‘Education for Life’, Vocational Education and Social Integration in Norway

Lindbekk, Tore

doi:10.1080/0305006890250104

Cited by 4 publications

(1 citation statement)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Depending on the condition and performance of the labour market, Norwegian vocational students do in fact do better in terms of earning, feeling of autonomy on the job, participation in trade unions, and other such measures. These advantages are especially significant when we consider that vocational track students have often stayed for a shorter period in schools (Lindbekk, 1989). However, a review of income returns to graduates from academic and vocational secondary education in several Asian and African countries suggests that.…”

Section: Rates-oj-return Jor Vocational Studentsmentioning

confidence: 99%

Vocational schooling and economic development: A Maltese case study

Sultana

1994

International Journal of Educational Development

View full text Add to dashboard Cite

-This article explores the promise, problems and pitfalls of vocational forms of secondary schooling when these are set up in developing, newly independent countries. Taking Malta as a case study, the author presents empirical evidence to examine some of the assumptions of human capital theory, and concludes that there are important limitations which stop 'trade schools' from responding adequately to the declared requirements for economic development. The reasons for the failure of such innovations need to be identified not only from within the educational institution, but also from the wider, macro-economic context.

show abstract

Section: Rates-oj-return Jor Vocational Studentsmentioning

confidence: 99%

Vocational schooling and economic development: A Maltese case study

Sultana

1994

International Journal of Educational Development

View full text Add to dashboard Cite

show abstract

Torsten Hus�n: A case of ethnocentrism in U.S. educational research?

Greeson

1994

Interchange

View full text Add to dashboard Cite

This paper documents and discusses the lack of reference by U.S. educational researchers to the work of noted Swedish social scientist and educational researcher, Torsten Husrn. The paucity of U.S. textbook or journal citations of Husrn's writings and research is interpreted as an example of "cultural ethnocentrism" and "academic imperialism" in U.S. educational and psychological research. Crosscultural perspectives, interdisciplinary analyses, and "global learning" are proposed as methods of overcoming the methodological parochiafism, overspecialization, and international fragmentation Husrn describes as characteristic of much educational and social scientific research.

show abstract

Post‐expansionist Adjustments in Secondary Education in a Developing Society: a case study

London

1991

Educational Studies

View full text Add to dashboard Cite

‘Education for Life’, Vocational Education and Social Integration in Norway

Cited by 4 publications

References 8 publications

Vocational schooling and economic development: A Maltese case study

Vocational schooling and economic development: A Maltese case study

Torsten Hus�n: A case of ethnocentrism in U.S. educational research?

Post‐expansionist Adjustments in Secondary Education in a Developing Society: a case study

Contact Info

Product

Resources

About