator Attitudes KW - Z:Curriculum Evaluation KW - Z:Deans KW - Z:Educational Assessment KW - Z:Educational Development KW - Z:Educational Indicators KW - Z:Foreign Countries KW - Z:Information Science Education KW - Z:Information Technology KW - Z:Institutional Characteristics KW - Z:Questionnaires KW - Z:Technology Integration KW - Z:Technology Uses in Education KW - Z:Use Studies KW - publicImportV1 KW - ❓ Multiple DOI ER - TY - RPRT TI - Vocational Education and Training – An Overview AU - Pütz, Helmut DA - 2003/// PY - 2003 DP - Zotero SP - 86 LA - en KW - ⛔ No DOI found ER - TY - BOOK TI - Revisiting Technical and Vocational Education in Sub-Saharan Africa: An Update on Trends, Innovations and Challenges. New Trends in Technical and Vocational Education AU - Atchoarena, David AU - Delluc, Andre AB - 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) DA - 2002/// PY - 2002 LA - en ST - Revisiting Technical and Vocational Education in Sub-Saharan Africa Y2 - 2020/02/01/20:52:36 KW - Accreditation (Institutions) KW - Comparative Education KW - Cultural Context KW - Donors KW - Economic Climate KW - Education Work Relationship KW - Educational Administration KW - Educational Change KW - Educational Finance KW - Educational Innovation KW - Educational Policy KW - Foreign Countries KW - Informal Education KW - Labor Market KW - Partnerships in Education KW - Policy Analysis KW - Postsecondary Education KW - Poverty Programs KW - Trend Analysis KW - Vocational Education ER - TY - RPRT TI - Private Technical and Vocational Education in Sub-Saharan Africa: Provision Patterns and Policy Issues. New Trends in Technical and Vocational Education AU - Atchoarena, David AU - Esquieu, Paul AB - 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) CY - Paris DA - 2002/// PY - 2002 DP - Open WorldCat LA - en PB - International Institute for Educational Planning ST - Private technical and vocational education in sub-Saharan Africa UR - https://eric.ed.gov/?id=ED480333 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - A:Sub-Saharan Africa KW - C:Mali KW - C:Senegal KW - CA:AandC KW - CC:Mali KW - CC:Senegal KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - Case Study KW - F:policy KW - F:regulation KW - P:mechanic KW - P:services KW - Q:Postsecondary Education KW - R:case study KW - R:literature review KW - T:TVET KW - T:Training KW - T:vocational school KW - Z:Case Studies KW - Z:Compliance (Legal) KW - Z:Education Work Relationship KW - Z:Educational Development KW - Z:Educational Finance KW - Z:Educational Policy KW - Z:Educational Quality KW - Z:Federal Regulation KW - Z:Foreign Countries KW - Z:Free Enterprise System KW - Z:Government Role KW - Z:Government School Relationship KW - Z:Postsecondary Education KW - Z:Private Education KW - Z:Proprietary Schools KW - Z:Public Education KW - Z:Quality Control KW - Z:School Business Relationship KW - Z:Vocational Education KW - Z:Vocational Schools KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - A Quality assessment of education and for Kenya's tour-operating sector AU - Mayaka, M AU - King, B T2 - Current Issues in Tourism AB - 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. DA - 2002/// PY - 2002 DO - 10.1080/13683500208667911 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/13683500208667911 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:T KW - D:developing country KW - F:assessment KW - P:measurement KW - P:technology KW - P:tourism KW - T:Ausbildung KW - _C:Algeria DZA KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Congo XCO KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Ghana GHA KW - _C:Indonesia IDN KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Singapore SGP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - RPRT TI - EPPI-Centre Core Keywording Strategy AU - EPPI-Centre DA - 2001/// PY - 2001 UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=184#Guidelines KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - GEN TI - MQA Act nº42, 2001 - Mauritius Qualifications Authority Act AU - Government of Mauritius DA - 2001/// PY - 2001 LA - English KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Mauritius KW - publicImportV1 ER - TY - ELEC TI - General and Further Education and Training Quality Assurance Act Nº58 AU - Government of South Africa DA - 2001/// PY - 2001 LA - Language UR - https://www.umalusi.org.za/docs/legislation/2001/actno58_2001.pdf Y2 - 2018/12/19/18:03:54 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:South Africa KW - Quality Assurance KW - publicImportV1 ER - TY - JOUR TI - Computer literacy among practical arts teachers in swaziland vocational schools AU - Hlophe, Zanele F. AU - Mindebele, CBS T2 - Journal of Vocational Education and Training AB - 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. DA - 2001/// PY - 2001 DO - 10.1080/13636820100200161 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:eSwatini KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:curriculum KW - P:agriculture KW - P:economy KW - P:services KW - P:teachers KW - P:technology KW - Q:educational technology KW - T:TVET KW - T:Training KW - T:vocational school KW - publicImportV1 ER - TY - JOUR TI - Local community training and education in southern Tanzania—a case study AU - Howe, Vicki T2 - Marine Policy AB - 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. DA - 2001/// PY - 2001 DO - 10.1016/s0308-597x(01)00029-x LA - en UR - https://www.sciencedirect.com/science/article/pii/S0308597X0100029X KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - C:Tanzania KW - CA:AandC KW - CCZ:Tanzania KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:women KW - P:economy KW - P:environment KW - P:teachers KW - R:case study KW - R:evaluation KW - T:Training KW - Z:Capacity building KW - Z:East Africa KW - Z:Local community KW - Z:Marine environmental education KW - publicImportV1 ER - TY - JOUR TI - Pharmaceutical education in the South African multicultural society AU - Summers, R AU - Haavik, C AU - Summers, B AU - Moola, F AU - Lowes, M AU - Enslin, G T2 - American Journal of Pharmaceutical Education AB - 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. DA - 2001/// PY - 2001 LA - en AN - LOCAL-WOS:000169839300007 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:South Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:curriculum KW - F:outcomes KW - F:qualification KW - F:standards KW - P:media KW - P:technology KW - Q:degree KW - T:Ausbildung KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - The Case of Non-formal Education Provisions in Namibia AU - Indabawa, SA AB - 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. DA - 2000/// PY - 2000 LA - en UR - http://www.adeanet.org/adea/wgnfe/publications/indabawa.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Namibia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:ministry KW - P:culture KW - Q:higher education KW - Q:open learning KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CONF TI - The German 'Dual System' of Occupational Training: AU - Wilson, David N T2 - Annual Meeting of the Comparative and International Education Society AB - 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) C1 - San Antonio, Texas, USA DA - 2000/// PY - 2000 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - BOOK TI - Lernortkooperation - Stand und Perspektiven T2 - Berichte zur beruflichen Bildung A3 - Pätzold, Günter CY - Bielefeld DA - 1999/// PY - 1999 DP - Gemeinsamer Bibliotheksverbund ISBN SP - 429 LA - ger M1 - 225 PB - Bertelsmann SN - 978-3-7639-0856-1 ER - TY - GEN TI - Vocational Training Act AU - Government of Botswana DA - 1998/// PY - 1998 LA - English UR - https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/88344/100971/F532562678/BWA88344%202012.pdf Y2 - 2018/11/28/22:21:50 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - publicImportV1 ER - TY - GEN TI - National Policy on Vocational Education and Training AU - Government of Botswana DA - 1997/// PY - 1997 LA - English Y2 - 2018/11/29/18:36:44 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - publicImportV1 ER - TY - BOOK TI - Grounded Theory in Practice AU - Strauss, Anselm AU - Corbin, Juliet M. DA - 1997/// PY - 1997 PB - SAGE Publications Ltd ER - TY - CHAP TI - Nothing as Practical as Good Theory : Exploring Theory-Based Evaluation for Comprehensive Community Initiatives for Children and Families AU - Weiss, Carol Hirscbon T2 - New Approaches to Evaluating Community Initiatives’ ed.). Washington, DC: Aspen Institute. A2 - Connell, J A2 - Kubisch, A A2 - Schorr,, L A2 - Weiss,, C AB - 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 DA - 1995/// PY - 1995 DP - Semantic Scholar ST - Nothing as Practical as Good Theory KW - Advocate (person) KW - Amiga Walker KW - Approximation KW - CDISC SDTM Evaluator Terminology KW - Community KW - Community-Acquired Infections KW - Delinquent behavior KW - Design of experiments KW - Distortion KW - Evaluation KW - Foundations KW - GNU Compiler Collection KW - Goto KW - Health Care KW - Health Services KW - Interpreter (computing) KW - Juvenile Delinquency KW - Maximal set KW - Needle-Exchange Programs KW - Requirement KW - School KW - Usability KW - benefit KW - corporation ER - TY - GEN TI - NBPTEX Act nº492, 1994 - The National Board for Professional and Technician Examinations Act AU - Government of Ghana DA - 1994/// PY - 1994 LA - English UR - https://nabptex.gov.gh/wp-content/uploads/2017/05/NABPTEX-ACT-492-1994.pdf Y2 - 2018/11/30/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ghana KW - publicImportV1 ER - TY - GEN TI - Educational Correspondence Colleges Accreditation Act Nº 32, 1987 AU - Government of Nigeria DA - 1987/// PY - 1987 UR - http://www.lawnigeria.com/LFN/E/Educational-Correspondance-Colleges-Accreditation-Act.php Y2 - 2018/12/16/15:56:05 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - GEN TI - Education Act Nº 16 (National Minimum Standards and Establishment of Institutions) AU - Government of Nigeria DA - 1985/// PY - 1985 LA - English Y2 - 2018/12/16/13:52:35 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - National Standards KW - publicImportV1 ER - TY - GEN TI - Convention and Protocol Relating to the Status of Refugees AU - UNHCR DA - 1967/// PY - 1967 DP - www.unhcr.org LA - en UR - https://www.unhcr.org/protection/basic/3b66c2aa10/convention-protocol-relating-status-refugees.html Y2 - 2020/05/31/08:44:06 ER - TY - ELEC TI - Africa-EU Partnership | Home UR - https://www.africa-eu-partnership.org/en Y2 - 2018/12/07/16:09:02 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - Networks KW - publicImportV1 ER - TY - ELEC TI - African Development Bank UR - https://www.afdb.org/en Y2 - 2020/08/07/16:53:06 ER - TY - ELEC TI - African Development Bank | Home AB - The African Development Bank is a regional multilateral development bank, engaged in promoting the economic development and social progress of its Regional... LA - English UR - https://www.afdb.org/en/ Y2 - 2018/11/28/21:18:02 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ghana KW - Networks KW - publicImportV1 ER - TY - ELEC TI - African Journal of Education,Science and Technology | Home UR - http://www.ajest.info/index.php/ajest Y2 - 2020/05/28/13:50:20 ER - TY - ELEC TI - African Union | Home AB - 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). LA - English UR - https://au.int/ Y2 - 2018/11/05/12:40:47 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - Networks KW - publicImportV1 ER - TY - ELEC TI - Assessment & Certification | Directorate of Industrial Training UR - http://dituganda.org/assessment-certification-2/ Y2 - 2020/05/31/15:38:55 ER - TY - ELEC TI - Association for the Development of Education in Africa UR - http://www.adeanet.org/ Y2 - 2020/05/27/17:06:16 ER - TY - ELEC TI - Association of Ethiopians Educated in Germany LA - en-US UR - https://aeeg-ethiopia.org/ Y2 - 2020/02/02/13:05:31 ER - TY - ELEC TI - Bildungszentrum Butzweilerhof AB - Schwerpunktmäßig dient das Bildungszentrum der überbetrieblichen Unterweisung (ÜLU) in den Bereichen Stufenausbildung Bau (STABA) sowie Nicht-Bau. Daneben werden Fortbildungslehrgängesowie wie eine Vielzahl von Weiterbildungskursen angeboten. LA - de UR - https://www.hwk-koeln.de/artikel/bildungszentrum-butzweilerhof-32,935,405.html Y2 - 2020/02/01/16:09:59 ER - TY - ELEC TI - Botswana Education Hub UR - http://www.beh.gov.bw/ Y2 - 2020/08/04/12:45:12 ER - TY - ELEC TI - Building State Capability - The DDD Manifesto UR - https://buildingstatecapability.com/the-ddd-manifesto/ Y2 - 2020/05/28/13:52:51 ER - TY - ELEC TI - CALLIOPE | Home UR - https://calliope.cc/ Y2 - 2020/05/27/08:55:40 ER - TY - ELEC TI - CBETA Standards and guidelines UR - http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/CBETA-Standards-and-Guidelines-20180610.pdf ER - TY - ELEC TI - Competency-Based Education and Training and Assessment Standards & Guidelines UR - http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/CBETA-Standards-and-Guidelines-20180610.pdf ER - TY - BLOG TI - Council for Technical and Vocational Education LA - en-US UR - https://cotvet.gov.gh/ Y2 - 2020/07/13/13:23:45 ER - TY - ELEC TI - Council for technical and vocational education and training LA - en-US UR - https://cotvet.gov.gh/ Y2 - 2020/08/04/12:51:55 ER - TY - RPRT TI - Council for Technical and Vocational Education and Training Act No. 718 UR - https://www.dhet.gov.za/Archive%20Manuals/Ghana/Appendix%201_COTVET%20Act.pdf ER - TY - ELEC TI - Department for International Development T2 - DFID UK AB - 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 . LA - en UR - https://www.gov.uk/government/organisations/department-for-international-development Y2 - 2020/05/27/17:35:42 ER - TY - ELEC TI - Directory of accredited programmes offered in polytechnics, technical and vocational institutions in Nigeria UR - https://net.nbte.gov.ng/sites/default/files/2018-02/2017%20DIRECTORY%20OF%20INSTITUTIONS%20UNDER%20THE%20PURVIEW%20OF%20NBTE.pdf Y2 - 2020/08/04/13:44:41 ER - TY - ELEC TI - EdTech Hub LA - en-GB UR - https://edtechhub.org/ Y2 - 2022/04/18/00:00:00 ER - TY - BLOG TI - Educata Ghana 2020 LA - en-US UR - https://educataghana.com/ Y2 - 2020/08/07/15:15:13 ER - TY - ELEC TI - Education National Minimum Standards and Establishment of Institutions Act No. 16 UR - http://www.lawnigeria.com/LFN/E/Education%28National-Minimum-Standards-and-Establishment-of-Institutions%29Act.php ER - TY - ELEC TI - Educational Correspondence Colleges Accreditation Act No. 32 UR - http://www.lawnigeria.com/LFN/E/Educational-Correspondance-Colleges-Accreditation-Act.php ER - TY - ELEC TI - Educational Research Network for West and Central Africa | Home UR - http://www.ernwaca.org/web/ Y2 - 2018/11/28/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Benin KW - CC:Cameroun KW - CC:Congo KW - CC:Gambia KW - CC:Ghana KW - CC:Guinée KW - CC:Ivory Coast KW - CC:Mali KW - CC:Nigeria KW - CC:Senegal KW - CC:Sierra Leone KW - Networks KW - Togo KW - publicImportV1 ER - TY - ELEC TI - Edukans - Learn4Work | Home UR - https://edukans.org/learn4work/ Y2 - 2018/12/07/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ethiopia KW - CC:Ghana KW - CC:Kenya KW - CC:Netherland KW - CC:Rwanda KW - CC:Uganda KW - Networks KW - publicImportV1 ER - TY - ELEC TI - European Centre for Development Policy Management | Home T2 - ECDPM AB - 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. ST - ECDPM Home UR - https://ecdpm.org/ Y2 - 2018/12/09/13:01:42 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - Networks KW - publicImportV1 ER - TY - ELEC TI - FAWE - Forum for African Women Educationalists T2 - Forum for African Women Educationalists: FAWE AB - 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, LA - en-GB UR - http://fawe.org/home/ Y2 - 2019/01/15/16:06:37 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - ELEC TI - Federal Colleges of Education Act UR - http://www.lawnigeria.com/LFN/F/Federal-Colleges-of-Education-Act.php ER - TY - ELEC TI - Federal Ministry of Education UR - https://education.gov.ng/ Y2 - 2020/08/04/13:21:40 ER - TY - ELEC TI - Federal Polytechnics Act UR - http://www.lawnigeria.com/LFN/F/Federal-Polytechnics-Act.php ER - TY - ELEC TI - Fogarty International Center T2 - Fogarty International Center LA - en-US UR - https://www.fic.nih.gov:443/ Y2 - 2020/05/27/17:34:37 ER - TY - ELEC TI - German Academic Exchange Service - DAAD UR - https://www.daad.de/en/ Y2 - 2020/05/28/13:48:45 ER - TY - ELEC TI - Ghana Education Service (GES) LA - en-US UR - https://ges.gov.gh/ Y2 - 2020/08/04/12:53:29 ER - TY - ELEC TI - Ghana Education Service (ghanaschoolsinfo, syllabus) UR - http://ghanaschoolsinfo.org/syllabus ER - TY - ELEC TI - Ghana National Association of Private Vocational and Technical Institutions UR - http://www.gnapvti.org/index.php?option=com_content&view=featured&layout=uber:blank&Itemid=784 ER - TY - ELEC TI - Govet / BMBF cooperation with Ghana T2 - BIBB - BMBF cooperation with Ghana AB - Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland. LA - en UR - https://www.bibb.de/govet/en/100651.php Y2 - 2020/08/08/10:15:43 ER - TY - ELEC TI - Guidelines and procedures for the establishment of private technical and technological institutions in Nigeria UR - https://net.nbte.gov.ng/sites/default/files/2017-10/Guidelines%20and%20Procedures%20for%20TVET.pdf Y2 - 2020/08/04/13:43:29 ER - TY - ELEC TI - Human Resource Development Council of Botswana UR - https://www.hrdc.org.bw/ Y2 - 2020/08/04/12:48:28 ER - TY - ELEC TI - Inauguration of Sector Skills Bodies and subsequent Study Tour to India | Ghana skills Development UR - http://www.ghanaskills.org/node/159 Y2 - 2020/08/07/17:12:31 ER - TY - ELEC TI - Innovation Enterprise Institutions UR - https://net.nbte.gov.ng/IEIs Y2 - 2020/08/04/13:42:01 ER - TY - ELEC TI - Integrated Community Centres for Employable Skills T2 - Ministry of Employment and Labour Relations LA - en-US UR - http://www.melr.gov.gh/icces/ Y2 - 2020/08/04/12:55:39 ER - TY - ELEC TI - Kenya Association of Technical Training Institutions | Home T2 - KATTI AB - 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. LA - en-gb UR - https://katti.co.ke/ Y2 - 2020/02/02/13:11:36 ER - TY - ELEC TI - Kenya National Examination Council LA - en-US UR - https://www.knec.ac.ke/ Y2 - 2020/08/05/10:23:16 ER - TY - ELEC TI - Kenya National Examination Council Act No. 29 UR - 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 ER - TY - ELEC TI - Kenya National Qualifications Authority UR - http://www.knqa.ac.ke/ ER - TY - ELEC TI - KfW Development Bank | Home AB - Here you find information on the activities of KfW Development Bank. LA - en UR - https://www.kfw-entwicklungsbank.de/International-financing/KfW-Entwicklungsbank/ Y2 - 2018/11/30/11:44:38 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - Networks KW - publicImportV1 ER - TY - ELEC TI - Leibniz University Hannover | Home AB - 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. LA - en UR - https://www.uni-hannover.de/en/ Y2 - 2020/05/28/13:47:10 ER - TY - ELEC TI - Malawi Internet Users T2 - Internet Live Stats AB - Internet Usage in Malawi by year: Internet Users, growth rate, population, Internet penetration, global rank LA - en UR - https://www.internetlivestats.com/internet-users/malawi/ Y2 - 2020/08/04/12:26:56 ER - TY - ELEC TI - Ministry of Education and Skills Development - Botswana UR - http://moesd ER - TY - ELEC TI - Ministry of Education - Ghana UR - http://moe.gov.gh/ ER - TY - ELEC TI - Ministry of Education, Science and Technology UR - https://www.education.go.ke/ Y2 - 2020/08/05/10:18:22 ER - TY - ELEC TI - Ministry of Employment and Labour Relations UR - http://www.melr.gov.gh/ Y2 - 2020/08/04/12:55:09 ER - TY - ELEC TI - Ministry of Labour and Home Affairs- Botswana UR - http://www.gov.bw/en/Ministries--Authorities/Ministries/Ministry-of-Labour--Home-Affairs-MLHA/ ER - TY - ELEC TI - Ministry of Labour and Social Protection T2 - The State Department for Labour LA - en-US UR - https://labour.go.ke/ Y2 - 2020/08/04/13:08:59 ER - TY - ELEC TI - Ministry of Local Government and Rural Development - Ghana UR - http://www.mlgrd.gov.gh/ ER - TY - ELEC TI - National Accreditation Board Act No. 744 UR - http://nab.gov.gh/images/NATIONAL-ACCREDITATION-BOARDACT2007.pdf ER - TY - ELEC TI - National Board for Professional and Technician Examinations UR - https://www.nabptex.gov.gh/ Y2 - 2020/08/04/12:54:18 ER - TY - ELEC TI - National Board for Professional and Technician Examinations Act No. 492 UR - https://nabptex.gov.gh/wp-content/uploads/2017/05/NABPTEX-ACT-492-1994.pdf ER - TY - ELEC TI - National Board for Technical Education UR - https://net.nbte.gov.ng/ Y2 - 2020/08/02/19:59:37 ER - TY - ELEC TI - National Board for Technical Education Act UR - http://www.lawnigeria.com/LFN/N/National-Board-for-Technical-Education-Act.php ER - TY - ELEC TI - National Board for Technical Education Establishment Act UR - https://net.nbte.gov.ng/nbte%20act Y2 - 2020/08/04/13:26:27 ER - TY - ELEC TI - National Board for Technical Education (institutions) UR - https://net.nbte.gov.ng/accredited%20institutions Y2 - 2020/08/04/14:16:13 ER - TY - ELEC TI - National Business and Technical Examinations Board Act UR - http://www.lawnigeria.com/LFN/N/National-Business-and-Technical-Examination-Board-Act.php ER - TY - ELEC TI - National Centre for Women Development Act UR - http://www.lawnigeria.com/LFN/N/National-Centre-for-Women-Development-Act.php ER - TY - ELEC TI - National Commission for Colleges of Education UR - http://www.ncceonline.edu.ng/ Y2 - 2020/08/02/19:59:42 ER - TY - ELEC TI - National Commission for Colleges of Education Act UR - http://www.lawnigeria.com/LFN/N/National-Commission-for-Colleges-of-Education-Act.php ER - TY - ELEC TI - National Council for Tertiary Education UR - https://ncte.edu.gh/ Y2 - 2020/08/04/12:59:04 ER - TY - ELEC TI - National Industrial Training Act No. 12 UR - http://www.kenyalaw.org/lex/actview.xql?actid=CAP.%20237 ER - TY - ELEC TI - National Industrial Training Standards UR - https://www.nita.go.ke/resources/downloads.html?task=document.viewdoc&id=49 ER - TY - ELEC TI - National Occupational Standards UR - https://net.nbte.gov.ng/nos Y2 - 2020/08/04/13:31:59 ER - TY - ELEC TI - National Skills Qualification UR - https://net.nbte.gov.ng/nsq Y2 - 2020/08/04/13:34:15 ER - TY - ELEC TI - Nigerian Educational Research and Development Council Act UR - http://lawnigeria.com/LawsoftheFederation/NIGERIAN-EDUCATIONAL-RESEARCH-AND-DEVELOPMENT-COUNCIL-ACT.html ER - TY - ELEC TI - Nigerian Skills Qualification Framework UR - https://net.nbte.gov.ng/nsqf Y2 - 2020/08/04/13:34:59 ER - TY - ELEC TI - NVIVO | Home T2 - Qualitative Data Analysis Software | NVivo UR - https://www.qsrinternational.com/nvivo-qualitative-data-analysis-software/home Y2 - 2020/08/04/09:59:09 ER - TY - ELEC TI - OER4Schools UR - http://oer.educ.cam.ac.uk/wiki/OER4Schools Y2 - 2020/05/27/18:47:47 ER - TY - ELEC TI - Permanent Working Group UR - https://tvetinkenya.net/about-us ER - TY - ELEC TI - Proticus UR - https://www.porticus.com/en/home/ Y2 - 2020/08/07/16:37:06 ER - TY - ELEC TI - RAIFFET | Facebook UR - https://www.facebook.com/raiffet Y2 - 2020/02/01/21:47:02 ER - TY - ELEC TI - RAIFFET (@RAIFFETmonde) | Twitter T2 - Twitter LA - en UR - https://twitter.com/raiffetmonde Y2 - 2020/02/01/21:46:45 ER - TY - ELEC TI - Renouvellement de la Chaire UNESCO « Education scientifique et technologique et formation des enseignants » de 2017 à 2021 UR - http://chaire-unesco-stettin.univ-amu.fr/fr/renouvellement-de-la-chaire-unesco-education-scientifique-et-technologique-et-formation-des Y2 - 2020/02/02/11:16:49 ER - TY - ELEC TI - Réseau Africain des Institutions de Formation de Formateurs de l'Enseignement Technique (RAIFFET) | Home UR - https://raiffet.org/ Y2 - 2020/02/01/21:47:19 ER - TY - ELEC TI - Sixième Colloque du RAIFFET à Koudougou au Burkina Faso UR - https://raiffet2020.sciencesconf.org/ Y2 - 2020/02/02/11:37:55 ER - TY - ELEC TI - Southern African Science Service Centre for Climate Change and Adaptive Land Management | Home UR - http://www.sasscal.org/ Y2 - 2020/05/28/13:33:12 ER - TY - ELEC TI - T-TEL UR - https://www.t-tel.org/home Y2 - 2020/08/07/16:52:00 ER - TY - ELEC TI - Technical and Vocational Education and Training Authority UR - http://www.tvetauthority.go.ke/ ER - TY - ELEC TI - The Guidelines for Registration of Training Providers UR - https://www.nita.go.ke/resources/downloads.html?task=document.viewdoc&id=33 ER - TY - ELEC TI - The National Industrial Training Authority UR - https://www.nita.go.ke/ Y2 - 2020/08/04/13:07:09 ER - TY - ELEC TI - Tuning Africa - Home UR - https://tuningafrica.org/en/ Y2 - 2020/08/04/11:00:36 ER - TY - ELEC TI - TVET Curriculum Development Assessment and Certification Council – Just another WordPress site UR - http://www.tvetcdacc.go.ke/ Y2 - 2020/08/05/10:25:08 ER - TY - ELEC TI - TVET Strategic Plan 2018-2022 UR - http://www.tvetauthority.go.ke/wp-content/uploads/2018/06/TIVETA-STRATEGIC-PLAN-2-e-pub_2-Compressed.pdf ER - TY - ELEC TI - Uganda Vocational Qualifications Framework Summary of Generic Level Descriptors UR - http://dituganda.org/wp-content/uploads/2012/11/Generic-Descriptors-of-Competence-Levels.pdf Y2 - 2020/08/04/14:29:06 ER - TY - ELEC TI - UNICEF UK AB - Unicef is the world’s leading organisation working for children in danger. Make a donation, fundraise or campaign – help us keep children safe. LA - en-GB UR - https://www.unicef.org.uk/ Y2 - 2020/05/27/17:37:15 ER - TY - ELEC TI - VET Toolbox | Home UR - https://www.vettoolbox.eu/ Y2 - 2020/05/28/13:29:45 ER - TY - ELEC TI - Vocational and Technical Training UR - https://www.education.go.ke/index.php/about-us/state-departments/vocational-and-technical-education Y2 - 2020/08/05/10:21:31 ER - TY - ELEC TI - Vocational Education and Training Authority UR - https://www.veta.go.tz/ Y2 - 2020/08/04/14:24:05 ER - TY - ELEC TI - Vocational Enterprise Institutions UR - https://net.nbte.gov.ng/VEI Y2 - 2020/08/04/13:41:15 ER - TY - ELEC TI - Wissenschaftliche Begleitung der Programmlinie: Internationalisierung der Berufsbildung (WB-IBB) T2 - Internationalisierung der Berufsbildung LA - de-DE UR - https://wb-ibb.info/ Y2 - 2020/05/28/13:58:23 ER - TY - ELEC TI - World Bank Group | Home AB - With 189 member countries, the World Bank Group is a unique global partnership fighting poverty worldwide through sustainable solutions. LA - en UR - http://www.worldbank.org/ Y2 - 2018/11/30/11:50:47 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - Networks KW - publicImportV1 ER - TY - ELEC TI - WorldSkills UR - https://worldskills.org/ Y2 - 2020/05/27/17:38:36 ER - TY - ELEC TI - WorldSkills | Home AB - WorldSkills raise the profile and recognition of skilled people, and show how important skills are in achieving economic growth. LA - en UR - https://worldskills.org/?id=277&itemid=431&option=com_content&task=view%27a%3D0 Y2 - 2020/02/02/13:09:12 ER - TY - ELEC TI - NEPAD AU - African Union Development Agency UR - https://www.nepad.org/ Y2 - 2020/08/07/16:55:01 ER - TY - ELEC TI - Ethics and guidance AU - BERA UR - https://www.bera.ac.uk/resources/all-publications/resources-for-researchers Y2 - 2020/03/02/11:24:34 ER - TY - ELEC TI - GOVET - Tasks and objectives AU - BIBB AB - Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland. LA - en UR - https://www.bibb.de/govet/en/2352.php Y2 - 2020/05/27/14:16:14 ER - TY - ELEC TI - GOVET - Zentralstelle der Bundesregierung für internationale Berufsbildungskooperation AU - BIBB AB - Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland. LA - de UR - https://www.bibb.de/govet/de/index.php Y2 - 2020/05/27/14:15:06 ER - TY - ELEC TI - Bundesministerium für Bildung und Forschung - BMBF AU - BMBF T2 - Bundesministerium für Bildung und Forschung AB - Das ist die Startseite des Webauftritts des Bundesministeriums für Bildung und Forschung (BMBF). LA - de UR - https://www.bmbf.de/index.html Y2 - 2020/05/27/14:00:51 ER - TY - ELEC TI - Duales Ausbildungssystem weltweit gefragt - BMBF AU - BMBF T2 - Bundesministerium für Bildung und Forschung AB - Das Bundesbildungsministerium kooperiert mit ausgewählten Ländern, die am dualen Ausbildungssystem deutscher Prägung zwecks Weiterentwicklung ihrer nationalen Berufsbildung interessiert sind. LA - de UR - https://www.bmbf.de/de/duales-ausbildungssystem-weltweit-gefragt-328.html Y2 - 2018/12/10/15:34:33 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - ELEC TI - Genderforschung AU - BMBF T2 - Bundesministerium für Bildung und Forschung - BMBF AB - Welche Ursachen und Mechanismen behindern die Gleichstellung? Welche Handlungsansätze fördern Chancengerechtigkeit? Was sind nachhaltige gleichstellungspolitische Initiativen? LA - de UR - https://www.bmbf.de/de/genderforschung-222.html Y2 - 2020/05/28/11:37:47 ER - TY - ELEC TI - WASCAL II - West African Science Service Centre on Climate Change and Adapted Land Use AU - BMBF AB - 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 LA - de UR - https://www.fona.de/de/wascal-ii-west-african-science-service-centre-on-climate-change Y2 - 2020/05/28/13:34:02 ER - TY - ELEC TI - Publikationen AU - BMBF-Internetredaktion T2 - Bundesministerium für Bildung und Forschung - BMBF AB - Hier finden Sie eine Auflistung aller Publikationen des Ministeriums. LA - de UR - https://www.bmbf.de/publikationen/index.php Y2 - 2020/08/04/09:56:19 ER - TY - ELEC TI - Die Agenda 2030 für nachhaltige Entwicklung AU - Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung LA - de UR - http://www.bmz.de/de/themen/2030_agenda/index.html Y2 - 2020/08/04/15:07:48 ER - TY - ELEC TI - Renewable energy, energy efficiency and access to energy services AU - GIZ AB - 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. LA - en UR - https://www.giz.de/en/worldwide/20886.html Y2 - 2020/08/04/10:32:16 ER - TY - ELEC TI - BEH - Botswana Education Hub AU - Government of Botswana UR - http://www.beh.gov.bw/ Y2 - 2018/12/07/13:19:24 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - publicImportV1 ER - TY - ELEC TI - BOTA - Botswana Training Authority AU - Government of Botswana AB - Copyright © 2011-2018 Govpage LA - en UR - http://www.bota.org.bw/ Y2 - 2018/12/07/13:12:54 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - publicImportV1 ER - TY - ELEC TI - BQA - Botswana Qualification Authority (Botswana) AU - Government of Botswana UR - https://www.bqa.org.bw/ Y2 - 2018/11/28/21:32:40 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - publicImportV1 ER - TY - ELEC TI - HRDC - Human Resource Development Council AU - Government of Botswana LA - English ST - HRDC UR - https://www.hrdc.org.bw/ Y2 - 2018/11/28/21:56:28 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - publicImportV1 KW - tVET Key_institution ER - TY - ELEC TI - GIZ - Deutsche Gesellschaft für Internationale Zusammenarbeit AU - Government of Germany AB - Die GIZ bündelt die Kompetenzen und langjährigen Erfahrungen des DED, der GTZ und der Inwent. LA - en UR - https://www.giz.de/en/html/index.html Y2 - 2018/11/29/12:17:41 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Germany KW - CC:Ghana KW - Networks KW - publicImportV1 ER - TY - STAT TI - Education Regulation Bodies Bill, 2019 AU - Government of Ghana DA - no date PY - no date UR - https://www.parliament.gh/epanel/docs/bills/Education%20%20Regulation%20Bodies%20Bill,%202019.pdf#viewer.action=download Y2 - 2020/08/02/19:27:11 ER - TY - ELEC TI - Council for Technical and Vocational Education and Training AU - Government of Ghana UR - http://www.cotvet.gov.gh/ Y2 - 2018/11/28/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ghana KW - publicImportV1 KW - tVET Key_institution ER - TY - ELEC TI - Ghana Education Service AU - Government of Ghana UR - https://ges.gov.gh/ Y2 - 2020/05/27/20:51:14 ER - TY - ELEC TI - GSDI - Ghana Skills Development Initiative AU - Government of Ghana UR - http://www.ghanaskills.org/ Y2 - 2018/12/19/11:18:35 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ghana KW - Competency Based Education KW - Networks KW - publicImportV1 ER - TY - ELEC TI - National Board for Professional and Technician Examinations AU - Government of Ghana UR - https://nabptex.gov.gh/ Y2 - 2020/05/27/20:54:00 ER - TY - ELEC TI - Technical and Vocational Education Division - Ghana Education Service AU - Government of Ghana UR - https://ges.gov.gh/2019/07/15/technical-and-vocational-education-division/ Y2 - 2020/05/27/20:52:23 ER - TY - ELEC TI - JICA - Japan International Cooperation Agency AU - Government of Japan UR - https://www.jica.go.jp/english/ Y2 - 2018/11/30/11:38:48 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - Networks KW - publicImportV1 ER - TY - ELEC TI - Kenya National Qualifications Authority AU - Government of Kenya T2 - Kenya National Qualifications Authority AB - 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 LA - en-US UR - http://www.knqa.go.ke/ Y2 - 2018/12/19/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - publicImportV1 ER - TY - ELEC TI - Ministry of Education, Science and Technology AU - Government of Kenya AB - LATEST UPDATES LATEST NEWS UPCOMING EVENTS SCHOLARSHIPS OPPORTUNITIES LATEST NEWS {loadmodule mod_ajax_intro_articles,News Article} UPCOMING EVENTS {loadmo... LA - English M3 - Government UR - http://www.education.go.ke/ Y2 - 2018/11/05/12:57:47 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - publicImportV1 ER - TY - ELEC TI - National Industrial Training Authority AU - Government of Kenya AB - 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. UR - https://www.nita.go.ke/ Y2 - 2018/12/09/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - Industrial Training Institutes KW - publicImportV1 ER - TY - ELEC TI - Permanent Working Group on TVET in Kenya AU - Government of Kenya T2 - Permanent Working Group on TVET in Kenya AB - An engagement platform for public/private stakeholders to enhance the efforts of Kenya’s vocational training transformation LA - en-US UR - https://tvetinkenya.net/about-us Y2 - 2020/05/27/19:32:58 ER - TY - ELEC TI - Technical and Vocational Education and Training Authority AU - Government of Kenya UR - https://www.tveta.go.ke/ Y2 - 2020/05/27/20:00:45 ER - TY - ELEC TI - Education Programmes AU - Government of Nigeria UR - https://nigeria.gov.ng/programs-initiatives/education/ Y2 - 2020/05/27/20:58:46 ER - TY - ELEC TI - Federal Ministry of Education AU - Government of Nigeria UR - http://www.education.gov.ng/ Y2 - 2018/12/06/15:35:55 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - publicImportV1 ER - TY - ELEC TI - National Board for Technical Education AU - Government of Nigeria UR - https://net.nbte.gov.ng/ Y2 - 2018/12/06/15:44:02 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - publicImportV1 KW - tVET Key_institution ER - TY - ELEC TI - NID Curricula - National Vocational Certificates AU - Government of Nigeria UR - https://net.nbte.gov.ng/nid%20curricula Y2 - 2018/12/06/17:42:36 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - Qualification Framework KW - publicImportV1 ER - TY - ELEC TI - Department of Higher Education and Training AU - Government of South Africa UR - http://www.dhet.gov.za/SitePages/SETAlinks.aspx Y2 - 2018/11/28/12:04:02 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:South Africa KW - publicImportV1 KW - tVET Key_institution ER - TY - ELEC TI - FETI - Further Education and Training Institute AU - Government of South Africa LA - English UR - http://www.feti.ac.za/ Y2 - 2018/12/06/18:33:18 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:South Africa KW - publicImportV1 ER - TY - GEN TI - Human Resource Development Strategy for South Africa (2010-2030) AU - Government of South Africa LA - English UR - https://www.gov.za/sites/default/files/DoE_HRDS-SA_22022010.pdf Y2 - 2018/11/28/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:South Africa KW - publicImportV1 ER - TY - ELEC TI - UMALUSI AU - Government of South Africa LA - en-ZA UR - https://www.umalusi.org.za/ Y2 - 2020/07/14/07:11:56 ER - TY - ELEC TI - Ministry of Education, Science and Technology AU - Government of Tanzania UR - http://www.moe.go.tz/en/ Y2 - 2018/12/08/14:14:58 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Tanzania KW - publicImportV1 ER - TY - ELEC TI - Vocational Education and Training Authority AU - Government of Tanzania AB - 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. UR - http://www.veta.go.tz/ Y2 - 2018/12/08/09:34:46 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Tanzania KW - publicImportV1 KW - tVET Key_institution ER - TY - ELEC TI - Directorate of Industrial Training AU - Government of Uganda LA - en-US UR - http://dituganda.org/ Y2 - 2018/12/21/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Uganda KW - publicImportV1 ER - TY - JOUR TI - Formal Education Pathways (Uganda) AU - Government of Uganda UR - http://education.go.ug/files/downloads/Poster.pdf Y2 - 2018/12/08/13:21:52 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Uganda KW - publicImportV1 ER - TY - ELEC TI - Ministry of Education and Sports AU - Government of Uganda UR - http://education.go.ug/ Y2 - 2018/12/08/12:12:50 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Uganda KW - publicImportV1 ER - TY - ELEC TI - Uganda BTVET Portal AU - Government of Uganda UR - http://www.btvet-uganda.org/ Y2 - 2018/12/08/13:29:03 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Uganda KW - publicImportV1 ER - TY - ELEC TI - Duale Berufsausbildung in Deutschland AU - GOVET T2 - BIBB - Duale Berufsausbildung in Deutschland AB - Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland. LA - de UR - https://www.bibb.de/govet/de/54880.php Y2 - 2020/08/04/10:03:06 ER - TY - ELEC TI - Library of the International Monetary Fund AU - International Monetary Fund AU - World Bank T2 - Library Network UR - https://library.worldbankimflib.org/ Y2 - 2020/08/04/09:53:13 ER - TY - ELEC TI - Journal of Vocational, Adult and Continuing Education and Training AU - JOVACET UR - http://jovacet.ac.za/index.php?journal=JOVACET Y2 - 2020/05/27/14:49:11 ER - TY - ELEC TI - Kenya Association of Manufacturers (Kenya) AU - KAM AB - Kenya Association of Manufacturers (KAM) is a respected business association that unites industrialists and offers a common voice for businesses. LA - en-GB UR - http://kam.co.ke/ Y2 - 2018/12/09/12:19:22 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Kenya KW - Industry KW - publicImportV1 ER - TY - ELEC TI - Recognizing Prior Learning AU - Kenya National Qualifications Authority UR - http://www.knqa.go.ke/recognizing-prior-learning/ Y2 - 2020/05/27/18:44:14 ER - TY - ELEC TI - Danida and Denmark’s development cooperation AU - Ministry of Foreign Affairs of Denmark AB - Danida LA - en UR - http://um.dk/en/danida-en/ Y2 - 2018/11/30/11:41:39 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - Networks KW - publicImportV1 ER - TY - ELEC TI - Nigerian Skills Qualification Framework AU - National Board for Technical Education UR - https://net.nbte.gov.ng/nsqf Y2 - 2020/05/27/19:38:00 ER - TY - ELEC TI - Evidence Library AU - Open Development & Education UR - https://docs.opendeved.net/lib/ Y2 - 2020/05/27/14:42:19 ER - TY - ELEC TI - ODEN TVET-R-SSA (Zotero Library) AU - Open Development & Education UR - https://www.zotero.org/groups/2317526/oden_tvetr-ssa/library Y2 - 2020/05/27/14:44:43 ER - TY - ELEC TI - TVET Zotero Library Registration AU - Open Development & Education UR - https://www.zotero.org/groups/2317526/oden_tvetr-ssa? Y2 - 2020/05/27/14:46:17 ER - TY - RPRT TI - What is the Southern African Development Community Qualifications Framework? AU - SADCQF UR - https://www.sadc.int/files/7915/3604/7923/SADCQF_Promotion_Messages.pdf Y2 - 2020/05/27/17:40:05 ER - TY - ELEC TI - Schule und Ausbildung AU - Staatsministerium für Kultus UR - https://www.schule.sachsen.de/23756.htm Y2 - 2020/05/28/11:10:36 ER - TY - ELEC TI - UNESCO Institute for Lifelong Learning AU - UNESCO UR - https://uil.unesco.org/ Y2 - 2020/08/04/12:20:23 ER - TY - ELEC TI - UN Convention on the Rights of the Child (UNCRC) AU - UNICEF UR - https://www.unicef.org.uk/what-we-do/un-convention-child-rights/ Y2 - 2020/03/02/11:27:05 ER - TY - ELEC TI - Sustainable Development Goals AU - United Nations UR - https://sustainabledevelopment.un.org/?menu=1300 Y2 - 2020/05/28/13:36:54 ER - TY - ELEC TI - Mapping Education Research in sub-Saharan Africa AU - University of Cambridge Faculty of Education UR - https://www.educ.cam.ac.uk/centres/real/researchthemes/highereducation/mappingeducation/ Y2 - 2020/05/27/14:25:57 ER - TY - ELEC TI - Andragogy AU - Wikipedia UR - https://en.wikipedia.org/wiki/Andragogy Y2 - 2020/05/27/18:46:26 ER - TY - ELEC TI - Wiki AU - Wikipedia UR - https://en.wikipedia.org/wiki/Wiki Y2 - 2020/05/27/18:21:17 ER - TY - ELEC TI - Skills Development TVET AU - World Bank T2 - World Bank AB - A Regional TVET Centers of Excellence initiative is under development to support development of specialized TVET skills in the region. LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/programs/paset/brief/skills-developmenttvet Y2 - 2020/08/07/16:47:13 ER - TY - ELEC TI - guidelines-for-the-re-accreditation-of-diploma-programmes-nbte AU - Yumpu.com T2 - yumpu.com AB - Guidelines for the Re Accreditation of diploma Programmes - NBTE LA - en UR - https://www.yumpu.com/en/document/view/14993800/guidelines-for-the-re-accreditation-of-diploma-programmes-nbte Y2 - 2020/08/02/20:11:48 ER -