Structural elaboration of technical and vocational education and training systems in developing countries: the cases of Sri Lanka and Bangladesh
Structural elaboration of technical and vocational education and training systems in developing countries: the cases of Sri Lanka and Bangladesh
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发展中国家技术和职业教育培训体系的结构阐述：斯里兰卡和孟加拉国的案例
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发表时间：
2012
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通讯作者：
M. Maurer
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作者：
M. Maurer
尽管技术和职业教育与培训（TVET）重新出现在许多发展机构和发展中国家政府的议程上，但仍然严重缺乏有理论依据的文献，说明发展中国家的技能形成体系如何随着时间的推移而变化，以及这些变化如何与全球趋势相互关联。本文试图通过从“历史制度主义”的角度分析斯里兰卡和孟加拉国职业技术教育与培训的历史轨迹来解决这一不足。分析发现，与“新制度主义世界文化”观点的主要假设相反，这两个国家的技术和职业教育与培训机构和政策在一定程度上与国际捐助组织的优先事项背道而驰。有人认为，更一般地说，这些发展是密切相关的路径依赖的结构阐述的两个教育系统。作为结论，它指出，事实上，在这两个国家的职业技术教育与培训成为一个政治优先事项之前，最近重新制定捐助者的优先事项可能会引起怀疑的有效性和主导地位的世界文化模式的教育变革的解释。
While technical and vocational education and training (TVET) is re-emerging on the agenda of many development agencies and governments of developing countries alike, there remains a serious lack of theoretically grounded literature on how skills formation systems in developing countries change over time, and how these transformations are interrelated with global trends. This article is an attempt to address this shortfall by way of analysing the historical trajectories of TVET in Sri Lanka and Bangladesh from the perspective of ‘historical institutionalism’. The analysis finds that, contrary to major assumptions of ‘neo-institutionalist world culture’ perspectives, TVET institutions and policies in both countries have developed to some extent in opposition to the priorities of international donor organisations. It is argued that more generally these developments are strongly related to the path-dependent structural elaboration of the two education systems. As a conclusion it is pointed out that the fact that in both countries TVET became a political priority well before the recent reformulation of donor priorities may raise doubts about the validity and dominance of world culture models for explanations of educational change.