Navigating a ‘zombie’ system: youth transitions from vocational education in post‐Soviet Russia

Walker, Charlie

doi:10.1080/02601370701559607

Cited by 12 publications

(12 citation statements)

References 17 publications

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“…A minority aspired to set up their own business. As found in other studies (Walker 2007), probably due to the fact that achieving their aspirations implied abandoning their TVET routes and navigating new and less defined trajectories, some students in this sub-category showed less clarity on what university degree to pursue and on how to link their imagined future professions to a specific field of studies. This, in Bourdieu's terms, implies a degree of doxic and habitual discontinuity.…”

Section: Aspirations Through Universitymentioning

confidence: 60%

Understanding aspirations: why do secondary TVET students aim so high in Chile?

Aldinucci

Valiente

Hurrell

et al. 2021

Journal of Vocational Education & Training

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The interest in educational and professional aspirations of students transiting to post-secondary education has gained prominence in academic debates and policy agendas internationally. Political interventions for raising aspirations quite often draw on narrow instrumental and rationalistic assumptions of individual decision-making that, as we will argue, do not capture adequately the meanings students attribute to these aspirations. By means of in-depth interviews and combining a critical realist approach to social action with capabilities approach, the paper explores the educational and professional aspirations of students at the end of secondary TVET in Chile. We consider that high educational aspirations of secondary TVET students in Chile need to be understood as a reflexive response to significantly high social inequalities in the country, the precarity of working conditions in a highly liberalised labour market, and the enduring neoliberal tenet of meritocracy. We also argue that understanding aspirations is key to reimagine TVET's roles and purposes at individual, institutional and national levels, towards fairer opportunities for human development.

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Section: Aspirations Through Universitymentioning

confidence: 60%

Understanding aspirations: why do secondary TVET students aim so high in Chile?

Aldinucci

Valiente

Hurrell

et al. 2021

Journal of Vocational Education & Training

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“…regional authorities were allowed to develop at least 30 percent of the PU curriculum to meet the demand of local markets); and shift from the emphasis on training provision for the manufacturing sector to focus on skills for the service industry (Walker, 2006). However, studies show that many PU graduates are unable to find employment in occupations they trained for, and are forced to either continue their education through the higher education system, or find employment in other areas at predictably lower salary levels (Walker, 2007).…”

Section: Hc Development: Analysis Of Bricsmentioning

confidence: 99%

Human capital development: comparative analysis of BRICs

Ardichvili

Zavyalova

Minina

2012

European Journal of Training and Development

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Purpose -The goal of this article is to conduct macro-level analysis of human capital (HC) development strategies, pursued by four countries commonly referred to as BRICs (Brazil, Russia, India, and China). Design/methodology/approach -This analysis is based on comparisons of macro indices of human capital and innovativeness of the economy and a review of related academic literature and government publications. Findings -The study results suggest that in terms of present human capital capacity Russia and Brazil are ahead of China and India. However, during the last decade the governments of the latter two countries have initiated impressive national programs of HC development, which include significant investment and targeted government regulation in such areas as primary and secondary education, vocational education and training, and higher education, especially in science and technology fields. Russia and Brazil have targeted programs in some of the above areas, but lack comprehensive long-term strategies, covering all the above areas and coordinating effort of various agencies and constituencies.Research limitations/implications -It is recommended to expand the scope of analysis to include other fast growing developing economies (e.g. Mexico, Indonesia, and Turkey). Originality/value -The article provides, for the first time, a comparison of human capital development indices and strategies of the four largest developing economies. The original feature of the article is a combination of the analysis of macro-level indices with an in-depth analysis of policy documents and academic literature.

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“…Clearly our data is drawn exclusively from young people in the UK and, as such, may not be representative of learners across Europe. However, as Roberts (2003) and Walker (2007) have both shown, there are important commonalities between young people in Eastern and…”

Section: Resultsmentioning

confidence: 99%

New European Learners? An analysis of the ‘trendsetter’ thesis

Brooks

Everett

2008

Journal of Youth Studies

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This paper draws on life history interviews with young adults in the UK to consider Manuela du Bois-Reymond's claims about the increasing prevalence of 'trendsetter learners' across Europe. Du Bois-Reymond (2004) has argued that certain groups of young adults are at the forefront of developing new forms of learning in response to what they perceive to be the failings of formal education -namely the disjuncture between theory and practice within the education that they are offered and a lack of respect from many of the teachers with whom they come into contact. These young adults, she contends, are the 'trendsetter learners', creating youth cultural capital that helps them to realise self-determined ways of living and learning. In considering some of these claims, this paper draws on data from the 'Young Graduates and Lifelong

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Navigating a ‘zombie’ system: youth transitions from vocational education in post‐Soviet Russia

Cited by 12 publications

References 17 publications

Understanding aspirations: why do secondary TVET students aim so high in Chile?

Understanding aspirations: why do secondary TVET students aim so high in Chile?

Human capital development: comparative analysis of BRICs

New European Learners? An analysis of the ‘trendsetter’ thesis

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