Vocational Education and Training for Development: A Policy in Need of a Theory?

Autor/in	McGrath, Simon
Titel	Vocational Education and Training for Development: A Policy in Need of a Theory?
Quelle	In: International Journal of Educational Development, 32 (2012) 5, S.623-631 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2011.12.001
Schlagwörter	International Education; Debate; Vocational Education; Educational Development; Educational Policy; Policy Analysis; Educational Trends; Trend Analysis; Educational Theories; Theory Practice Relationship; Training Objectives; Human Capital; Capacity Building; Politics of Education; Research Needs; Economic Development + Suchen Sie Ihr Suchwort? Internationale Erziehung; Debating; Streitgespräch; Ausbildung; Berufsbildung; Bildungsentwicklung; Politics of education; Bildungspolitik; Politikfeldanalyse; Trendanalyse; Educational theory; Theory of education; Bildungstheorie; Theorie-Praxis-Beziehung; Training objectiv; Ausbildungsziel; Trainingsziel; Humankapital; Educational policy; Forschungsbedarf; Wirtschaftsentwicklung
Abstract	The current decade has seen a significant return of interest in vocational education and training (VET) amongst the international policy community. This rise in policy and programmatic interest in VET's role in development, however, stands in contrast to the state of the academic debate. Whilst there have continued to be both policy and academic developments in VET in OECD countries; in the South there has been a paucity of VET research and little in the way of theoretical exploration. Rather, the academic orthodoxy in the international education and development field is dismissive of VET's possible contribution. Given the return of the policy interest in VET for development, and the possibilities of a broader vision of education-development relations beyond 2015, when the MDGs end, it is time to revisit the role of VET in development from an explicitly theoretical stance. In this article, I argue that the current approach to VET is grounded in an outmoded model of development, whilst the academic critique of VET in developing countries is clearly long outdated. In contrast, I examine the implications for VET of recent trends in thinking about development through the exploration of three particular theoretical approaches: human rights, capabilities and integrated human development. I conclude by considering the purposes, natures and possibilities of VET as a means of human development. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10