Current Vocational Training in Latin America.

Autor/in	Alexim, Joao Carlos
Titel	Current Vocational Training in Latin America.
Quelle	(1991), (8 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Agency Cooperation; Apprenticeships; Developing Nations; Economic Development; Economic Impact; Educational Practices; Financial Support; Foreign Countries; Global Approach; Institutional Cooperation; Job Training; Occupational Mobility; Postsecondary Education; Small Businesses; Vocational Education + Suchen Sie Ihr Suchwort? Apprenticeship; Lehre; Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Ökonomische Determinanten; Bildungspraxis; Finanzielle Förderung; Ausland; Globales Denken; Institute; Co-operation; Cooperation; Institut; Kooperation; Berufsqualifizierender Bildungsgang; Berufliche Mobilität; Post-secondary education; Tertiäre Bildung; Kleingewerbe; Ausbildung; Berufsbildung
Abstract	Vocational training (VT) programs in Latin America prepare workers to perform middle-level occupations or jobs. VT in Latin America is characterized by the existence of solid and autonomous national institutes linked to the logic of economic production, funded through a payroll levy grant, counting on a tripartite board, and related to ministries of labor. Public and private agencies also dispense VT. In some countries, one institution is responsible for all sectors of the economy. In others, the institutions are divided into three traditional sectors, or specific sectoral institutions appear. VT is a component of production and education processes. A parallel effort to restructuring the global economy of problems should be considered by policymakers, not just a study of short-term social aspects. Vocational training institutes (VTIs) respond to economic challenges by participating in institutional organization. Large firms generally do their own training, so VTIs can concentrate their efforts on small and medium-sized firms. VTIs have developed operational and methodological alternatives and instruments, such as apprenticeships, the German Dual System, distant training, and attention to the informal sector. More diverse funding alternatives should be examined to attend to the wide spectrum of responsibilities and activities. (NLA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC