TVET Reform and Qualifications Frameworks: What Is Known About What They Can and Can’t Do?

Allais, Stephanie

doi:10.1007/978-3-319-49789-1_43-1

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Rethinking Qualifications and Curricula1

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2021

2022

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Cited by 2 publications

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“…Moreover, the evidence for their success is far thinner than the claims that their advocates make. Allais (2019) suggests that the process of bringing stakeholders together to talk about developing an NQF may be their most positive impact. However, no compelling evidence shows that they have led to more jobs or productivity.…”

Section: Rethinking Qualifications and Curriculamentioning

confidence: 99%

Skills futures in Africa

McGrath

2022

Prospects

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The UNESCO International Commission on the Futures of Education imagines a positive future in which skills development can be harnessed for the benefits of people and planet, in line with the loftiest vision of the Sustainable Development Goals. However, skills systems often remain marginalized within educational debates and plans, with vocational learning often dismissed as low quality and low status. Reflecting on the work done for the commission on future skills, this article considers the nature of the challenges of the present in building better skills futures for Africa. It argues that we must be clear-sighted regarding the failings of past theory and practice if, together, we are to construct better futures for learning, working, and living. Only then can we develop institutions, programmes, and curricula that can meet the challenges and realize the opportunities of the future.

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Section: Rethinking Qualifications and Curriculamentioning

confidence: 99%