Sustainable TVET

RCEdetlevlindau's picture

Comment on your proposal

Hello.
I like the idea to collect case studies. I am not sure if a questionnaire work this well you assume, but it is a starting point. Perhaps you may connect both methods. In my perspective the research question focus on output and results too much. I, firstly, would try to understand the processes. Therefore I would adress the questions to different people in different positions of one school. After that I would lead my attention to the structures (e.g. Which are the key factors for well-balanced and inclusive regional development, both enabling and constraining?), the norms (e.g. How can existing vocational schooling be improved to reflect changing times?) and the ressources (e.g. What impact can vocational or professional training have on this type of development? What kind of cooperative association of stakeholders can take responsibility for this type of regional development?).

Your time frame is very tight. I cannot imagine wether how much work it is to be part of your project team or steering group nor which knowledge, ressources etc. are required to be supportive.

Best wishes

detlev

Comments

RCEgreaterdhaka's picture

I do agree with Detlev. It is highly needed to analyse the systems or the short comings of existing vocational schools. Moreover, many developing countries have common problems with waste management, industrial effluent treatment and occupational safety and health and these are the vital components of Sustainable Vocational Schools. On behalf of RCE Greater Dhaka I appreciate SVS discussion initiative agenda that includes research. I have included a few points in the attached document for further improvement. I shall be thankful participating as a member of SVS and to cooperate with you all.
RCEkano's picture

Dear Colleagues,
I will like to assist in advocacy and external communication
RCEkano's picture

History, Problem and Prospects of VTE in Nigeria
Prologue: There is need before we go further to clarify between vocational and technical educations. The two are always interchanged or treated and defined as one and the same.
Definitions: Vocational education is that skill-based program designed for sub-professional level education and based on a specific vocation. Technical Education on the other hand, facilitates the acquisition of practical and applied skills as well as basic scientific knowledge.
The major difference between the two terms is that, whereas vocational education is designed for a particular vocational, technical education does not target any particular vocation but gives general technical knowledge.Thus, while every vocational education program is technical in nature, not every all technical education programs are vocational. This subtle relationship is responsible for the interchangeable use of both terms in academic literature and decision making circles.
In other words, vocational education and training prepares learners for carriers that are based in manual or practical activities, traditionally non- academic and totally related to a specific trade, occupation or vocation. It is an education designed to develop occupational skills.
I WILL ADVISE,AT THIS JUNCTURE TO CONSIDER BOTH VOCATIONAL AND TECHNICAL EDUCATIONS IN THIS OUR SVS PROJECT AND TREAT THEM HOLISTICALLY BECAUSE OF THE SUBTLE RELATIONSHIP I MENTIONED EARLIER ESPECIALLY IN DEVELOPING COUNTRIES.
THE CRUX: The history of vocational and technical education in Nigeria, was from inception, miscomprehended, misconstrue in the process of its becoming,systematically diminished and lastly abrogated.
Conceptually, policy makers, education planners could hardly differentiate between the two terms, while society had been led to believe that vocational education is for those who are incapable of pursuing academic programs. A statement attributed to early politicians in Nigeria if true was a pointer to todays sorry state of VTE in Nigeria. They believed that:
1- manual workers should be excluded from intellectual training and intellectuals excluded from manual work.
Later in 60s through 80s less intelligent were sent to trade and technical schools and the intelligent to grammar, colleges and secondary schools. This was because the curricular and the policies of Nigerian schools were preparing pupils/students for either intellectual work or manual labour.
But now Nigeria's increasing unemployment has helped to highlight the need for vocational education. Today, there are 132 technical colleges in Nigeria. 19 federal, 110 states owned and 3 private. To be continued

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