---------- Mensaje reenviado ----------
De: Guillermo Fernando Cámara <guillofca@yahoo.com.ar>
Fecha: 3 de agosto de 2011 10:30
Asunto: [gene_camara] Rv: Taking industry to the training institutions
Para: Nuestro Grupo <gene_camara@gruposyahoo.com.ar>
De: Guillermo Fernando Cámara <guillofca@yahoo.com.ar>
Fecha: 3 de agosto de 2011 10:30
Asunto: [gene_camara] Rv: Taking industry to the training institutions
Para: Nuestro Grupo <gene_camara@gruposyahoo.com.ar>
guillofca
GUILLERMO FERNANDO CÁMARA
Celular: +5493425045816
Los Sauces 274 - Choele Choel - Provincia de Río Negro - RA
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Ver escritos en:
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----- Mensaje reenviado -----
De: UNESCO-UNEVOC e-Forum <e-Forum@unevoc.unesco.org>
Para: UNESCO-UNEVOC e-Forum <forum@unevoc.unesco.org>
Enviado: miércoles, 3 de agosto de 2011 5:51
Asunto: Re: Taking industry to the training institutions
From: Justine Pierre [mailto:cjustinepierre@gmail.com]
Sent: 2011-08-02 19:24
Subject: Re: Taking industry to the training institutions
Dear Joel,
In order to improve TVET in developing countries such as Africa and the
Caribbean the first thing one has to do is to change the perception people
have of TVET. Without this, TVET would have an uphill battle.
Based on the manner in which each of us views the world around us, most of
the public perceive Technical and Vocational education as education for the
poor, the working class and the uneducated. This low perception of TVET is
found in our history because Vocational Education in Africa and to a
greater extent the Caribbean was originally set up for slaves who had no
formal education. This mindset is still in existence today despite the
economic advantages of TVET in developing countries. However some countries
such as Jamaica, Jordan and Egypt began to recognize the importance of TVET
in economic development and have put in place legislations to promote and
market the sector. I think that Kenya should do the same.
Research has also shown, that in several countries, TVET is seen as the
best way to develop human capital, which then leads to social and economic
growth and therefore should be a vital part of any country's educational
system. One international agency has even mentioned that 80% of all jobs in
poor countries such as those in Africa, require some type of vocational
skill. However, it is in these countries that there is the most resistance
to TVET perpetuated by socio-economic and political conditions that
perception is at the lowest.
I guess that you should read the City and Guilds TVET Report on the
Perception and attitude of TVET in the world. (2008)
http://www.skillsdevelopment.org/default.aspx?page=350
http://www.skillsdevelopment.org.uk/default.aspx?page=1438
The study cites that based on the Gross National Income (GNI) there is a
positive correlation between perception of vocational education and
economic development. This is so because in developed countries the
perception of vocational education is the highest and conversely in poor
and developing countries the perception of TVET is the lowest. They also
notes that the United Kingdom is the highest ranked in terms of positive
perception of TVET and its contribution to economic development.
Globally, this concept has merit as Singapore, Australia, New Zealand and
Canada all developed countries hold TVET in high esteem. Unfortunately,
there is limited research on the concept of perception of TVET in Kenya and
most developing countries. We are presently conducting a study on the
Perceptions of Vocational Educators regarding TVET in the Region.
Regards,
Justine Pierre
http://www.dpbglobal.com
view thread online:
http://www.unevoc.unesco.org/forum.php?show=1438
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De: UNESCO-UNEVOC e-Forum <e-Forum@unevoc.unesco.org>
Para: UNESCO-UNEVOC e-Forum <forum@unevoc.unesco.org>
Enviado: miércoles, 3 de agosto de 2011 5:51
Asunto: Re: Taking industry to the training institutions
From: Justine Pierre [mailto:cjustinepierre@gmail.com]
Sent: 2011-08-02 19:24
Subject: Re: Taking industry to the training institutions
Dear Joel,
In order to improve TVET in developing countries such as Africa and the
Caribbean the first thing one has to do is to change the perception people
have of TVET. Without this, TVET would have an uphill battle.
Based on the manner in which each of us views the world around us, most of
the public perceive Technical and Vocational education as education for the
poor, the working class and the uneducated. This low perception of TVET is
found in our history because Vocational Education in Africa and to a
greater extent the Caribbean was originally set up for slaves who had no
formal education. This mindset is still in existence today despite the
economic advantages of TVET in developing countries. However some countries
such as Jamaica, Jordan and Egypt began to recognize the importance of TVET
in economic development and have put in place legislations to promote and
market the sector. I think that Kenya should do the same.
Research has also shown, that in several countries, TVET is seen as the
best way to develop human capital, which then leads to social and economic
growth and therefore should be a vital part of any country's educational
system. One international agency has even mentioned that 80% of all jobs in
poor countries such as those in Africa, require some type of vocational
skill. However, it is in these countries that there is the most resistance
to TVET perpetuated by socio-economic and political conditions that
perception is at the lowest.
I guess that you should read the City and Guilds TVET Report on the
Perception and attitude of TVET in the world. (2008)
http://www.skillsdevelopment.org/default.aspx?page=350
http://www.skillsdevelopment.org.uk/default.aspx?page=1438
The study cites that based on the Gross National Income (GNI) there is a
positive correlation between perception of vocational education and
economic development. This is so because in developed countries the
perception of vocational education is the highest and conversely in poor
and developing countries the perception of TVET is the lowest. They also
notes that the United Kingdom is the highest ranked in terms of positive
perception of TVET and its contribution to economic development.
Globally, this concept has merit as Singapore, Australia, New Zealand and
Canada all developed countries hold TVET in high esteem. Unfortunately,
there is limited research on the concept of perception of TVET in Kenya and
most developing countries. We are presently conducting a study on the
Perceptions of Vocational Educators regarding TVET in the Region.
Regards,
Justine Pierre
http://www.dpbglobal.com
view thread online:
http://www.unevoc.unesco.org/forum.php?show=1438
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