Tertiary Technical Education and Youth Integration in Brazil, Colombia and Mexico.

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Autor/Urheber	Claudia Jacinto; Ana García de Fanelli
Institution	Institut de Hautes Études Internationales et du Développement
Titel	Tertiary Technical Education and Youth Integration in Brazil, Colombia and Mexico.
Quelle	In: Revue Internationale de Politique de Développement, Iss 5 (2014)(2014) PDF als Volltext kostenfreie Datei
Sprache	englisch; französisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.4000/poldev.1776
Schlagwörter	aid effectiveness; education; youth; training; skills; vocational education; data; human rights; higher education; Brazil; Colombia; Mexico; J; Economic growth; development; planning; HD72-88
Abstract	Vocational training versus a traditional university education. This chapter seeks to answer the question of whether 'tertiary technical education' has contributed to increasing economic and social opportunity for young people in Latin America, using three case studies from Brazil, Colombia and Mexico. It examines the extent to which tertiary technical education has contributed towards democratising access to education through institutional diversification, expanded enrolment and, at least theoretically, improved access to quality employment. The analysis shows that tertiary technical education has contributed to widening of opportunities by offering an alternative form of education to new generations of young people. Tertiary technical education is more accessible, shorter in duration, has a vocational orientation, and tends to be cheaper than a university education. However, the case studies also reveal that while a tertiary technical education diploma is an asset for young people seeking employment, it nonetheless does not have the same perceived value as a traditional university education. Available data appear to indicate that graduates of tertiary technical education earn less on average than university graduates and face several challenges in the labour market. Furthermore, the studies reveal that despite the presence of highly regarded tertiary technical education institutions in all three countries, these carry less prestige and status than universities.
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