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NN46 Policy Brief
By:NORRAG
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9 |
Foreword,
Kenneth King, NORRAG
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10-12 |
Editorial: Now that TVET has the Floor – What is the Storyline?,
Kenneth King, NORRAG
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14-15 |
TVET for a Changing World: Global Developments, Local Resonance,
Qian Tang, UNESCO, Paris
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16-18 |
Skills for Development? Rethinking the Kind of Development we Want TVET to Support,
Simon McGrath, University of Nottingham
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19-20 |
Skill Development Initiatives: Private-Public Partnership and Private Initiatives in India,
Santosh Mehrotra, Institute for Applied Manpower Research, New Delhi
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21-24 |
Skills for the Young Majority,
Mtinkheni Gondwe and Ad Boeren, Nuffic, The Hague
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24-26 |
Capability as Well as Employability in TVET Approaches in Secondary Schools,
David Levesque, DFID, London [1]
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26-29 |
Capability or Employability? Rethinking the Role of VET Within a Capabilities Framework,
Lesley Powell, University of Nottingham, Nottingham
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29-30 |
What are Skills? Reflections on Policy in South Africa in the Context of International Debates,
Stephanie Allais, University of the Witwatersrand, Johannesburg
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30-32 |
Towards a Taxonomy for Skills,
Kate Shoesmith, City & Guilds Centre for Skills Development
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32-35 |
Using a Different Lens to Look at Technical Training,
Enrique Pieck, Universidad Iberoamericana - Ciudad de México
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35-37 |
Training the Poor in Times of Unemployment,
Claudio de Moura Castro, Positivo, Belo Horizonte, Brazil
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37-38 |
Economic Growth: A Great Challenge for TVET,
Sara Encinas, SNV, Lima
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38-41 |
The Possible Utilisation of Social Enterprise Principles for Community-based Education and Training for Employment, and Community Empowerment,
Stephen Vardigans, Consultant: The Association of Canadian Community Colleges
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41-42 |
Vocational Education: Tangled Visions,
Krishna Kumar, Delhi University
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43-44 |
Aid Effectiveness and the Role of Education and Training,
Tom Eats and Ross Hall, Edexcel, Pearson, London
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44-46 |
What is the Difference Between a Skills Shortage and a Skills Gap?,
Wes Schwalje, London School of Economics
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48-49 |
TVET and the Poor: the Promise and the Challenges,
Stephen Lamb, Centre for Research on Education Systems, University of Melbourne
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49-51 |
Are Latin American Countries Promoting “Light Vocationalisation” in General Secondary Education (GSE)?,
Claudia Jacinto, IIEP, Buenos Aires
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51-53 |
Education, Skills and Poverty Reduction: The Case of Pakistan,
Shehryar Janjua, Consultant to UN Office on Drugs & Crime, Islamabad
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53-56 |
Skills Development: Does it Really Expand Opportunities for Marginalized Groups?,
Anita Sharma, GIZ, New Delhi
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56-58 |
Vocational Education & Training for Women and Youth in Palestine: Poverty Reduction and Gender Equality under Occupation,
Randa Hilal, OPTIMUM for Consultancy & Training, Ramallah
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58-61 |
Training and Capacity-Building for Rural People – How to Define the Landscape?,
Maria Hartl, International Fund for Agricultural Development (IFAD), Rome
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61-64 |
TVET, Agricultural Development and Rural Poverty Reduction,
Edward Heinemann, International Fund for Agricultural Development (IFAD), Rome
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64-66 |
Specialised Skill Development in Resource-Poor Settings: the Case of Pharmacy in Malawi,
Zoe Lim, School of Pharmacy/Education, University of Nottingham
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66-68 |
Skills for the Marginalized Youth: Breaking the Marginalization Cycle with Skills Development,
Guy Bessette, CIDA, Gatineau, Canada
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70-71 |
Training For Work in the Informal Sector?,
Fred Fluitman, formerly ILO, now consultant, Turin
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71-73 |
Non-Formal Apprenticeships for Rural Youth – Questions that Need to be Asked,
Dorte Thorsen, University of Reading
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73-76 |
'Skilling' the Workforce in India – different models?,
Jeemol Unni, Institute of Rural Management, Anand, Gujarat, India
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76-79 |
Upgrading Informal Apprenticeship - Challenges and Achievements,
Christine Hofmann, ILO, Geneva
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79-81 |
Skills Recognition in the Informal Sector,
Madhu Singh, UNESCO Institute for Lifelong Learning, Hamburg
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81-82 |
The Geopolitics and Meaning of India’s Massive Skill Development Ambitions,
Kenneth King, University of Edinburgh, NORRAG
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84-87 |
Mobility and Transparency: Some Cautionary Thoughts on Qualifications Frameworks,
Michael Young, Institute of Education, University of London
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87-89 |
How Can Skill Systems in Developing Countries Best Understand and Meet Industry Demand?,
Paul Comyn, International Labour Organisation (ILO), New Delhi
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89-90 |
Skills and Technological Development – Hints from Japan’s Experiences in Iron and Steel Industry,
Kazuhiro Yoshida, Hiroshima University
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90-91 |
India’s NVEQF – Sound Policy or Sheer Madness?,
Linda Master, LimeGreen Strategic Education and Communication, Johannesburg
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92-93 |
Which Way to Go? Political Realities vs. Best Practice. The Case of Mozambique,
Jorgen Billetoft, PEMconsult, Denmark
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94-95 |
Education, Employment and the Economy: How Does this Relationship Work in South Africa?,
Peliwe Lolwana, University of the Witwatersrand, Johannesburg
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96-97 |
E-literacy Skills and Programme Improvement in the Informal Sector Market/Mechanic Village Schools in South eastern Nigeria,
Benjamin A. Ogwo, State University of New York, Oswego, USA
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98-99 |
Bridging the Divide: Connecting Training to Jobs in Post-Conflict Settings,
Gareth McKibben, City and Guilds Centre for Skills Development, London
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100-101 |
Mainstreaming Self-Sufficient Schools. A Critique,
Nik Kafka and Erica Bertolotto, Teach A Man To Fish, London
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101-103 |
Learning from European Training Foundation’s “Torino Process”,
Sören Nielsen, European Training Foundation (ETF), Turin
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104-105 |
Lessons from TVET reforms in Africa and Asia,
Christian Kingombe, Overseas Development Institute, UK
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107-109 |
Revisiting Research Priorities in TVET,
Shyamal Majumdar, UNESCO-UNEVOC International Centre, Bonn
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109-112 |
Researching Technical and Vocational Skills Development (SD): The End of the Renaissance of Educational Research in Africa?,
Michel Carton, NORRAG, IHEID, Geneva
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112-115 |
From Prejudice to Prestige: Vocational Education and Training in Ghana,
Chris Gale, City & Guilds Centre for Skills Development, London
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115-117 |
The Workplace as a Site of Learning: Facilitating Learners’ Motivations and Outcomes,
Natasha Kersh, Edmund Waite and Karen Evans, Institute of Education, London
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117-119 |
Access and Approaches to Skills and to Work in a Disabling Economic Environment,
Rama Kondapalli, United Nations Refugee Works Agency (UNRWA), Amman
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119-121 |
Artisan Development in a New Delivery Context: Beautiful Policy, Empirical Experience and Research Realities in South Africa,
Salim Akoojee, Manufacturing & Engineering SETA, Johannesburg
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121-122 |
Avenues for Further Research: Exploring the Interplay Between the Instrumental and Subjective Functions of Children’s Schooling in the Global South,
Timothy P. Williams, University of Bath
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122-125 |
Eight Modest Proposals for a Strengthened Focus on Technical and Vocational Education and Training (TVET) in the Education for All (EFA) Agenda,
Kenneth King, University of Edinburgh and NORRAG
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125-127 |
Key Issues and Research Challenges for TVET: Bridging the gap between TVET research and the needs of policy makers,
Rupert Maclean, The Hong Kong Institute for Education
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127-129 |
In Favour of Professional, Technical and Vocational Training (PTVT) – but Not at Education’s Expense,
Mike Douse, consultant, Brecon, Wales
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