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Dipòsit Digital de Documents de la UAB 3 registres trobats  La cerca s'ha fet en 0.01 segons. 
1.
22 p, 1.7 MB TVET policy reforms in Chile 2006-2018 : between human capital and the right to education / Zancajo, Adrián (University of Glasgow) ; Valiente, Oscar (University of Glasgow)
Human development and rights-based approaches to education have been gaining support among international organisations and development agencies as alternative frameworks to human capital orthodoxy. While these global trends have been well-documented in the international development literature, there is little empirical evidence into what extent, and through which mechanisms, alternative development paradigms in education are influencing Technical and Vocational Education and Training (TVET) reforms. [...]
2019 - 10.1080/13636820.2018.1548500
Journal of vocational education & training, Vol. 71 Núm. 4 (2019) , p. 579-599  
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2.
18 p, 604.1 KB Development paradigms in the institutional configuration of vocational education and training in Chile (1964-2005) / Zancajo, Adrián (University of Glasgow) ; Valiente, Oscar (University of Glasgow) ; Sepúlveda, Leandro (Universidad Alberto Hurtado (Chile))
Mainstream approaches in comparative education have paid more attention to trends in donors' priorities than to policy processes in recipient countries, overlooking the agency of national governments in the institutional configuration of vocational education and training (VET) in developing contexts. [...]
2020 - 10.1080/13636820.2020.1833076
Journal of vocational education & training, Vol. 73 Núm. 2 (2020) , p. 278-294  
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3.
23 p, 319.9 KB Tracking, knowledge, and the organisation of secondary schooling : teachers' representations and explanations / Tarabini-Castellani, Aina (Universitat Autònoma de Barcelona. Departament de Sociologia) ; Jacovkis Halperin, Judith (Universitat Autònoma de Barcelona. Departament de Sociologia)
Most European secondary-school systems are articulated by different forms of an academic-vocational divide that are critical in understanding the (re)production of social inequality. By providing distinct curricular and pedagogical codes and a markedly different distribution of knowledge between tracks, tracking leads to profound and distinct learning opportunities for students. [...]
2021 - 10.1080/13636820.2021.1894220
Journal of vocational education & training, 2021 (03 mar)  
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