The making of TVET systems in middle-income countries : insights on Brazil and Chile

Rambla, Xavier; Castioni, Remi; Sepúlveda, Leandro

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Campo DC	Valor	Lengua/Idioma
dc.contributor.author	Rambla, Xavier	-
dc.contributor.author	Castioni, Remi	-
dc.contributor.author	Sepúlveda, Leandro	-
dc.date.accessioned	2023-10-31T11:01:24Z	-
dc.date.available	2023-10-31T11:01:24Z	-
dc.date.issued	2019-12-18	-
dc.identifier.citation	RAMBLA, Xavier; CASTIONI, Remi; SEPÚLVEDA, Leandro. The making of TVET systems in middle-income countries: insights on Brazil and Chile. Journal of Education and Work, [S.l.], v. 33, n. 1, 2020. DOI: https://doi.org/10.1080/13639080.2019.1704704. Disponível em: https://www.tandfonline.com/doi/full/10.1080/13639080.2019.1704704.	pt_BR
dc.identifier.uri	http://repositorio2.unb.br/jspui/handle/10482/46766	-
dc.language.iso	eng	pt_BR
dc.publisher	Taylor & Francis	pt_BR
dc.rights	Acesso Restrito	pt_BR
dc.title	The making of TVET systems in middle-income countries : insights on Brazil and Chile	pt_BR
dc.type	Artigo	pt_BR
dc.subject.keyword	Educação e treinamento técnico e vocacional	pt_BR
dc.subject.keyword	Política pública	pt_BR
dc.subject.keyword	Países de renda média	pt_BR
dc.subject.keyword	Educação comparada	pt_BR
dc.identifier.doi	https://doi.org/10.1080/13639080.2019.1704704	pt_BR
dc.relation.publisherversion	https://www.tandfonline.com/doi/full/10.1080/13639080.2019.1704704	pt_BR
dc.description.abstract1	Although the challenges of Technical and Vocational Education and Training (TVET) have become apparent in middle-income countries, the making of these systems has not been systematically theorised and compared. This article discusses such processes in Brazil ―a recognised emerging economy, and Chile― one of the last economies to join the high income group. The former has built a standardised TVET system dominated by both the state and companies. In the latter, the standardisation of TVET is low and neither the state nor companies are very active. Drawing on international and the national literatures, the article points at two important factors that have significantly shaped TVET systems in these countries. Firstly, the international agenda has contributed to expanding these systems within the wider framework of life-long learning policies. Secondly, endogenous sequences of political change and institutional consolidation have configured particular arrangements in each country. Currently, Brazil and Chile face major challenges in integrating sub-sectors of TVET and overcoming inequalities.	pt_BR
dc.contributor.affiliation	Department of Sociology, Universitat Autònoma de Barcelona	pt_BR
dc.contributor.affiliation	Universidade de Brasilia, Faculty of Education	pt_BR
dc.contributor.affiliation	Universidad Alberto Hurtado, Department of Education Policy and School Development	pt_BR
dc.description.unidade	Faculdade de Educação (FE)	pt_BR
dc.description.unidade	Departamento de Políticas Públicas e Gestão da Educação (FE PGE)	pt_BR
dc.description.ppg	Programa de Pós-Graduação em Educação	pt_BR
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