低收入和中等收入国家年轻人参与技术和职业教育和培训干预的经验:对定性证据的系统审查

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH
Yi Shi, Mukdarut Bangpan
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引用次数: 0

摘要

技术和职业教育与培训(TVET)因其在低收入和中等收入国家(LMICs)减轻贫困和改善青年就业方面的潜力而受到广泛关注。然而,就其对参与者的福祉和生计的影响尚未达成一致。以前的大多数综述通过统计荟萃分析仅限于经济和就业相关的结果,未能检查参与者的综合经历。本系统综述通过回顾2000年至2019年31项已发表和未发表的研究的定性证据,调查了中低收入国家年轻人的学习过程和TVET参与的后果。采用框架主题综合方法,该研究表明,除了经济后果之外,TVET参与对年轻人的文化资本(技能和知识、证书和社会情感能力)、社会资本(联系、桥梁和连接社会关系)、愿望和健康产生多方面的影响。干预特征、干预质量(课程与内容、教师与教学、行政与管理)、学习环境(物理环境、师生关系、同伴关系)、个体特征、社会规范等多种因素共同塑造了参与者的混合体验。研究结果还表明,弱势青年尤其受益于TVET的参与,这突显了TVET在改善教育机会和公平方面的潜力。从证据综合中提炼出一个框架,为未来的研究和实践提供信息,旨在设计、实施和评估职业技术教育,以提高年轻人在发展背景下的整体福祉。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Young people’s participation experiences of technical and vocational education and training interventions in low- and middle-income countries: a systematic review of qualitative evidence

Young people’s participation experiences of technical and vocational education and training interventions in low- and middle-income countries: a systematic review of qualitative evidence

Technical and vocational education and training (TVET) has attracted wide attention with its potential to alleviate poverty and improve youth employment in low- and middle-income countries (LMICs). However, no agreement has been reached on its impact on participants’ wellbeing and livelihoods. Most previous reviews were restricted to economic and employment-related outcomes through statistical meta-analyses and failed to examine participants’ comprehensive experiences. This systematic review investigated young people’s learning process and consequences of TVET participation in LMICs by reviewing qualitative evidence across 31 published and unpublished studies from 2000 to 2019. Adopting a framework thematic synthesis approach, this study revealed that TVET participation had a multi-dimensional impact on young people’s cultural capital (skills and knowledge, credentials and socio-emotional competencies), social capital (bonding, bridging and linking social relationships), aspirations, and health, beyond economic consequences. Participants’ mixed experiences were collectively shaped by multiple factors, including intervention features, intervention quality (curriculum and content, instructor and instruction, administration and management), learning environment (physical environment, instructor-learner relationship and peer relationship), individual characteristics, and social norms. Findings also indicated that disadvantaged youth particularly benefitted from TVET participation, which highlighted the potential of TVET to improve education access and equity. A framework was distilled from evidence synthesis to inform future research and practice that aim to design, implement and evaluate TVET in a way to enhance young people’s overall wellbeing in the developing context.

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来源期刊
CiteScore
3.40
自引率
7.70%
发文量
9
审稿时长
13 weeks
期刊介绍: The main focus of this journal is to provide a platform for original empirical investigations in the field of professional, vocational and technical education, comparing the effectiveness, efficiency and equity of different vocational education systems at the school, company and systemic level. The journal fills a gap in the existing literature focusing on empirically-oriented academic research and stimulating the interest in strengthening the vocational part of the educational system, both at the basic and higher education level.
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