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7.5.5 Vocationalising the school curriculum: Institutional design and capacity building

Guest post by: International Labour Organization

Article Overview: Vocationalisation of the school curriculum will continue to appeal to politicians and policymakers as an appropriate way of promoting productive self-employment and thereby reducing poverty, especially in rural areas.

7.5.5 Vocationalising the school curriculum: Institutional design and capacity building

Vocationalisation of the school curriculum will continue to appeal to politicians and policymakers as an appropriate way of promoting productive self-employment and thereby reducing poverty, especially in rural areas. How long credentialist pressures will continue to increase in the face of rapidly dwindling employment opportunities in the formal economy is a key issue in many countries. But so long as the prospect of finding a 'good job' remains the primary motivation for both parents and children, curriculum reforms that seek to promote positive attitudes to self-employment as well as impart appropriate skills among school children will continue to be problematic. In short, the vocational school fallacy is as valid to today as it was in the early 1960s when it was first formulated by Philip Foster (see Foster, 1968).

EMPLOYMENT AND TRAINING
PAPERS
43
Learning to change: Skills
development among the
economically vulnerable and
socially excluded in
developing countries
Paul Bennell
Employment and Training Department
International Labour Office Geneva
First published 1999

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Article Tags: 1960s, curriculum reforms, developing countries, employment and training, employment opportunities, fallacy, finding a good job, formal economy, geneva, international labour office, parents and children, paul bennell, philip foster, policymakers, politicians, positive attitudes, rural areas, school curriculum, self employment, vocational school



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