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VET Africa 4.0: Reducing Inequality And Enhancing Sustainability Through Skills Development

VET Africa 4.0：通过技能发展减少不平等并增强可持续性

基本信息

批准号：
ES/S004246/1
负责人：
Simon McGrath
金额：
$ 89.72万
依托单位：
University of Nottingham
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2018
资助国家：
英国
起止时间：
2018 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FS004246%2F1
关键词：
VET Africa 4.0 Reducing Inequality

项目摘要

A new approach to vocational education and training (VET) in Africa is needed to address the insights of Agenda 2030 that development cannot have meaning without concentrated attention on overturning complex disadvantage and securing environmental sustainability, as well as on economic growth and employment.Since the African independence wave began 60 years ago, VET in Africa has gone through three phases, reflecting wider development orthodoxies of modernisation, basic needs and neoliberalism. With a new UNESCO VET vision and the SDGs, it is time to look at what a fourth phase of African VET theory and practice might look like that can address not just economic considerations but also issues of equity/inclusion and environmental sustainability.To do this we draw on three main theoretical traditions: i) a political economy of development approach that combines learning from evolutionary, institutional and complexity economics with the existing political economy of skills tradition; ii) a new wave of human development and capabilities research that combines the capabilities approach with critical sociological traditions and applies this to VET; iii) accounts of skills development for sustainable development that emphasise the need for pro-poor and community-owned approaches to green skills. The fourth part of our thinking toolkit is provided by the methodological approach of realist evaluation, focused on how to ascertain what different stakeholders think works (and doesn't work) in each case study setting, when, where and why, and for whom.We will use these four parts of our toolkit to examine four case studies:1. Uganda - attempts to build local skills and employment into a major oil and gas project (Hoima)2. Uganda - youth-entrepreneurship and community development in a post-conflict setting (Gulu) 3. South Africa - major infrastructure development initiative in Durban as part of larger ambitions regarding an economic corridor from the port to the industrial heartland of Gauteng4. South Africa - rural, community-driven green skills (E Cape)These provide a range of contexts in which skills development takes place within complex skills and work ecosystems. These include massive infrastructure projects, both urban and rural; green skills initiatives alongside continued developments in extractives; and small community projects, including in post-conflict contexts. They also all have important and complex dynamics of gender and economic inequality.We will answer four research questions:1. Is there evidence that different emergent approaches to skills for development in Africa are viable, both at the project level and, potentially, at larger scale?2. What do different stakeholders think works (and doesn't work) in such initiatives, when, where and why, and for whom?3. To what extent do the different interventions offer a fruitful approach for promoting decent work and sustainable livelihoods for all, with a particular emphasis on meeting the needs of those facing multiple forms of disadvantage? What enables and/or constrains this?4. Are skills interventions such as these capable of overcoming the old productivist approach so as to address the rising challenges of environmental sustainability? By operating at both theoretical and applied levels across multiple cases, this research will make a significant contribution to addressing the grand challenge of successful VET reform. It will produce strong academic research, built through continuous engagement with stakeholders, that will be communicated in appropriate ways to academic, policy, practitioner and community audiences. This will enable the project team to offer new practical insights into how better to support VET system transformation through an ecosystem approach. This will result in new knowledge that can contribute to meeting the needs of the most marginalised, national development needs and the global SDG agenda.

非洲需要一种新的职业教育和培训（VET）方法，以应对《2030年议程》的深刻见解，即如果不集中注意力扭转复杂的劣势和确保环境的可持续性，以及经济增长和就业，发展就没有意义。自60年前非洲独立浪潮开始以来，非洲的职业教育和培训经历了三个阶段，反映了现代化、基本需求和新自由主义等更广泛的发展正统观念。随着联合国教科文组织职业教育与培训的新愿景和可持续发展目标的实现，现在是时候来看看非洲职业教育与培训理论和实践的第四阶段可能是什么样子了，它不仅可以解决经济问题，还可以解决公平/包容和环境可持续性问题。㈠发展的政治经济学方法，制度和复杂性经济学与现有的政治经济学的技能传统; ii）一个新的浪潮的人类发展和能力的研究，结合能力的方法与关键的社会学传统，并将其应用到职业教育与培训; ㈢关于可持续发展技能发展的说明，强调需要采取扶贫和社区拥有的绿色技能方法。我们的思考工具包的第四部分是由现实主义评估的方法论提供的，重点是如何确定不同利益相关者认为在每个案例研究环境中，什么时候，在哪里，为什么，以及对谁有效（和不有效）。我们将使用我们的工具包的这四个部分来检查四个案例研究：1.乌干达-试图将当地技能和就业纳入一个主要的石油和天然气项目（Hoima）2。乌干达-冲突后环境中的青年创业和社区发展（古卢）南非-德班的主要基础设施发展倡议，作为从港口到高登工业中心的经济走廊的更大雄心的一部分4。南非-农村、社区驱动的绿色技能（东开普省）-这些提供了一系列背景，在复杂的技能和工作生态系统中进行技能发展。其中包括大规模的城市和农村基础设施项目;绿色技能举措以及持续开发采掘业;小型社区项目，包括冲突后环境中的项目。它们也都有重要而复杂的性别和经济不平等的动态。是否有证据表明，在项目一级和潜在的更大规模上，非洲发展技能的不同新兴方法是可行的？2.不同的利益相关者认为什么在这样的计划中有效（不有效），什么时候，在哪里，为什么，对谁有效？3.不同的干预措施在何种程度上为促进人人享有体面工作和可持续生计提供了富有成效的办法，并特别强调满足面临多种形式不利处境的人的需要？是什么促成和/或限制了这一点？4.诸如此类的技能干预措施是否能够克服旧的生产主义方法，以应对环境可持续性方面日益严峻的挑战？通过在多个案例中的理论和应用层面的操作，本研究将为解决成功的职业教育与培训改革的巨大挑战做出重大贡献。它将通过与利益攸关方的持续接触，产生强有力的学术研究，并以适当的方式向学术界、政策界、从业人员和社区受众传播。这将使项目团队能够就如何通过生态系统方法更好地支持VET系统转型提供新的实用见解。这将产生新的知识，有助于满足最边缘化群体的需求、国家发展需求和全球可持续发展目标议程。