Relevant bibliographies by topics / Vocational education Adult education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Vocational education Adult education'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Vocational education Adult education"

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Adkisson, Anthony C., and Catherine H. Monaghan. "Transformative Vocational Education." International Journal of Adult Vocational Education and Technology 5, no. 1 (January 2014): 23–34. http://dx.doi.org/10.4018/ijavet.2014010103.

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How our culture thinks about particular events as linear, normal, and expected does not always fit with the experiences of every learner, particularly underserved urban adult learners. As adult educators in this context, are there ways we might improve or change our pedagogy of instruction by developing a better understanding of transitional life moments for vocational learners. What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches learning for underserved adult learners transitioning into a vocational education classroom, after years of disengagement with formal learning institutions with the need to update their technology skills? In this article, we discuss the need to use alternative conceptions of transformative learning to understand vocational learners as they make decisions to participate in vocational education programs. We explore the key issues for adult educators including implications for practice and research.
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Salminen, Lea. "Experiments in Vocational Adult Education." Western European Education 21, no. 3 (October 1989): 59–66. http://dx.doi.org/10.2753/eue1056-4934210359.

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Hodge, Steven, John Holford, Marcella Milana, Richard Waller, and Susan Webb. "Adult education, vocational education and economic policy: theory illuminates understanding." International Journal of Lifelong Education 39, no. 2 (March 3, 2020): 133–38. http://dx.doi.org/10.1080/02601370.2020.1747791.

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Wieringen, Fons Van. "Scenario Planning for Vocational and Adult Education." European Journal of Education 34, no. 2 (June 1, 1999): 153–75. http://dx.doi.org/10.1080/01418219999403.

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Mayen, Patrick. "Teacher Education in Light of a Few Principles, Theories, and Studies on Vocational Training and Adult Education." Articles 46, no. 1 (August 29, 2011): 157–70. http://dx.doi.org/10.7202/1005675ar.

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The objective of this article is to critically examine teacher education based on the concepts, principles, and practices of adult education, vocational training, and continuing vocational training. We will discuss a few aspects of teacher education from the perspective of our research and our theoretical frames of reference, touching on the fields of initial and continuing vocational training, as well as adult education, work psychology, and developmental psychology (Pastré, Mayen, & Vergnaud, 2006, Mayen, 2007). We will also draw from a research study on professional work and training in very different sectors: railroad transportation, public works, agriculture, human services, technical-commercial services, guidance, and orientation. This allows us to examine teaching in the light of what we know of other forms of work, and teacher education in the light of what we know of vocational training and adult education.
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Bratsberg, Bernt, Torgeir Nyen, and Oddbjørn Raaum. "Adult Vocational Qualifications Reduce the Social Gradient in Education." Social Inclusion 7, no. 3 (September 5, 2019): 95–109. http://dx.doi.org/10.17645/si.v7i3.2026.

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Many youth leave school early without an upper secondary education, impeding their chances in the labor market. Early school leavers come disproportionately from families with low parental education. In some countries, there are alternative routes to upper secondary qualifications as adults. Does adult attainment reduce initial social differences in educational attainment, or does it reinforce such differences? Norway is one of the countries where many attain upper secondary qualifications in adulthood. Using individual data from administrative registers, we follow five Norwegian birth cohorts (1973–1977) from age 20 to 40. We document that the association between parental education and upper secondary completion declines monotonically with age, ending at age 40 about 35% below that at age 20. We also document that the alternative routes to adult qualifications recruit students of different family backgrounds. In particular, adults who acquire vocational qualifications via the experience-based route come from families with lower education than other groups. Our evidence suggests that institutions that offer opportunities for certifying qualifications acquired at work mitigate social gradients, fostering more equal opportunities within the education system.
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Bélanger, Paul. "Reflective teaching in further, adult and vocational education." International Review of Education 63, no. 3 (February 8, 2017): 427–28. http://dx.doi.org/10.1007/s11159-017-9613-x.

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FitzSimons, Gail E. "Gender issues in adult and vocational mathematics education." Mathematics Education Research Journal 9, no. 3 (November 1997): 292–311. http://dx.doi.org/10.1007/bf03217320.

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McHarg, Jane. "Implementing adult learning theory into dental education." Faculty Dental Journal 1, no. 2 (June 2010): 43–46. http://dx.doi.org/10.1308/204268510x12610466793601.

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Examples from undergraduate education are used to illustrate the implementation of adult learning theory. However, the general rules apply to vocational training, postgraduate and continual professional development: empower the learner to take control!.
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Sklias, Pantelis, Spyros Roukanas, and Giota Chatzimichailidou. "Adult Education Policies In Eu: In-Depth Insight On Their Contribution To Social Cohesion." KnE Social Sciences 1, no. 2 (March 19, 2017): 274. http://dx.doi.org/10.18502/kss.v1i2.662.

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<p class="AbstractText">The objective of the present study is to investigate the European Union (EU) policies regarding Adult Education from the early fifties. It seems like Adult Education, either as an ideology or as a practice, haven’t gained widespread attention by the Brussels Bureaucrats, as a result, the first interests in concepts of Adult Education had begun, only, in 2000. While Lifelong Learning involves both vocational and non-vocational education, policymakers seemed to be preoccupied by an extensive interest to meet the needs of European labour market, so they have paid much effort to promote Vocational Education and Training instead of Adult Education. The possible contribution of Adult Education policies to strengthen social cohesion is another issue we attempt to explain. Were EU policies for Adult Education a step in this direction so far or not? </p>
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Dissertations / Theses on the topic "Vocational education Adult education"

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Squire, Patrick J. "Thinking skills required in adult vocational education programs : a study of adult vocational education instructors in central Ohio /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846885779053.

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Shank, Jacqueline A. "Dropout and completion in adult vocational job training programs : a prediction model for the adult vocational student." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239896012.

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Oslund, Lawrence E. "Teaching style preferences of educators| A meta-analysis." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721103.

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This study was initially planned to be a single study using the Principles of Adult Learning Scale (PALS) by Conti (1978), surveying students and alumni of a four-year university. These plans were redirected to conducting a meta-analysis, utilizing 30 years of dissertations that utilized the PALS instrument.

The motivation for this study was to determine if educators might be a collaborative resource to aid corporate trainers in developing a learner-centered training program. College instructors could become corporate consultants if they reinforced the learner-center approach. A learner-centered instructor would inquire and recognize the inconsistencies in the trainer’s teacher-centered training materials. This motive was based on first-hand experience with Acme Corporation.

There were 108 dissertations identified. Eighteen were not retrieved, and 35 dissertations did not meet the inclusion criteria. Fifty-five dissertations were used with nearly 5,300 subjects. A complete list was provided by name and ProQuest number with exclusion reasons.

The retrieved dissertations were grouped: (a) four-year colleges; (b) two-year colleges; (c) other educators. The third group consists of educators with a Masters or a Doctorate degree and teaches adult students outside of the traditional college environment.

The results showed that PALS composite mean was statistically significant for each group, and within one standard deviation of the norm mean ( M = 146). Conti and Welborn (1986) categorized these as intermediate teacher-centered. The seven factors were analyzed, and the mean was less than one standard deviation and teacher-centered and several factors were not significantly different from the factor’s norm mean. No scores were found to be learner-centered. Linear regression analysis was performed over three decades of dissertations to determine if there was a trend towards learner-centered style. The results indicate no correlation exists.

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Choi, Franklen Kin-shing. "A political economy of adult vocational education in Hong Kong." Thesis, University of Sheffield, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575716.

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This thesis has studied the vocational education and training of adults in Hong Kong. Informed by the political economy perspective, it argues that social inequality in the city state affects the nature of adult vocational education at different levels, including the formation and implementation of policies. and that it also has an effect on the outcomes of adult vocational education activities. A substantial part of the research was an investigation into the history of vocational education and training of adults in Hong Kong. The primary sources covered the publications of official training bodies and government departments and the records of legislative proceedings. Meanwhile. published survey reports were critically reviewed to provide a comprehensive track record of policies and programmes on adult vocational education. A qualitative case study design was also employed which provided a rich and bottom-up account of the learning experiences of disadvantaged adults in retraining programmes. Data consisted of official curriculum materials. in-depth interviews with the director, teachers and adult learners ora publicly-funded training centre for displaced workers, and field notes from classroom observations. Since 1997 the market has re-emerged as the chief mechanism in the delivery of adult vocational education. but the power of the state relative to civil society actually has increased. Through its policies on adult vocational education and publicly funded retraining programmes, the state has simultaneously served the needs of capital and reinforced the existing class divisions and gender inequality. It has also attempted to control adult vocational education activities carried out by organisations in civil society, and as a result, I ittle space has been allowed for the development of critical perspectives regarding social issues, and the influence of' the dominant groups has been strengthened. Above all, this thesis questions whose interests in Hong Kong the state's involvement in adult vocational education serves. 2
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Jenkins, Timothy Edward. "Adult learning outcomes based on course delivery methodology." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2853.

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This study compared student satisfaction and academic performance in online and face-to-face classes. 105 ITT Technical Institute students who were simultaneously enrolled in one online course and two on-campus courses were surveyed and interviewed. Factors examined included student to instructor communication, student to student interaction, content selection for online courses and course management for online courses. Sixty-four percent of the students did not pass their online courses and expressed dissatisfaction with the learning process. Course components and processes that could be improved were identified.
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Izzo, Nemec Therese A. "Servant Leadership and Student Success| Perspectives of Midwest Technical College Manufacturing Students." Thesis, Marian University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689183.

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In the United States, colleges and universities are under pressure from multiple sources to improve course completion and graduation rates and to reduce the cost of obtaining a degree. This qualitative phenomenological case study, underpinned by the social constructivist perspective, explored second-year manufacturing degree students’ perceptions of the impact of their teachers’ servant leadership behaviors on their successful course completions at a Midwest technical college. Servant leadership was the theoretical base for the study, which consisted of Q sorts by, and interviews with, students from two manufacturing degree programs. One program had higher course completion and graduation rates and the other had lower course completion and graduation rates. The responses were coded using data from an extensive literature review and were analyzed for themes according to the perspectives of the participants’ Q sorts and responses to interview questions. While the study did not reveal a simple, straightforward solution to the very complicated student success problem in technical college manufacturing programs, it did identify the elements of an emergent model recommended for manufacturing teachers: servant teaching.

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Boccia, Mark. "Restaurants as Learning Organizations| A Multiple-site Case Study of U.S. Non-chain Restaurants." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140349.

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This study investigated the construct of the learning organization in the restaurant industry. Descriptive accounts of learning were gleaned from face-to-face interviews, focus groups, observations, document analysis, and data from the Dimensions of the Learning Organization Questionnaire (DLOQ) from 52 participants employed in three US non-national chain restaurants in the Suburban Maryland / Washington D.C. area. This multiple-site case study extends the conversation of the learning organization by focusing on an industry that was not previously explored and offers new insight by providing a qualitative picture of how learning occurs in restaurants.

Five overall themes emerged from the data. Participants cobble together learning experiences from pre-shift meetings, formal training, learning from mistakes, and being thrown into the fire. Participants learn from customers through conversation and through trial and error as they adapt their service behaviors. Managers at each restaurant served as a learning champion by promoting dialog and prompting questions often in conjunction with food and beverage tastings. Informal and incidental learning was ever-present as participants naturally shared bits of knowledge through everyday interactions. Learning also took place off-the-clock as participants discussed their personal learning pursuits, such as accessing mobile apps or websites related to food and beverage, going to wineries, breweries, and specialty food markets, as well as reading cookbooks and magazines. Lastly, job rotation is a frequent learning practice during new hire training to expose individuals to the various roles within the restaurant. Cooks often rotate through different stations as they acquire and build up their technical skills.

In consideration of the evidence gathered, three conclusions are offered: (1) collaborative, informal learning practices are well pronounced learning strategies in restaurants; (2) leaders encouraging the development of new products (e.g., beverage / food) facilitate learning and experimentation in restaurants; and (3) a climate of consistent learning practices and procedures exist in restaurants. Overall, Watkins and Marsick’s (1993; 2003) learning organization model did not fully depict the learning culture in restaurants. Future learning organization research is needed to better capture the unique workplace realities of high employee turnover, tip-based compensation, and more narrowly defined jobs (e.g., bartender, cook, server) that comprise the occupational culture of restaurant workers.

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Utete-Masango, Sylvia Janet. "The development of a vocational interest measuring instrument in an adult educational setting." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53099.

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Thesis (PhD)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: The major concern in the world of work has been the mismatch between a person's vocational interests and job pursuits. The understanding has been that jobs make differing demands on people and that the abilities of the individual and demands of the job have a bearing on productivity hence the need for matching people to jobs. The most notable attempts to identify and organize vocational interests have been Holland's theory of vocational interests and personality types. Holland asserts that people can be categorized predominantly as one of six personality types, namely, realistic (R), investigative (I), artistic (A), social (S), enterprising (E), and conventional (C). The review of literature has shown that person-environment fit explains the degree of match between occupational pursuits and one's vocational interests and that before a measure can be used across cultures, its construct validity must be established in each culture. The current study was motivated by the Zimbabwe Public Service Commission's quest, in the absence of vocational interest measures tailored for Zimbabwe, for assessment tools that can assist in predicting suitability for recruitment or promotion. The study was therefore designed to (a) develop a measure of vocational interest validated on the Zimbabwe population, (b) build a model for predicting and classifying people into job sectors and (c) assess the adequacy of Holland's RIASEC structure for assessing person-job fit in the Zimbabwe Public Service. To achieve this, a correlational research design was used. The vocational interest measure and the MB-10 were the two instruments used for data collection. A sample of 500 public servants representing six occupational sectors in the Zimbabwe Public Service participated in the study. Statistical approaches to data analysis included reliability and validity analysis, factor analysis and multiple discriminant analysis. The results of the reliability coefficients were within acceptable levels. The subscale reliabilities of the vocational interest measure ranged from ra = 0.85 to ra = 0.89. Overall, the concurrent validity of the vocational interest measure was established. Factor analysis and correlation coefficients statistic assessed the adequacy of the hexagonal ordering of the RIASEC types. Factor analysis was computed resulting in 8 factors being extracted instead of the theoretically conceptualized 6 factors. The 8 extracted factors accounted for 65.88% of the total variance. Holland's theory affirms that occupational types that are more proximate on the hexagon are more similar than types that are more distant. Results of the RIASEC intercorrelations showed strong correlations between Realistic and Investigative (r = 0.69) and moderate correlations with four of the adjacent types. However, low and negative correlations were obtained between Conventional and Realistic (adjacent types) (r = -0.14) and between Investigative and Conventional (alternate types) (r = -0.11). On the other hand, there was strong correlation between Realistic and Social (opposite types) (r = 0.25.) The model for predicting and classifying people into appropriate job sectors was developed. The model's utility was confirmed using the scores from the sample data. The cross validation table obtained an error rate of 0.29, an indication of a relatively good model. Given the results of the present study, it appears the study hypotheses were generally supported. Further work in refining the model is recommended.
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Floyd, Tuboise D. Witte James E. "An exploratory study of the philosophy and teaching styles of Georgia workforce educators and entrepreneurship instructors." Auburn, Ala, 2010. http://hdl.handle.net/10415/2046.

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Atta-Safoh, Alex. "The job satisfaction of adult vocational supervisors in school districts and joint vocational schools in Ohio /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260135356404.

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Books on the topic "Vocational education Adult education"

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van Wieringen, Fons, and Graham Attwell, eds. Vocational and Adult Education in Europe. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9269-7.

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Remes, Pirkko. Future readiness in vocational adult education. Jyväskylä: Kasvatustieteiden tutkimuslaitos, 1993.

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Camenson, Blythe. Opportunities in adult education careers. Lincolnwood, Ill: VGM Career Horizons, 2000.

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Wang, Victor C. X. Technological applications in adult and vocational education advancement. Hershey PA: Information Science Reference, 2013.

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Imel, Susan. Using technologies effectively in adult and vocational education. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1999.

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Chan-Kopka, Teresita L. Adult education: Employment-related training. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1994.

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Gregson, Margaret. Readings for reflective teaching in further, adult and vocational education. New York: Bloomsbury Academic, 2015.

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Institute of Economic Affairs (Great Britain), ed. An adult approach to further education. London: Institute of Economic Affairs, 2009.

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Wang, Victor C. X. Vocational education technologies and advances in adult learning: New concepts. Hershey PA: Information Science Reference, 2012.

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Chan-Kopka, Teresita L. Adult education: Main reasons for participating. [Washington, D.C.]: U.S. Dept. of Education, Office of Educational Research and Improvement, 1993.

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Book chapters on the topic "Vocational education Adult education"

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Lehmann, Rainer H., and Rainer Peek. "Outcomes of Vocational Education/Training versus General Education." In Vocational and Adult Education in Europe, 409–22. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9269-7_24.

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van Wieringen, Fons, and Graham Attwell. "Vocational and Adult Education in Europe." In Vocational and Adult Education in Europe, 1–17. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9269-7_1.

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Hopkins, Neil. "Vocational Education: A European Perspective." In Citizenship and Democracy in Further and Adult Education, 73–95. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7229-8_5.

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van Wieringen, Fons. "The Future of Vocational Education and Training." In Vocational and Adult Education in Europe, 131–51. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9269-7_7.

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Milana, Marcella, and Gosia Klatt. "Governing Adult Education Policy Development in Europe." In Handbook of Vocational Education and Training, 1–25. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_100-1.

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Milana, Marcella, and Gosia Klatt. "Governing Adult Education Policy Development in Europe." In Handbook of Vocational Education and Training, 789–812. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_100.

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Abrahamsson, Kenneth. "Bridging the gap between education and work." In Vocational and Adult Education in Europe, 317–42. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9269-7_18.

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Ax, Jan. "Searching For Educational Quality." In Vocational and Adult Education in Europe, 239–59. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9269-7_13.

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Sohlman, Åsa. "Evaluation and Decision Making in Swedish Adult Education." In Vocational and Adult Education in Europe, 289–302. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9269-7_16.

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Ostenk, Jeroen. "Learning in Work Teams as a Tool for Innovation." In Vocational and Adult Education in Europe, 175–92. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9269-7_10.

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Conference papers on the topic "Vocational education Adult education"

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Li, Jichuan. "“Junction” Construction of Rural Basic Education, Vocational Education and Adult Education Based on System Thinking." In 2015 International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icadce-15.2015.151.

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Singh, Shweta. "GAMIFICATION: PHENOMENOGRAPHY TO ENHANCE ENGAGEMENT OF ADULT LEARNERS IN VOCATIONAL EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1906.

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Li, Jun, and Jian Wei. "Polish Vocational and Adult Education: Status Quo, Dilemma and Way Out." In Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.191.

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Kowalik, Dagmara. "Polish Vocational Competence Standards for the Needs of Adult Continuing Education and the European Labour Market." In 2013 International Conference on Advanced Information Engineering and Education Science (ICAIEES 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icaiees-13.2013.27.

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Alves, Natália, Rita Queiroga, Paula Guimarães, and António José Almeida. "VOCATIONAL EDUCATION AND TRAINING COURSES: A TURNING POINT ON YOUNG ADULTS’ ACADEMIC TRAJECTORIES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1781.

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Youde, Andrew. "THE EFFECTIVE BLENDED TUTOR: SUPPORTING ADULT LEARNERS STUDYING PART-TIME, VOCATIONALLY RELEVANT DEGREES AT A DISTANCE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0134.

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Sanford, Marie, Jana Waller, and Tina Caswell. "BRIDGING ACADEMIC AND VOCATIONAL TRANSITIONS FOR YOUNG ADULTS WITH AUTISM SPECTRUM DISORDERS THROUGH SOCIAL COMMUNICATION SUPPORT GROUPS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0265.

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de Dato, Pasquale, and Yolanda Hernández Navarro. "RESULTS OF DIFFERENT METHODOLOGIES IN THE TEACHING OF OCCUPATIONAL RISK PREVENTION FOR ADULTS IN VOCATIONAL TRAINING." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1326.

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Hegyesi, Franciska, Krisztina Nemethy, Jozsef Gati, and Gyula Kartyas. "New education challenges in adult education." In 2015 IEEE 13th International Symposium on Intelligent Systems and Informatics (SISY). IEEE, 2015. http://dx.doi.org/10.1109/sisy.2015.7325390.

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Bhavani, B., Srividya Sheshadri, and R. Unnikrishnan. "Vocational education technology." In the 1st Amrita ACM-W Celebration. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1858378.1858399.

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Reports on the topic "Vocational education Adult education"

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Taysumova, H. V., and D. S. Saralinova. PURPOSE OF DIGITIZATION VOCATIONAL EDUCATION. Ljournal, 2019. http://dx.doi.org/10.18411/ds-2019-2-mah.

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Hanushek, Eric, Ludger Woessmann, and Lei Zhang. General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle. Cambridge, MA: National Bureau of Economic Research, October 2011. http://dx.doi.org/10.3386/w17504.

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Bettinger, Eric, Michael Kremer, Maurice Kugler, Carlos Medina, Christian Posso, and Juan Saavedra. School Vouchers, Labor Markets and Vocational Education. Banco de la República de Colombia, August 2019. http://dx.doi.org/10.32468/be.1087.

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Rozelle, Scott, Albert Park, Sangui Wang, Linxiu Zhang, Wang Rong, Yingquan Song, Prashant Loyalka, and Yaojiang Shi. Investment in vocational versus general schooling: evaluating China`s expansion of vocational education and laying the foundation for further vocational education evaluation. International Initiative for Impact Evaluation, 2015. http://dx.doi.org/10.23846/ow2208.

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Dave, Dhaval, Nancy Reichman, Hope Corman, and Dhiman Das. Effects of Welfare Reform on Vocational Education and Training. Cambridge, MA: National Bureau of Economic Research, January 2011. http://dx.doi.org/10.3386/w16659.

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Snel, Herman, and Herman Brouwer. Strengthening Myanmar’s agricultural technical and vocational education and training system. Wageningen: Wageningen Centre for Development Innovation, 2021. http://dx.doi.org/10.18174/543718.

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Waddington, Hugh, and Howard White. Farmer field schools: from agricultural extension to adult education. International Initiative for Impact Evaluation (3ie), August 2014. http://dx.doi.org/10.23846/srs001ffs.

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Waltmann, Ben, Imran Tahir, and Luke Sibieta. Big changes ahead for adult education funding? Definitely maybe. Institute for Fiscal Studies, April 2021. http://dx.doi.org/10.1920/bn.ifs.2021.bn0325.

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Aizenman, Joshua, Yothin Jinjarak, Nam Ngo, and Ilan Noy. Vocational Education, Manufacturing, and Income Distribution: International Evidence and Case Studies. Cambridge, MA: National Bureau of Economic Research, October 2017. http://dx.doi.org/10.3386/w23950.

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Field, Erica, Leigh Linden, Ofer Malamud, Daniel Rubenson, and Shing-Yi Wang. Does Vocational Education Work? Evidence from a Randomized Experiment in Mongolia. Cambridge, MA: National Bureau of Economic Research, July 2019. http://dx.doi.org/10.3386/w26092.

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