Please use this identifier to cite or link to this item: 192.168.6.56/handle/123456789/5451
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dc.contributor.editorPeter, Willis-
dc.contributor.editorStephen, Mckenzie-
dc.date.accessioned2018-10-01T06:10:13Z-
dc.date.available2018-10-01T06:10:13Z-
dc.date.issued2009-
dc.identifier.isbn978-1-4020-8964-0-
dc.identifier.urihttp://10.6.20.12:80/handle/123456789/5451-
dc.descriptionIn modern times TVET has become an increasingly important part of formal education systems. The very first World Bank loan for education, granted in 1963, was for TVET; and TVET accounted for about 40% of all educational loans in subSaharan Africa until the early 1960s. In 1991 the Bank reversed gears, partly due to a World Bank policy paper which argued that TVET was not a good investment when compared to general education. This led many experts and policy-makers to conclude that training is best left to the workplace. This view was promoted by the major policy change by the World Bank, which was earlier considered to be one of TVET’s staunchest supporters-
dc.languageenen_US
dc.language.isoenen_US
dc.publisherSpiringeren_US
dc.subjectSocial Sustainabilityen_US
dc.titleRethinking Work and Learning Adult and Vocational Education for Social Sustainabilityen_US
dc.typeBooken_US
Appears in Collections:Social Work

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