
International Perspectives on Workforce Education and Development
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Content
- Cover
- International Perspectives on Workforce Education and Development
- International Perspectives on Workforce Education and Development
- Copyright Page
- Contents
- List of Tables
- List of Figures
- Preface
- CURRENT AND FUTURE STATUS OF INTERNATIONAL RESEARCH ON WFED
- What Might an Emphasis on International Research Look Like?
- Comparative Studies
- Education and Training Activities: A Look at Best Practices
- Problems, Issues, and Trends: Problems Abound on the International Stage
- Social Justice
- REFERENCES
- 1: The Role of Globalization and Context on Workforce Education and Development
- WHAT IS GLOBALIZATION?
- IMPLICATIONS FOR WORK AND FAMILY LIFE
- IMPLICATIONS FOR POLICY AND PRACTICE
- CONCLUSIONS
- NOTE
- REFERENCES
- 2: A Conceptual Model of Workforce Education and Development Systems
- A CONCEPTUAL/ANALYTICAL APPROACH
- THE CONCEPTUAL MODEL
- Influencing/input Factors
- Government
- Geography
- Human Capital
- Social Capital
- Economic Development
- The Workforce Education and Development Process
- Output: The Civilian Labor Force
- THE WORKFORCE EDUCATION AND DEVELOPMENT CYCLE: DEGREE OF EFFECTIVENESS
- APPLYING THE CONCEPTUAL MODEL TO WORKFORCE EDUCATION AND DEVELOPMENT IN INDONESIA
- Input
- Government Climate of Indonesia
- Physical Environment Factors
- Human Capital Factors
- Social Capital Factor
- Economic Status
- Process: Workforce Education and Development in Indonesia
- Output
- Civilian Labor Force
- Migration
- ANALYSIS
- IMPLICATIONS FOR INDONESIA
- REFERENCES
- 3: Workforce Education and Development in East Asia and the Pacific
- DEFINING THE ASIA PACIFIC REGION
- INPUT
- PROCESS
- Education
- Technical and Vocational Education and Training Systems
- PRODUCT
- CONCLUSION AND RECOMMENDATIONS
- REFERENCES
- 4: Workforce Education and Developments Systems in the People's Republic of China
- NATIONAL CONTEXT
- China in Brief
- Chinese Reforms
- The Chinese Education System
- Major Challenges
- Employment
- Urbanization
- Workforce Education and Preparation
- WORKFORCE EDUCATION AND DEVELOPMENT SYSTEMS IN CHINA
- Historical Overview
- Current Vocational Education System
- Junior Secondary Level
- Senior Secondary Level
- Postsecondary Level
- Assessment
- Achievements
- Challenges
- CONCLUSIONS AND RECOMMENDATIONS
- REFERENCES
- 5: Vietnam's Technical Education and Vocational Training Sector
- SOCIOECONOMIC CONTEXT
- THE LABOR MARKET
- VIETNAM'S 10-YEAR COMMITMENT TO THE EDUCATION AND TRAINING SECTOR
- VIETNAM'S TECHNICAL EDUCATION AND VOCATIONAL TRAINING SECTOR
- Framework-General Description of the TEVY Sector
- Importance and Relevance of TEVY Sector to Present and Medium-term Development
- Issues, Challenges, and Constraints Facing the lEVY Sector
- Educational Development Strategic Plan-TEVT Sector
- Future Plans and Priorities for the TEVT Sector (2000-2007)
- Other Government Initiatives and Priorities for the TEVT Sector
- Program and Institutional Accreditation
- Skills Certification
- Initiatives to Provide Job Training for Rural Workers
- INTERNATIONAL DONORS INVOLVED WITH VIETNAM'S TEVT SECTOR
- Emerging Trends
- International Financial Institutions (IFI), Multilateral and Bilateral Involvement in Vietnam's Training Sector
- Multilateral and IFI Projects
- Bilateral Projects
- OBSERVATIONS AND CONCLUSIONS-THE WAY FORWARD
- Adopt an Integrated Approach of Employment and Self-Employment Training with Socioeconomic Development
- Implement Projects that Link Export Market Opportunities to Employment and Self-Employment Training for Women
- Construct Community TEVT Institutions to Ensure Vietnam's Industrialization and Modernization
- Specialized Employment and Self-Employment Training for Persons with Disability or Disadvantage
- Support Development of Sector-specific TEVT Schools
- NOTES
- REFERENCES
- 6: Workforce Education and Development in the Middle East
- THE UNITED ARAB EMIRATES
- INPUTS: FACTORS THAT INFLUENCE WORKFORCE DEVELOPMENT
- Government
- Environment
- Human Capital
- Literacy
- Labor Force
- Social Capital
- Women in the Labor Force
- Social Welfare
- Attitudes toward Work
- Economic Status
- PROCESS: ELEMENTS OF THE WORKFORCE DEVELOPMENT SYSTEM
- Public Sector Education and Training
- Private Sector Education and Training
- ASSESSMENT
- REFERENCES
- 7: Focus on Africa: Workforce Development and Education in the Sudan
- EDUCATIONAL SYSTEM IN THE SUDAN
- NATIONAL VOCATIONAL EDUCATION AND TRAINING
- Strategies
- Training Policies
- National Priorities
- Programs
- Technical Training
- Vocational Training
- Legislation
- Instructor Training
- Constraints
- SUMMARY AND RECOMMENDATIONS
- REFERENCES
- 8: Workforce Education and Development in Jamaica
- INTRODUCTION
- HISTORICAL CONTEXT
- TRAINING SYSTEM INPUTS
- Economy
- Labor Market
- Human Capital Formation
- PROCESS-ELEMENTS OF THE WORKFORCE DEVELOPMENT SYSTEM
- Training System
- Assessment of the Workforce Development System
- Main Strengths
- Major Weaknesses
- REFERENCES
- 9: Workforce Education and Development in the United States
- HISTORICAL TREATMENT
- INPUTS, PROCESSES, AND OUTPUTS
- Inputs
- Government
- Environment
- Human Capital
- Social Capital
- Economic Development
- Process: Workforce Education Programs
- Educational System
- Workforce Education and Development System
- Secondary-based Programs
- Postsecondary-based Programs
- Outputs: Critical Issues Surrounding Workforce Development
- TRENDS AND IMPLICATIONS
- REFERENCES
- 10: Exploring Investment in Canadian Work-related Training: A Provincial Case Study
- INTRODUCTION
- A Canadian Framework
- British Columbia-A Provincial Case Study
- Work-related Learning Categories
- Learning as Direct Preparation for Work
- Learning While Working
- Limits and Constraints
- FINDINGS
- Procedure
- Investment in Pre-employment Learning
- Documents and Databases
- Workplace Learning Activities: Expenditure Patterns
- Direct versus Indirect Costs
- Sources and Suppliers of Workplace Training Activities
- Interview Perspectives on "Learning While Working"
- Access, Equity and Capacity
- Access to Workforce Learning
- Equity and Capacity
- Commitment to Training
- Barriers, Disincentives, and Obstacles to Work-Related Learning
- British Columbia and Canadian Data on Barriers
- Return on Investment in Training
- International Comparisons
- CONCLUSIONS AND DIRECTIONS
- NOTES
- REFERENCES
- 11: Comparing Workforce Development Systems in Western Europe: England and Finland
- FACTORS INFLUENCING WORKFORCE DEVELOPMENT SYSTEMS
- Government Priorities Regarding Workforce Develoment
- Funding for Education
- Environmental Factors: Geography, Technology, and Infrastructure
- Human Capital
- UK Skills Base
- Basics Skills (Level 1)
- Intermediate Skills (Level 2, Level 3)
- Social Capital
- Economic Status
- Workforce Education and Development Systems
- Public Sector
- Private Sector
- Assessing Workforce Development Systems
- CONCLUSIONS
- NOTES
- REFERENCES
- 12: Workforce Education in the Federal Republic of Germany
- THE FEDERAL REPUBLIC OF GERMANY
- Environmental Factors
- Economic Status
- Human and Social Capital
- Working Population
- Role of Women
- Foreign Nationals
- Political Environment
- GERMAN SCHOOLS
- Primary Education
- Lower-secondary Education
- Upper-secondary Education
- Dual System
- Full-time Vocational Education
- WORKFORCE PERFORMANCE
- Current and Future Workforce
- Workforce Development
- CONCLUSION
- REFERENCES
- About the Contributors
- Author Index
- Subject Index
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