The Making of TVET Systems in Middle-Income Countries: Insights on Brazil and Chile

Autor/inn/en	Rambla, Xavier; Castioni, Remi; Sepúlveda, Leandro
Titel	The Making of TVET Systems in Middle-Income Countries: Insights on Brazil and Chile
Quelle	In: Journal of Education and Work, 33 (2020) 1, S.67-80 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rambla, Xavier) ORCID (Castioni, Remi) ORCID (Sepúlveda, Leandro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2019.1704704
Schlagwörter	Vocational Education; Foreign Countries; Lifelong Learning; Political Issues; Public Policy; Middle Class; Socioeconomic Status; Labor Force Development; Cultural Differences; Labor Market; Economic Factors; Vocational Schools; Educational History; Brazil; Chile + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Ausland; Life-long learning; Lebenslanges Lernen; Politischer Faktor; Öffentliche Ordnung; Mittelschicht; Socio-economic status; Sozioökonomischer Status; Arbeitskräftebestand; Kultureller Unterschied; Labour market; Arbeitsmarkt; Ökonomischer Faktor; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; History of education; Bildungsgeschichte; Brasilien
Abstract	Although the challenges of Technical and Vocational Education and Training (TVET) have become apparent in middle-income countries, the making of these systems has not been systematically theorised and compared. This article discusses such processes in Brazil --a recognised emerging economy, and Chile-- one of the last economies to join the high income group. The former has built a standardised TVET system dominated by both the state and companies. In the latter, the standardisation of TVET is low and neither the state nor companies are very active. Drawing on international and the national literatures, the article points at two important factors that have significantly shaped TVET systems in these countries. Firstly, the international agenda has contributed to expanding these systems within the wider framework of lifelong learning policies. Secondly, endogenous sequences of political change and institutional consolidation have configured particular arrangements in each country. Currently, Brazil and Chile face major challenges in integrating sub-sectors of TVET and overcoming inequalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01