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1 – 10 of over 6000Umut Al, Pablo Andrade Blanco, Marcel Chiranov, Lina Maria Cruz Silva, Luba Nikolaeva Devetakova, Yulianto Dewata, Ieva Dryžaite, Fiona Farquharson, Maciej Kochanowicz, Tetiana Liubyva, Andrea López Naranjo, Quynh Truc Phan, Rocky Ralebipi-Simela, Irem Soydal, David Streatfield, Resego Taolo, Tâm Thị Thanh Trần and Yuliya Tkachuk
The purpose of this paper is to report on performance measurement and impact assessment progress made in 14 countries as part of the Global Libraries initiative, starting with the…
Abstract
Purpose
The purpose of this paper is to report on performance measurement and impact assessment progress made in 14 countries as part of the Global Libraries initiative, starting with the early country grants in Mexico and Chile. For the mature grants in Bulgaria, Botswana, Poland, Romania, Ukraine and Viet Nam which were recently completed or are approaching completion, the nature of the country program is outlined, before the impact assessment work is described and some recent results and conclusions are reported. A similar approach is adopted with pilot and new grants in Colombia, Indonesia, South Africa, Turkey and Lithuania.
Design/methodology/approach
The country reports are presented as a series of case studies, in some cases supplementing those in an earlier special issue of this journal.
Findings
Where appropriate, recent country-specific survey findings are reported.
Practical implications
This paper shares Global Libraries IPA learning at country level with people in other countries who may be contemplating public library evaluation at regional, national or local level or who are interested in performance measurement and impact evaluation.
Originality/value
These cases studies reflect concentrated impact assessment and performance measurement work at country level across a range of countries over more than 12 years.
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There is a global concern about the effectiveness of vocational education and training (VET) programmes in developing job-related skills and competencies for real-world…
Abstract
Purpose
There is a global concern about the effectiveness of vocational education and training (VET) programmes in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. Experiential learning (EL) is a major component of VET programmes. This article aims to examine the effects of facilitating VET through EL theory to promote youths' skills acquisition. The study looks at the effects of material resources on the use of experiential learning theory (ELT), the types of EL and the contribution of ELT to VET programmes.
Design/methodology/approach
The research design mainly entails a qualitative research design and research method to allow the researcher to view the reality as is experienced from the inside out by the trainees and training centre managers on important data for a thorough understanding. The study participants were 512 young trainees who completed different training courses from the VET programmes and 24 centre managers in the KwaZulu-Natal province of South Africa.
Findings
The findings reveal that the use of ELT in VET programmes helped the trainees to gain real-world skills, hence contributing to their empowerment in terms of work experience and competence for their future employment. Based on the findings, the study concludes that ELT is an effective instrument to promote VET programmes for disadvantaged and unemployed youths.
Practical implications
The practical and social implications of the findings are that, while disadvantaged youths cannot access and afford higher education, public and private sectors can remedy their situation by providing non-school-based technical and vocational training to help such youths enter the labour market. The findings will motivate the providers of skills development for unemployed youths to use ELT in designing course curricula, planning resources and directing teaching-learning approaches to help trainees to acquire skills and competencies to perform tasks close to real-work situations.
Social implications
The socio-economic implication of the article is that skills development plays an important role in poverty reduction. Investing in the skills development of citizens is vital to raise the incomes of poor groups and to reduce poverty (ILO, 2018). Although the causes of unemployment have also to do with economic factors in a country, skills development is an essential ingredient in developing capacities for labour market entry and increased income generation of a vulnerable group of people.
Originality/value
The article is significant because the study provides new insights into the use of ELT in VET programmes to improve their effectiveness in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. The study contributes to the body of knowledge by establishing a solid base for the evidence-informed practice of the effects of facilitating the VET programme through ELT to promote skills acquisition for the employment of unemployed and disadvantaged youths.
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