7.5.5 Vocationalising the school curriculum: Institutional design and capacity building
7.5.5 Vocationalising the school curriculum: Institutional design and capacity building
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
755 Vocationalising the school curriculum Institutional design and capacity building - To learn more about this author, visit International Labour Organization's Website.
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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
755 Vocationalising the school curriculum Institutional design and capacity building - To learn more about this author, visit International Labour Organization's Website.
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