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Vocationalisation of Secondary Education Revisited: An Overview

Vocationalisation of Secondary Education Revisited: An Overview. L. Efison Munjanganja UNESCO-UNEVOC International Centre. Revisiting question of vocationalisation. Debate raged for nearly 40 years Continuing interest in the question

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Vocationalisation of Secondary Education Revisited: An Overview

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  1. Vocationalisation of Secondary Education Revisited: An Overview L. Efison Munjanganja UNESCO-UNEVOC International Centre

  2. Revisiting question of vocationalisation • Debate raged for nearly 40 years • Continuing interest in the question • Improving relevance of education to world of work, getting better employment outcomes for learners remain important policy goals • Book asks and explores relative success with vocationalisation • Spotlight shifting to secondary education in light of achievements on primary education under EFA & MDG initiatives • Vocationalisation refers to providing light dosage of vocational skills and knowledge – work orientation

  3. Some main issues • Weak effectiveness and internal efficiency, and poor resources at secondary vocational schools • Suggested reconceptualisation of Secondary education to prepare learners for life, work and further education and training • Convergence of general and vocational education

  4. Some main issues • Influence of general education goals on vocational education • Vocational courses more generally more costly • Lack of integration of vocational courses across the secondary education curriculum • Forms of assessment affect learning and teaching of vocational subjects • Interest in some vocational courses among learners, parents and community

  5. Some main issues • Weak learners more interested in vocational courses • Lack of articulation of vocationalised secondary courses to further education affecting interest of students • Lack of links between schools and world of work • Lack of suitably qualified teachers • Inadequate resources be they finances, equipment, and facilities hinder successful implementation • Employment outcomes for learners better in growing economies and not in depressed labour markets

  6. Lessons • Policies to focus on achievable and to be acceptable to stakeholders • Systematic implementation needed • Awareness of costs • Suitably trained vocational teachers • Curriculum based on demand, and integrated across the curriculum • Suitable forms of assessment • Avoidance of gender bias • Better employment outcomes achieved in growing economies • Little research evidence available on effects of vocationalisation on paid jobs and self-employment • Designating regional secondary vocational schools with suitably qualified teachers, adequate finances, and facilities and programmes linked to world of work

  7. Conclusions • Suitably training teachers and suitable forms of assessment needed • Balanced curriculum to impart key competencies or skills and knowledge values for the world of work, including ICT • Recommended provision of adequate resources, finances • Questions for further research outlined

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