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"Technical Education"
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Bridging the skills gap : innovations in Africa and Asia
This volume examines the skills development agenda for youth by exploring two key questions for sustainable livelihoods: What are the skills needed for employability in developing countries, especially in Africa and Asia? And, what skills do today's students and secondary school leavers possess? An introductory chapter sets the stage for the discussion and analysis to follow by reviewing in broad terms the current research on relevant topics such as global youth unemployment, the relationship between skills and economic growth, and the expansion of secondary education. The following chapters synthesize a series of background studies focused on Africa, South Asia and South-East Asia, including both a general overview and an in-depth look at several countries. The chapters introduce innovative models for skills delivery, and highlight some of the key elements of successful skills models, including multi-stakeholder partnerships, updated pedagogy, and innovative financing mechanisms. Each of the book's five core chapters covers a specific theme, and each is supplemented by case studies to illustrate the successes, challenges, and lessons learned in real-world examples.
Book
Accessing Technical Education in Modern Japan
This collection of 14 key papers deriving from CEEJA's 2nd international conference exploring the Japanese history of technology, concentrates on the routes to acquiring and transmitting technical knowledge in Japan's modern era.
eBook
ChooseToBeTVET: exploring the political aim to enhance the perceived value of TVET in Chile through a communication campaign
PurposeThis paper aims to understand the ideas and material circumstances behind the policy objective to enhance the perceived value of Technical and Vocational Education and Training (TVET) in Chile through a communication campaign and how this campaign addresses this objective.Design/methodology/approachThis research adopted a qualitative approach, drawing on data collected through 26 semi-structured interviews, the revision of 4 policy documents and 15 promotional videos. The data were analysed thematically, adopting the cultural political economy framework as a lens to guide the analysis.FindingsFindings show that the problematisation of TVET’s perceived value is rooted in the system’s development history and cultural ideas. A communication campaign was one of the means to address this problem. Initial campaign messages appealed to the benefits prospective students could enjoy because of choosing TVET programs. However, later, the message gradually shifted to highlighting the collective benefits for the country, depicting TVET as a fulfilling and valuable education path.Originality/valueThis article is the first to critically analyse the reasons for and use of a communication campaign to enhance the TVET’s perceived value in a global south context.
Journal Article
Integrating science and engineering practices: outcomes from a collaborative professional development
BackgroundThe Next Generation Science Standards accentuate engineering design along with scientific inquiry, emphasizing the relationship between scientific investigations and engineering design in solving problems and devising new ideas and technologies. The goal is for students to realize the importance of science and engineering in innovation and in solving many of today’s challenges. The Next Generation Science Standards contends that a working knowledge and practicality of engineering design prepares students for embracing the challenges of the future. To support students in developing these capabilities, teachers are tasked with the responsibility of facilitating science instruction that integrates science and engineering practices. This is a challenge since a majority of them have little to no understanding of engineering applications.ResultsAn interdisciplinary team, consisting of science education and mechanical engineering faculty and doctoral students from each discipline, and science, mathematics, and career and technical curriculum supervisors, collaborated with middle school science, mathematics, and career and technical education teachers to develop a framework for integrating engineering practices into their curricula. The exploratory nature of the project, and instructional outcomes with their students, supported teachers in developing an understanding and value for science and engineering practices. As a result, they were motivated to critique and revise their practices, aiming to develop and implement instruction that they perceived as beneficial to their students.ConclusionWith the surge in emphasis on preparing K-12 students for the STEM workforce, initiatives devoted to exposing teachers and students to STEM applications have also increased. The findings from this study could be useful for informing these initiatives, since they reveal the learning experiences of the teachers while processing instructional strategies for integrating science and engineering practices into their curriculum. The findings highlight factors that motivated these teachers to reform their instructional practices, as well as their deliberations while endeavoring to assimilate the strategies into their curricular activities.
Journal Article
Learning for Work
Founded in 1883, the Chicago Manual Training School (CMTS) was a
short-lived but influential institution dedicated to teaching a
balanced combination of practical and academic skills. Connie
Goddard uses the CMTS as a door into America's early era of
industrial education and the transformative idea of \"learning to
do.\"
Rooting her account in John Dewey's ideas, Goddard moves from
early nineteenth century supporters of the union of learning and
labor to the interconnected histories of CMTS, New Jersey's Manual
Training and Industrial School for Colored Youth, North Dakota's
Normal and Industrial School, and related programs elsewhere.
Goddard analyzes the work of movement figures like abolitionist
Theodore Weld, educators Calvin Woodward and Booker T. Washington,
social critic W.E.B. Du Bois, Dewey himself, and his influential
Chicago colleague Ella Flagg Young. The book contrasts ideas about
manual training held by advocate Nicholas Murray Butler with those
of opponent William Torrey Harris and considers overlooked
connections between industrial education and the Arts and Crafts
Movement.
An absorbing merger of history and storytelling, Learning
for Work looks at the people who shaped industrial education
while offering a provocative vision of realizing its potential
today.
eBook
Career Technical Education and Labor Market Outcomes
Career technical education (CTE) programs at community colleges are increasingly seen as an attractive alternative to four-year colleges, yet little systematic evidence exists on the returns to specific certificates and degrees. We estimate returns to CTE programs using administrative data from the California Community College system linked to earnings records. We employ estimation approaches, including individual fixed effects and individual-specific trends, and find average returns to CTE certificate and degrees that range from 14 to 45 percent. The largest returns are for programs in the healthcare sector; estimated returns in non-health related programs range from 15 to 23 percent.
Journal Article