Technical and Vocational Education in Developing Countries: Western paradigms and comparative methodology

Watson, Keith

doi:10.1080/0305006940300202

Cited by 61 publications

(31 citation statements)

References 30 publications

(25 reference statements)

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“…The theme of colonialism has been researched in the context of education, more specifically how education itself operates as a form of neo-colonialism (see for example Bray, 1993;Thomas, 1993;Watson, 1994;Mulenga, 2001;Milligan, 2004;Wickens and Sandlin, 2007).…”

Section: Discussionmentioning

confidence: 99%

The other voices of international higher education: an empirical study of students' perceptions of British university education in China

Moufahim

Lim

2014

Globalisation, Societies and Education

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(2015) 'The other voices of international higher education : an empirical study of students' perceptions of British university education in China.', Globalisation, societies and education., 13 (4).pp. 437-454. Further information on publisher's website:http://dx.doi.org/10. 1080/14767724.2014.959476 Publisher's copyright statement:This is an Accepted Manuscript of an article published by Taylor Francis Group in Globalisation, Societies and Education on 02/10/2014, available online at: http://www.tandfonline.com/10.1080/14767724.2014.959476. Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Further, our findings point to a remarkably specific association students made between teaching in the Western mode and being Western (or Anglo-Saxon). Locating our findings within a globally hegemonic discourse on neo-colonial perspectives in higher education, we discuss how students' views were a striking instance of the 'colonisation of the mind' and discuss implications of this phenomenon for the internationalization of TNE…..

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Section: Discussionmentioning

confidence: 99%

The other voices of international higher education: an empirical study of students' perceptions of British university education in China

Moufahim

Lim

2014

Globalisation, Societies and Education

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“…Rather, I think neoliberalism is acting here as a default bogeyman. Instead I follow IJED's former editor, Watson (1994), in seeing the dominant model of VET as older, being closely related to the big push model of development of the 1960s through which a Western view of development permeated the rest of the world. In this, VET helped to reinforce the spread of a monolithic account of industrialisation, modernisation and paid work.…”

Section: The Orthodoxy: Vet For Economic Developmentmentioning

confidence: 99%

Vocational education and training for development: A policy in need of a theory?

McGrath

2012

International Journal of Educational Development

187

127

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The current decade has seen a significant return of interest in vocational education and training (VET) amongst the international policy community. This rise in policy and programmatic interest in VET's role in development, however, stands in contrast to the state of the academic debate. Whilst there have continued to be both policy and academic developments in VET in OECD countries; in the South there has been a paucity of VET research and little in the way of theoretical exploration. Rather, the academic orthodoxy in the international education and development field is dismissive of VET's possible contribution. Given the return of the policy interest in VET for development, and the possibilities of a broader vision of education-development relations beyond 2015, when the MDGs end, it is time to revisit the role of VET in development from an explicitly theoretical stance.In this article, I argue that the current approach to VET is grounded in an outmoded model of development, whilst the academic critique of VET in developing countries is clearly long outdated. In contrast, I examine the implications for VET of recent trends in thinking about development through the exploration of three particular theoretical approaches: human rights, capabilities and integrated human development. I conclude by considering the purposes, natures and possibilities of VET as a means of human development.

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“…Coulter and Goodson 1993;Dippo 1998;Kell 1992;Kincheloe 1995;Orr 1992;Stevenson 1993Stevenson , 1994Watson 1994), but to little or no apparent avail. Paradoxically, through its deployment of scientific and economic knowledge to examine current development modes, the Stern Review (2006) has destabilized the productivist regime of truth and potentially created the conditions for a deep rupture in its discursive foundations.…”

Section: Vpe and Truth Productionmentioning

confidence: 99%

“…In Africa and other developing regions, development policies and programs have mirrored the dominant Western values and strategies of 'modernization', with the result that "environmental protection and sustainability became distant afterthoughts" (Okolie 2003, p.241). Like technical and vocational education in the South (Singh 2001;Watson 1994), higher education "has played a central, though not exclusive, role in centring and universalizing Eurocentric knowledges and ways of knowing, and marginalizing and delegitimizing others, including traditional African ones" (Okolie 2003, p.255).…”

mentioning

confidence: 99%

Productivism, Vocational and Professional Education, and the Ecological Question

Anderson

2008

Vocations and Learning

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As the major supplier of skilled and certified labour, vocational and professional education (VPE) fuels the engine of economic growth. As such, it is directly implicated in the reproduction of productivism, the globally dominant ethos which presupposes that economic growth and paid work are permanent and necessary features of human existence, regardless of their consequences. This paper proposes that, in an era of eco-social risk, it is necessary to interrogate the truthclaims and normative assumptions that systematically configure VPE and its subjects for productivism. The role of productivism in the historical formation of VPE as an institution, and its constitutive effects on VPE policy and practice, are examined. In light of a critique of the logic and assumptions that underpin contemporary constructions of VPE, it is argued that productivism no longer provides a legitimate or sustainable basis for VPE. By problematizing the universal truths of productivism, it becomes possible to re-imagine VPE for alternative, post-productivist futures.

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Technical and Vocational Education in Developing Countries: Western paradigms and comparative methodology

Cited by 61 publications

References 30 publications

The other voices of international higher education: an empirical study of students' perceptions of British university education in China

The other voices of international higher education: an empirical study of students' perceptions of British university education in China

Vocational education and training for development: A policy in need of a theory?

Productivism, Vocational and Professional Education, and the Ecological Question

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