Name: Transitioning Vocational Education and Training in Africa: A Social Skills Ecosystem Perspective (Bristol Studies in Comparative and International Education) (en Inglés)
Price: 39520.00 CLP
Availability: InStock
Author: McGrath, Simon ; Openjuru Ladaah, George ; Lotz-Sisitka, Heila
ISBN: 9781529224634

portada Transitioning Vocational Education and Training in Africa: A Social Skills Ecosystem Perspective (Bristol Studies in Comparative and International Education) (en Inglés)

Formato

Libro Físico

Autor

Heila Lotz-Sisitka

Simon McGrath

George Openjuru Ladaah

Editorial

Bristol University Press

Idioma

Inglés

N° páginas

232

Encuadernación

Tapa Blanda

Dimensiones

23.4 x 15.6 x 1.2 cm

Peso

0.33 kg.

ISBN13

9781529224634

N° edición

Categorías

Estudios del desarrollo
Formación profesional, industrial o vocacional
Economías emergentes

Transitioning Vocational Education and Training in Africa: A Social Skills Ecosystem Perspective (Bristol Studies in Comparative and International Education) (en Inglés)

Heila Lotz-Sisitka (Autor) · Simon McGrath (Autor) · George Openjuru Ladaah (Autor) · Bristol University Press · Tapa Blanda

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Reseña del libro "Transitioning Vocational Education and Training in Africa: A Social Skills Ecosystem Perspective (Bristol Studies in Comparative and International Education) (en Inglés)"

EPDF and EPUB available Open Access under CC-BY-NC-ND licence. The transition to more just and sustainable development requires radical change across a wide range of areas and particularly within the nexus between learning and work. This book takes an expansive view of vocational education and training that goes beyond the narrow focus of much of the current literature and policy debate. Drawing on case studies across rural and urban settings in Uganda and South Africa, the book offers a new way of seeing this issue through an exploration of the multiple ways in which people learn to have better livelihoods. Crucially, it explores learning that takes place informally online, within farmers' groups, and in public and private educational institutions. Offering new insights and ways of thinking about this field, the book draws out clear implications for theory, policy and practice in Africa and beyond.