First published in 1999, this book analyzes the process involved in implementing Technical and Vocational Education and Training policies in the countries of Jamaica and The Gambia. A critical approach was used to analyse the role played by different actors in this process, both at public and private sector institutions. The study documented a variety of projects and programmes, ranging from those that promoted entrepreneurship or self-employment amongst young people, to those that were more concerned with providing the skills needed for export-led growth. Overall it highlighted the complexities surrounding implementation and of the importance of donor agencies in financing TVET developments in both countries. Furthermore, it also illustrated how the use of foreign technical assistance and components obtained from the developed world, combined with the influence of the physical and political infrastructure, were the major reasons why projects or programmes failed to achieve their stated objectives. The study concludes by suggesting a model which can be used by policy makers to help ensure that programmes or projects are more successful at meeting local labour market needs, rather than those of aid agencies or actors within the state apparatus.
’A great deal of aid is given to the Third World to develop its technical and vocational education and training and yet there are few examples of empirical and objective research into its effects, success or sustainability. This book analyzes the underlying tensions between donors and the individual countries and the real difficulties of implementation in such a way that it has a positive contribution to make to future policy.’ Professor Cedric Cullingford, University of Huddersfield, UK ’…offers some useful insights into how policy is arrived at, especially in the fields of technology and technical and vocational education. For anyone interested in key policy issues in developing countries this book will shed new light and should prove to be a valuable text for students and policy makers alike.’ Keith Watson, University of Reading, UK
1. Policy Implementation. 2. Methodology. 3. An Outline of the Jamaican TVET System. 4. An Analysis of the Implementation Process in Jamaica. 5. An Outline of The Gambian TVET System. 6. An Analysis of the Implementation Process in The Gambia. 7. Conclusion.
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