Doktorarbeit: Kooperative Berufsausbildung

Kooperative Berufsausbildung

Untersuchungen zum kooperativen Ansatz in der deutschen bilateralen Entwicklungszusammenarbeit in Zentralasien am Beispiel von Usbekistan und Kasachstan

Studien zur Berufspädagogik, volume 48

Hamburg , 462 pages

ISBN 978-3-8300-7521-9 (print)
ISBN 978-3-339-07521-5 (eBook)

about this book

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This study focuses on the cooperative approach in vocational education and training made by German Development Assistance. The book contains review and analysis of basic documents, position papers and conceptions of German Development Assistance in the field of vocational training in the second half of the 20th century and till date as well as a short historical survey of International Development Assistance. The theoretical aspect of this work shows the significance of the paradigm shift of German Development Assistance in the field of vocational education and training; defines cooperative approach and specifies its outstanding characteristics. Currently cooperative approach is the main strategy of German Development Assistance in the area of vocational education and training. This approach superseded unsuccessful attempts of transfer of German dual educational system to emerging and developing countries. The major aim of this Dissertation is to define the cooperative approach and to analyse the application of them in the projects in vocation education.

The empirical study was hold in two countries of Central Asia – Kazakhstan and Uzbekistan from the evidence of two projects hold by GTZ, Deutsche Gesellschaft für Technische Zusammenarbeit (now GIZ Deutsche Gesellschaft für Internationale Zusammenarbeit) on behalf of Federal Ministry for Economic Cooperation and Development (BMZ).

Specific realization of cooperative approach is reflected in development and implementation of cooperative model of vocational training in leading educational institutions. Cooperative models of vocational training, their strengths and weaknesses, as well as the opportunities and limits were studied and compared against the background of educational systems reforms in Kazakhstan and Uzbekistan. Data collection was performed by interviews with stakeholders, as well as by working with documents related to working terms and archives of the projects. Data collected through interviews were processed by means of qualitative data analysis (context analysis).

The results of the research provided the basis for recommendations regarding cooperative approach realization in micro, meso and macro levels, as well as improvement vocational training system in Kazakhstan and Uzbekistan.

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