Vocationalisation of Secondary Education Revisited: An Overview

L. Efison MunjanganjaUNESCO-UNEVOC International Centre

Revisiting question of vocationalisation

• Debate raged for nearly 40 years• Continuing interest in the question• Improving relevance of education to world of work,

getting better employment outcomes for learners remain important policy goals

• Book asks and explores relative success with vocationalisation

• Spotlight shifting to secondary education in light of achievements on primary education under EFA & MDG initiatives

• Vocationalisation refers to providing light dosage of vocational skills and knowledge – work orientation

Some main issues

• Weak effectiveness and internal efficiency, and poor resources at secondary vocational schools

• Suggested reconceptualisation of Secondary education to prepare learners for life, work and further education and training

• Convergence of general and vocational education

Some main issues

• Influence of general education goals on vocational education

• Vocational courses more generally more costly• Lack of integration of vocational courses

across the secondary education curriculum• Forms of assessment affect learning and

teaching of vocational subjects• Interest in some vocational courses among

learners, parents and community

Some main issues

• Weak learners more interested in vocational courses• Lack of articulation of vocationalised secondary courses

to further education affecting interest of students • Lack of links between schools and world of work• Lack of suitably qualified teachers • Inadequate resources be they finances, equipment, and

facilities hinder successful implementation• Employment outcomes for learners better in growing

economies and not in depressed labour markets

Lessons

• Policies to focus on achievable and to be acceptable to stakeholders

• Systematic implementation needed• Awareness of costs • Suitably trained vocational teachers • Curriculum based on demand, and integrated across the curriculum• Suitable forms of assessment• Avoidance of gender bias• Better employment outcomes achieved in growing economies• Little research evidence available on effects of vocationalisation on

paid jobs and self-employment• Designating regional secondary vocational schools with suitably

qualified teachers, adequate finances, and facilities and programmes linked to world of work

Conclusions

• Suitably training teachers and suitable forms of assessment needed

• Balanced curriculum to impart key competencies or skills and knowledge values for the world of work, including ICT

• Recommended provision of adequate resources, finances

• Questions for further research outlined