An Analysis of Uganda's Vocational Education: Assessing Human Capital and Human Development Approaches

Autor/in	Kim, Jiin
Titel	An Analysis of Uganda's Vocational Education: Assessing Human Capital and Human Development Approaches
Quelle	In: Issues in Educational Research, 31 (2021) 2, S.556-573 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Vocational Education; Human Capital; Educational Theories; Individual Development; Teaching Methods; Dropouts; Disadvantaged; Daily Living Skills; Educational Change; Educational Improvement; Foreign Countries; Counseling Services; Educational History; Educational Policy; Uganda + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Humankapital; Educational theory; Theory of education; Bildungstheorie; Individuelle Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Alltagsfertigkeit; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Ausland; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik
Abstract	The "Sustainable Development Goals" (SDGs) have signalled a new era for the vocational education agenda which had almost disappeared since the 1990s with the rise of universal primary education (UPE). However, there are voices of concern from academia pointing out the lack of alternative theoretical frameworks in current vocational education that is strongly rooted in the human capital approach. This study is an attempt to suggest the human development approach to vocational education by examining vocational education in Uganda. This paper analyses Uganda's vocational education from two theoretical approaches: human capital and human development. The findings reveal that Uganda's government has implemented vocational education based on the human capital approach, although it turns out that vocational education better fits the human development approach. The human capital approach has marginalised early school leavers and provided little support through counselling for their acquisition of life skills. Yet psychological support and life skills education are considered beneficial for the youths from the human development approach. These findings call for a shift in the theoretical framework from the human capital to the human development approach, which can help create a new and improved era of vocational education. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01