Editorial

Maclean, Rupert 馬敬言; Lai, Ada

doi:10.5172/ijtr.9.1-2.2

Cited by 25 publications

(10 citation statements)

References 4 publications

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“…Here, vocational education and training is understood as formal, non-formal, and informal forms of pre-vocational, initial vocational, and further vocational training for the qualification of skilled workers at the intermediate qualification level (e.g. Maclean and Lai 2011). This is in contrast to other reviews focusing on hybrid forms of vocational education and training intended to facilitate the transition to higher education, rather than training for the labour market (e.g.…”

Section: Notesmentioning

confidence: 99%

International transfer of vocational education and training: a literature review

Pilz

2021

Journal of Vocational Education & Training

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The transferability of vocational education and training (VET) systems is a central issue within international comparative VET research. However, scholars working in related disciplines also focus on the international cooperation associated with VET. This literature review presents relevant findings from the field of VET research, but also from the fields of comparative political economy, comparative educational research, and international human resource management. It explores differences and parallels in research about policy transfer between these fields. For example, scholars working in the comparative political economy and educational sciences tend to focus on transfer activities at the systemic level, while those working in international human resource management tend to focus on regional management strategies, and scholars working in VET research focuses on successes and obstacles associated with cooperation. All of these features are interconnected, providing important insights into the transferability of VET systems. The following discussion begins by exploring the rationales underpinning different disciplinary perspectives on policy transfer in VET. Next, it reviews empirical research on the transfer of VET policies from different disciplinary perspectives. It concludes with a critical reflection on the transfer potential -and ho w scholars in all relevant disciplines stress the need for cultural sensitivity, adaption, and long-term planning when transferring policy from one country to another.

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Section: Notesmentioning

confidence: 99%

International transfer of vocational education and training: a literature review

Pilz

2021

Journal of Vocational Education & Training

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“…Vocational Education entails a planned series of learning experiences, whose specific objective is to prepare individuals for gainful employment as semi-skilled workers or sub-professionals in recognised occupations, and in new and emerging occupations. Over time, Vocational Education has come to be known as Apprenticeship Training, Vocational Education, Industrial Arts, Technical Education, Technical/ Vocational Education, Occupational Education, Technical Vocational Education and Training and Career and Technical Education (Maclean & Lai, 2011).…”

Section: Technology Education and Technical Vocational Education And mentioning

confidence: 99%

Addressing the factors responsible for the misunderstanding of Technology Education with other subject fields

Gumbo

2018

PiE

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Technology Education was introduced and rolled out in South African schools in 1998. It has been twenty years since its implementation, yet it is being confused with other traditional subjects. Therefore, even though it is expected that Technology Education should be known for what it is exactly, it is still misunderstood, misconceived and misrepresented. There are factors that contribute towards its misunderstanding (a failure to understand it), misconception (incorrect opinion caused falsely thinking about or understanding it) and misrepresentation (giving a false or misleading account of its nature), such as it being confused with Engineering Education, Educational Technology, Science Education and Technical Vocational Education and Training. Misunderstanding Technology Education causes its misconception and misrepresentation; hence, in this article I use misunderstanding to cover misconception and misrepresentation as well. There is no dedicated literature (at least in South Africa), dealing with this problem in detail; only piecemeal definitions contained in studies about Technology Education exist. Hence, this article explores factors leading to the misunderstanding of Technology Education. As part of addressing this problem, the article builds on the Meaningful Learning in Technology Education Framework to accommodate a more expanded understanding of Technology Education that may help to defuse its misunderstanding. The article contributes knowledge in the scholarship of the understanding Technology Education -if Technology Education scholars, teachers and the broader readership do not have a clear understanding of Technology Education, how can those who are being taught the subject, i.e. the learners, be expected to understand it?

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“…The author hence illuminates the role of the instructors as a determinant of the quality of the curriculum; and thereby stresses on the necessity of development of positive attitude along with knowledge and skills in them. Maclean & Lai (2011) also infer that polishing the competence of teachers up to the proficiency level transforming from imparting knowledge to facilitating learning will ultimately enhance the image of the curricula.…”

Section: Graduates' Perspective On An Ideal Curriculummentioning

confidence: 99%