Latest Issue

NN46, September 2011

Towards a New Global World of Skills Development? TVET's turn to Make its Mark

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

Latest Issue

NN46, September 2011

Policy Brief

Foreword

Editorial: Now that TVET has the Floor – What is the Storyline?

TVET for a Changing World: Global Developments, Local Resonance

Skills for Development? Rethinking the Kind of Development we Want TVET to Support

Skill Development Initiatives: Private-Public Partnership and Private Initiatives in India

Skills for the Young Majority

Capability as Well as Employability in TVET Approaches in Secondary Schools

Capability or Employability? Rethinking the Role of VET Within a Capabilities Framework

What are Skills? Reflections on Policy in South Africa in the Context of International Debates

Towards a Taxonomy for Skills

Using a Different Lens to Look at Technical Training

Training the Poor in Times of Unemployment

Economic Growth: A Great Challenge for TVET

The Possible Utilisation of Social Enterprise Principles for Community-based Education and Training for Employment, and Community Empowerment

Vocational Education: Tangled Visions

Aid Effectiveness and the Role of Education and Training

What is the Difference Between a Skills Shortage and a Skills Gap?

TVET and the Poor: the Promise and the Challenges

Are Latin American Countries Promoting “Light Vocationalisation” in General Secondary Education (GSE)?

Education, Skills and Poverty Reduction: The Case of Pakistan

Skills Development: Does it Really Expand Opportunities for Marginalized Groups?

Vocational Education & Training for Women and Youth in Palestine: Poverty Reduction and Gender Equality under Occupation

Training and Capacity-Building for Rural People – How to Define the Landscape?

TVET, Agricultural Development and Rural Poverty Reduction

Specialised Skill Development in Resource-Poor Settings: the Case of Pharmacy in Malawi

Skills for the Marginalized Youth: Breaking the Marginalization Cycle with Skills Development

Training For Work in the Informal Sector?

Non-Formal Apprenticeships for Rural Youth – Questions that Need to be Asked

'Skilling' the Workforce in India – different models?

Upgrading Informal Apprenticeship - Challenges and Achievements

Skills Recognition in the Informal Sector

The Geopolitics and Meaning of India’s Massive Skill Development Ambitions

How Can Skill Systems in Developing Countries Best Understand and Meet Industry Demand?

Skills and Technological Development – Hints from Japan’s Experiences in Iron and Steel Industry

India’s NVEQF – Sound Policy or Sheer Madness?

Which Way to Go? Political Realities vs. Best Practice. The Case of Mozambique

Education, Employment and the Economy: How Does this Relationship Work in South Africa?

E-literacy Skills and Programme Improvement in the Informal Sector Market/Mechanic Village Schools in South eastern Nigeria

Bridging the Divide: Connecting Training to Jobs in Post-Conflict Settings

Mainstreaming Self-Sufficient Schools. A Critique

Learning from European Training Foundation’s “Torino Process”

Lessons from TVET reforms in Africa and Asia

Revisiting Research Priorities in TVET

Researching Technical and Vocational Skills Development (SD):

From Prejudice to Prestige: Vocational Education and Training in Ghana

The Workplace as a Site of Learning: Facilitating Learners’ Motivations and Outcomes

Access and Approaches to Skills and to Work in a Disabling Economic Environment

Artisan Development in a New Delivery Context: Beautiful Policy, Empirical Experience and Research Realities in South Africa

Avenues for Further Research: Exploring the Interplay Between the Instrumental and Subjective Functions of Children’s Schooling in the Global South

Eight Modest Proposals for a Strengthened Focus on Technical and Vocational Education and Training (TVET) in the Education for All (EFA) Agenda

Key Issues and Research Challenges for TVET: Bridging the gap between TVET research and the needs of policy makers

In Favour of Professional, Technical and Vocational Training (PTVT) – but Not at Education’s Expense

Mobility and Transparency: Some Cautionary Thoughts on Qualifications Frameworks