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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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