Literaturnachweis - Detailanzeige
Autor/in | Bennell, Paul |
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Titel | The Skills Balancing Act: A Review of the 2019 World Bank Report on Skills Development in Sub-Saharan Africa |
Quelle | In: Compare: A Journal of Comparative and International Education, 53 (2023) 5, S.731-748 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-7925 |
DOI | 10.1080/03057925.2021.1956878 |
Schlagwörter | Foreign Countries; Skill Development; Job Skills; Vocational Education; Educational Policy; International Organizations; Labor Force Development; Reports; Educational Change; Stakeholders; Public Sector; Private Sector; Basic Skills; Job Training; Africa Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Produktive Fertigkeit; Ausbildung; Berufsbildung; Politics of education; Bildungspolitik; International organisation; International organisations; International organization; Internationale Organisation; Arbeitskräftebestand; Abschlussbericht; Berichten; Bildungsreform; Öffentlicher Sektor; Privater Sektor; Basic skill; Grundfertigkeit; Berufsqualifizierender Bildungsgang; Afrika |
Abstract | This article critically reviews the World Bank's latest high-profile report on skills development in Sub-Saharan Africa. While the Report's prescriptions and recommendations are broadly in line with those of national skills development strategies elsewhere in both the developed and developing world, its overall analysis is quite limited and superficial. In particular, it lacks any in-depth, historically grounded and contextualised understanding of the actual provision of technical and vocational education and training in SSA including the outcomes and impacts of key policy interventions to date. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |