Technical and Vocational Education in Cameroon and Critical Avenues for Development

Autor/in	Che, S. Megan
Titel	Technical and Vocational Education in Cameroon and Critical Avenues for Development
Quelle	In: Research in Comparative and International Education, 2 (2007) 4, S.333 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2007.2.4.333
Schlagwörter	Economic Progress; Critical Theory; Foreign Countries; Mathematics Teachers; Vocational Education; Technical Education; Economic Development; Developing Nations; Curriculum Development; Job Skills; Labor Force Development; Secondary School Mathematics; Secondary School Teachers; Unemployment; Teacher Attitudes; Labor Market; Africa; Cameroon + Suchen Sie Ihr Suchwort? Economic growth; Wirtschaftswachstum; Kritische Theorie; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausbildung; Berufsbildung; Technikunterricht; Wirtschaftsentwicklung; Developing country; Developing countries; Entwicklungsland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Produktive Fertigkeit; Arbeitskräftebestand; Arbeitslosigkeit; Lehrerverhalten; Labour market; Arbeitsmarkt; Afrika; Kamerun
Abstract	Technical and vocational education (TVE) can influence development and economic progress for post-colonial societies. Some newly independent sub-Saharan African countries attempted curricular transformation that might produce a skilled workforce through widespread access to versions of TVE. In Cameroon, no such post-colonial curricular revolution was enacted. This article qualitatively analyzes fourteen Cameroonian secondary mathematics teachers' spontaneous discussions about the possibilities and perceived necessity for increased TVE avenues in Cameroon. Relationships between TVE, the problem of educated unemployed, the public and private sectors, and development are explored. This article views teachers' discussions from a lens of critical theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10