加纳工业化与技术教育的实证研究

Dona Martin, Saan Rhoda, Kuuyine Frederick, Adams Yunus
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引用次数: 4

摘要

工业化通常在一个国家的经济中占财富创造的比重。建立一个产业需要技术人员,而技术人员需要通过技术教育进行培训。加纳作为一个渴望发展工业能力的发展中国家,需要将其技术教育战略定位为一个关键因素。因此,本文的目的是回顾加纳的工业化议程及其技术教育系统,以建立一个作为未来文化遗产的工业基地。本研究采用了在生产与经营管理(POM)中越来越受欢迎的民族志软操作方法。除其他事项外,调查结果显示了对加纳经济工业化的高度兴趣,加纳经济的特点是缺乏技术发展的政策框架来支持该行业。与此同时,正规教育与在生产方法中应用土著知识脱节。因此,这需要政策转变,建立一个综合的技术和职业教育与培训(TVET)课程,与文化促进工业增长联系起来。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
An empirical study discussing industrialisation and technical education in Ghana
Industrialisation generally accounts for wealth creation in the economy of a nation. A technician is needed in building an industry and the technician needs to be trained through technical education. Ghana as a developing nation aspiring to develop her industrial capability needs to strategically position its technical education as a key factor. The objective of this paper therefore is to review Ghana’s industrialisation agenda and its technical educational system toward establishing an industrial base as a future cultural heritage. The soft operations methodology of ethnography, which is gaining much popularity in Production and Operations Management (POM), was adapted for this study. The findings, among other things, revealed a high interest in industrialising the Ghanaian economy, which is characterised by an absence of a policy framework for technology development to feed the industry. This is coupled with a disconnection of formal education from application of indigenous knowledge in production methods. This therefore calls for a policy-shift to build a comprehensive technical and vocational education and training (TVET) curriculum with linkage to culture for industrial growth.
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