Schools and industries producing educational-labor paths in secondary TVET in Chile: Who sets the skills agenda?

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
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Abstract

This research studies the relations and articulations between two schools from the Antofagasta Region, located in the mining north of Chile, and three of mining companies in the country, which have part of their main operations in the surrounding territories of these schools. This study interrogates the forms of articulation between these schools and the companies, analyzing the main actions, agendas and institutional purposes that both the schools and the companies seek regarding each institutional needs and perspectives. We critically examine these articulations and relationships because, as a result of Chilean public policy in the area of TVET, which is intended to be an industry demand-oriented training policy, the mining industry is actively influencing the school training processes and curriculum, which does not necessarily result in the acquisition of relevant and significant skills for students. This study was designed from a qualitative approach, through the application of two-rounds of situated in-depth interviews to schools’ managers and professionals from mining companies from the north region of Chile. The findings illustrate the ways in which different efforts, contributions and formative actions provided by the companies are reshaping the educational processes inside the schools, establishing educational agendas that expect to provide more efficient alignments between the schools and the companies’ labor needs. Specifically, the paper argues that mining industry companies promote a reduced technical skills approach. This does not include long-term educational planning within the schools, and alternative technical, relational and transformational approaches to skills are absent. The former conventional notions of vocational education and training are being challenged by theoretical and empirical literature. A critical discussion on the skills agenda setting in VET systems is also presented. This study offers an original analytical review and an in-depth study on the dynamics and discourses that articulate and motivate the collaboration between VET schools and mining companies in the Chilean North.
在智利中等技术和职业教育与培训中,学校和行业提供教育-劳动途径:谁来制定技能议程?
本研究探讨了位于智利北部矿区的安托法加斯塔大区的两所学校与该国三家矿业公司之间的关系和联系。本研究探讨了这些学校与公司之间的衔接形式,分析了学校和公司在各自的机构需求和观点方面所寻求的主要行动、议程和机构目的。我们对这些衔接和关系进行了批判性研究,因为智利在职业技术教育与培训领域的公共政策是以行业需求为导向的培训政策,采矿业正在积极影响学校的培训过程和课程设置,而这并不一定能使学生获得相关的重要技能。本研究采用定性方法,对智利北部地区矿业公司的学校管理人员和专业人员进行了两轮情景深入访谈。研究结果表明,企业所做的不同努力、贡献和形成性行动正在重塑学校的教育过程,并制定了教育议程,期望在学校和企业的劳动力需求之间提供更有效的协调。具体而言,本文认为,采矿业公司提倡减少技术技能的方法。这并不包括学校内部的长期教育规划,也不包括替代性的技术、关系和转型技能方法。以前传统的职业教育和培训观念正在受到理论和实证文献的挑战。本研究还对职业教育与培训系统的技能议程设置进行了批判性讨论。本研究对智利北部职业教育与培训学校和矿业公司之间合作的动态和论述进行了原创性的分析审查和深入研究。
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来源期刊
International Journal of Educational Development
International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.20
自引率
12.00%
发文量
106
审稿时长
40 days
期刊介绍: The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.
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