The Philippine educational system views education as a human development resource conversion process that can maximize the realization of the national developmental goals. Students comprise the principal input of this manpower resource conversion process. The output is individuals who can find useful and productive employment. Two broad strategies…

The objective of this workshop was to prepare recommendations to the Government of Pakistan on a vocational guidance system which would be geared to the needs of the country, while bearing in mind the inevitable constraints on the resources and personnel which could be made available in a developing economy. Discussions centered on six working…

This book is a report on, and a comparative analysis of, the experiences in vocational and technical education of twenty-three developing countries. Following the introductory section, the second chapter presents brief summaries (schematic presentations) of the educational systems in each of the countries. Focusing on policy, planning, and…

This document reports on a project that developed, through case studies of various countries, empirical evidence of the impact of curriculum content and method on national economic, social, and political growth. Specific problems studied were (1) occupational education and training for development, (2) education's role in the formation of social…

Analyzes the French university institutes of technology (IUTs), 2-year institutions established in 1966 for training upper level technitians for a variety of industrial, administrative, and service positions. Covers history, instruction, admissions and student body, teaching staff, administrative framework, and national policy-making problems and…

The Unesco National Commissions carried out a series of studies simultaneously in Argentina, the Ivory Coast, Lebanon, Sierra Leone, and Sri Lanka regarding the relationship between the educational opportunities and the opportunities of employment open to women. Basic conclusions of international scope are presented. (LH)

Better organization of the agricultural sector, expansion of production capabilities, increased employment, satisfaction of the country's needs, and improved productivity are the guidelines considered in the planning and development of the agricultural vocational training system in Algeria. Charts illustrate and clarify the organization of this…

Illustrates how the self-allocative process of pupils can undermine the planning of vocational education in Nigeria. Discusses research conducted on the attitudes of primary school pupils to skilled jobs and craft-based education. (CT)

Traces the development of vocational training and distance education in Brazil, briefly describes distance education activities of several agencies, and discusses the use of programed instruction, the personalized system of instruction, training manuals, and training modules. Commercial educational technology services are briefly described and 14…

Many developing countries have tried, with varying results, to adopt the German Dual System of apprenticeship plus vocational training. Country-specific cultural, economic, and social factors affect success. Promoting apprenticeship and adapting the dual system to local structures such as micro-enterprises may present an alternative to vocational…

The author discusses the 8-4-4 system of education in Kenya, developed to provide all Kenyan youth with life skills training. Emphasis is placed on the primary school with the realization that many students will not pursue their schooling beyond that point. Some comments on next steps are included. (CH)

Uses data on a large sample of secondary technical and vocational schools in Shanghai, China, to fit cost functions and evaluate the importance of economies of scale. The sample also included workers and general schools. The statistical analysis, limited to recurrent expenditure, unearthed economies of scale, particularly for technical and…

This history of Jamaican vocational education reviews informal education (1494-1834), legislation and social policy (1673-1835), and conflicts about education's role (1835-55). It concludes that vocational education suffered from lack of coherent policy and funding and was politically subverted to maintain the status quo. (SK)

Case studies of the transfer of training policies, practices, and delivery systems from one developed country to another and from developed to developing countries identified barriers. Because the education and training system is embedded in a sociocultural context, the success of transfer may be limited. (Contains 49 references.)

In the context of areas that have little prospect in the medium term of providing even minimal livelihoods locally for their overwhelming poor and increasingly migration-dependent rural populations, what does education for sustainable development (ESD) mean? Do efforts to qualitatively improve migration offer a viable strategy for reducing poverty…