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dc.contributor.authorKanwar, Asha
dc.contributor.authorBalasubramanian, K
dc.contributor.authorCarr, Alexis
dc.coverage.spatialGlobalen_US
dc.date.accessioned2020-06-15T17:41:17Z
dc.date.available2020-06-15T17:41:17Z
dc.date.issued2019-09-07
dc.identifier.urihttp://hdl.handle.net/11599/3597
dc.description.abstractThe digital revolution is rapidly transforming the world of work and the skills profiles of many occupations. The pace of change necessitates continuous skilling and reskilling, through lifelong learning. Traditional models of TVET which view formal training as terminal will not prepare workers for the constantly evolving world of work in an age of technological transformations. This paper argues for the need to integrate informal and non-formal learning in TVET systems and address the pedagogical implications of this integration. Research on emerging innovative approaches to TVET in both developed and developing country contexts is reviewed, with a special focus on new models for work-based and community-based learning, which can promote transformative, lifelong learning. The actual and potential role of technology within these models is highlighted, together with recommendations for policy and practice. // International Journal of Training Research, 17:sup1, 54-68, DOI: 10.1080/14480220.2019.1629722en_US
dc.language.isoenen_US
dc.publisherInternational Journal of Training Researchen_US
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en_US
dc.source.urihttps://www.tandfonline.com/doi/full/10.1080/14480220.2019.1629722en_US
dc.subjectTechnical/Vocational Education and Training (TVET)en_US
dc.subjectLifelong Learningen_US
dc.subjectPedagogyen_US
dc.subjectModels and Frameworksen_US
dc.titleChanging the TVET Paradigm: New Models for Lifelong Learningen_US
dc.typeArticleen_US


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