Secondary Vocational Education : International Experience
According to UNESCO, roughly 120 countries provide some form of technical or vocational secondary education, as distinct from a purely generalist curriculum. An overview of each administration’s secondary vocational education provision is given bel...
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| Language: | English en_US |
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World Bank, Washington, DC
2016
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| Online Access: | http://documents.worldbank.org/curated/en/2016/03/26044482/secondary-vocational-education-international-experience-final-report-april-2015 http://hdl.handle.net/10986/24084 |
| Summary: | According to UNESCO, roughly 120
countries provide some form of technical or vocational
secondary education, as distinct from a purely generalist
curriculum. An overview of each administration’s secondary
vocational education provision is given below under
sub-headings suggested by the Terms of Reference (ToR) for
this study. The information was gathered through a review of
available literature. This varied from administration to
administration both in terms of its coverage and of its
quality. As a result, the information on each administration
is somewhat diverse. This is particularly the case for
objective evaluations of administrations’ systems. The
report ends by posing nine questions for the Government of
India to consider when planning the introduction of
vocational education to secondary schools: (i) what is the
place of school-based vocational education within India’s
National Skills Qualification Framework? (ii) how much
choice should be left to school students to decide on the
balance of general and vocational education in their
learning programme? (iii) what proportion of the vocational
education curriculum should be devoted to general education?
(iv) how can sufficient numbers of teachers of good quality
be found to teach growing number of vocational students? (v)
how beneficial is objective careers guidance for school
pupils? (vi) what is the role or purpose of work experience
for school pupils? (vii) what contribution to vocational
education can be expected from employers if the labour
market is largely informal with a small manufacturing
sector? (viii) what form should assessment take, how would
it be carried out and is there a relationship between it and
general education? (ix) how can responsibility for
vocational secondary education be allocated within a federal
system of government? Finally, what should be clear from
this study is that administrations develop policies and
practices based on their history, their economic and
geographic context and their vision, and that these policies
will therefore vary between administrations. |
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