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Vocationalisation of Secondary and Tertiary Education: Challenges and Possible Future Directions

  • Margarita Pavlova
  • Rupert Maclean
Chapter
Part of the Technical and Vocational Education and Training: Issues, Concerns and Prospects book series (TVET, volume 19)

Abstract

This chapter analyses social and economic debates and the ways economic competitiveness is viewed in relation to human resource development including some implications for vocationalisation. It argues that change from an education-driven to a functional-driven model of skills development within secondary schooling is observed in the Asia-Pacific region. It has been argued that such trends as expansion of the basis for vocationalisation, merging of TVET and general education, quality and delivery of vocationalisation and moves from specific job-skills training to flexible training are typical for the region and need to be taken into account when developing policies and implementation practices for vocationalisation. The degree to which vocationalisation occurs and its nature depends on the level of economic development and on cultural traditions. Social, economic and technology rationales are used by governments to decide on particular vocationalisation policy. The vocationalisation of postsecondary and higher education is analysed through the different levels of debate, and the issue of whether tertiary education is becoming too focused on preparing individual for employment is also discussed.

Keywords

Human Capital Vocational Education Human Resource Development World Economic Forum Employability Skill 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Asian Development Bank. The book is published with open access at SpringerLink.com 2013

Open Access This chapter is distributed under the terms of the Creative Commons Attribution Non-commercial License which permits any non-commercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited.

Authors and Affiliations

  1. 1.School of Education and Professional Studies and Griffith Institute for Educational Research, Faculty of EducationGriffith UniversityBrisbaneAustralia
  2. 2.Department of International Education and Lifelong LearningThe Hong Kong Institute of EducationHong KongChina

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