The Roles of Evaluation for Vocational Education and Training
İÇİNDEKİLERContents Preface Lists of tables and boxes Acknowledgements Introduction: the need for plain talk Notes 1. Conceptions of vocational education and training: variety, causality, and implications for evaluation Sponsorship of education and training Targets of education and training Conceptions of education and training: from specific to general Why should VET work? The stages of human capital development and the alternatives Notes 2. Why evaluate? The multiple and conflicting purposes underlying evaluation Informing governmental decisions Improving employer decisions about training Informing individuals about their options Improving the quality of individual programmes Evaluation as a mechanism of public debate about VET Notes 3. Approaches to evaluation: from the ridiculous to the sublime Outcome measures: is variety the spice of life? Programme effects: duration and heterogeneity The challenge of comparison: what would otherwise have been? Aggregation: the programme as a whole Cost-benefit analysis, efficiency and equity Evaluation of implementation and other stages Conclusions Notes 4. Evaluation findings Publicly sponsored training Individually sponsored training Employer-sponsored training Conclusions Notes 5. Judging evaluation: the limits of the evaluation enterprise Short-run results in a long-run world The quantity/quality dilemma revisited: the biases of evaluation Incentives for VET programmes and policies 'Programme' versus 'systems' evaluation Evaluating VET programmes alone: the limits of partial analysis Conclusion: improving the understanding of VET Notes 6. From evaluation to policy: the treatment of evaluation evidence in policy-making Use and abuse of evaluation evidence Alternative grounds for decisions Notes 7. International developments and their implications for evaluation The declining role of the state Decentralization to subnational governments The lure of market mechanisms High-performance work, key skills, and broader conceptions of VET The search for work-based learning Continued concern for the poor and underemployed Special issues in developing and transitional countries Notes 8. Conclusions and recommendations: towards a pragmatic perspective on evaluating VET Notes References Index  |
