Rural youth and urban-based vocational training: gender,space and aspiring to ‘become someone’

ABSTRACT

The policy phrase Technical and Vocational Education and Training (TVET) is rapidly gaining ground across Southeast Asia (and beyond). Despite numerous policy reports, little is known about how vocational training and education work as sites of practice. This is especially true for informal household-based apprenticeships and privately organized, commercial classroom-based training. Yet, these latter arrangements are numerous, an integral part of the widespread informal economy, and reflecting the fact that homes have retained their productive character in much of the Global South. Combining a village-based perspective (Laos) with an urban-based perspective (Cambodia), we analyse how these informal and privately organized training spaces are situated in rural youth’s gendered lives and shaped by, but also generative of, aspirations of ‘becoming someone’. In addition, comparing informal apprenticeships with classroom-based training leads us to raise some important questions about the implications of the (global) policy emphasis on the standardization and formalization of TVET.     

Inclusive partnership: enhancing student engagement in geography

Partnership is currently the focus of much work within higher education and advocated as an important process to address a range of higher education goals. In this paper, we propose the term inclusive partnership to conceptualise a non-selective staff–student relationship. While recognising the challenges of inclusive partnership working for institutions, staff and students, this paper outlines the opportunities it offers and provides detailed case studies of inclusive partnerships within the geography curriculum. We conclude with some guiding principles to inform the development of inclusive partnerships in a range of settings.     

The Erasmus undergraduate exchange programme: a highly qualified success story?

Erasmus is regarded as a European success story: an example of cross-border cooperation and an opportunity for students to improve their inter-cultural skills and work capacities. This article takes an in-depth look at this success, examining recent trends in Erasmus mobility. Analysis shows that while certain countries have greater numbers of students outgoing than incoming, the converse situation is found in countries such as Portugal. To explain this imbalance, evidence is drawn from a study of Erasmus in Portugal conducted during 2016. While the popularity of the country as a destination is related to low cost of living, friendliness and educational quality, interviews with managers of the Erasmus programme reveal other factors that limit the participation of local students. This includes the low level of Erasmus scholarships for undergraduates from families affected by the economic crisis, with exchange students also increasingly viewed as tourists and consumers as well as learners.     

Drawing the line with Google Earth: the place of digital mapping outside of geography

The Te Kawa a Māui Atlas project explores how mapping activities support undergraduate student engagement and learning in Māori studies. This article describes two specific assignments, which used online mapping allowing students to engage with the work of their peers. By analysing student evaluations of these activities, we identify four aspects that benefit student engagement: mapping diversifies the learning experience; mapping promotes acquisition of a different skill set; online mapping allowed more open sharing of work and; mapping promotes place-based learning. Some students were ambivalent about the assignments, so mapping should only be used to support other learning objectives.     

谈和谐社会进程中大学生现代法律意识的培养

构建和谐社会进程中大学生现代法律意识教育存在的诸多问题不断凸现,影响了我国建设社会主义法治国家的进程。大学生在未来社会处于主导地位,发挥着主体的作用。从这个角度来说,探明大学生现代法律意识结构状况,研究如何培养大学生现代法律意识,对于中国的法治实践具有重大的现实意义和深远的历史意义。     

干部培训中党性教育的经验及其创新

干部培训的地位和性质决定了党性教育是其永恒的主题。加强现阶段的干部培训工作,必须针对新的形势和任务,必须针对干部培训对象的变化,必须注重教育内容和方式的创新,以增强干部党性教育的时代感、针对性和有效性。     

Student geographies and homemaking: personal belonging(s) and identities

Studies of the ‘geographies of students’ have become increasingly prevalent across the social sciences and are particularly concerned with the predilection for young UK University undergraduates to be mobile in their institutional choice. A more recent focus within this work has been upon student identities, with attention given to how the spaces to which students move and in which they settle can have both positive and negative consequences for the evolution of the student identity, and how such identities are often framed within the context of social activities; learning environments; friendship networks; or other sociocultural factors. This paper contributes to these discussions by considering the role of student accommodation – a site which often remains on the periphery of discussions of student identities – in offering students opportunities to construct, adapt and manage their student identities. This adds to the important contemporary geographies of student accommodation, which are currently debating, among others, purpose-built student accommodation and the broad housing ‘careers’ and strategies of students. In contrast, this paper explores the micro-geographies of student accommodation (and more specifically, the bedroom) to highlight its value in providing young, mobile students with an anchor within which they can draw together their learner, social and domestic dispositions into one geographical location.     

Aboriginal Performance on Standardized Tests: Evidence and Analysis from Provincial Schools in British Columbia

Many indigenous populations are experiencing rural-to-urban migration. In making this transition, indigenous peoples are entering industrial societies where most income derives from wages or salaries, and formal educational achievement is crucial in determining economic prospects. This research analyzes the gap in test score results between Aboriginal and non-Aboriginal students in public schools in the Canadian province of British Columbia. It finds a strong effect of school quality, as measured by non-Aboriginal achievement, on Aboriginal achievement. It also finds a nonlinear negative relationship between Aboriginal achievement and the number of Aboriginal students in a school over the empirically observed range. It thus suggests a possible trade-off and dilemma between, on the one hand, policies that enable Aboriginal students to concentrate in a few schools able to provide a culturally sensitive curriculum and, on the other, policies to maximize Aboriginal academic achievement.     

Advanced Research Training in Human Geography: the Scottish Experience

Formal research training is integral to research degrees in human geography completed in UK higher education institutions today. The Economic and Social Research Council (ESRC) has been the driving force behind the formalization of research training. Arguably less well known among the ESRC research training recommendations is the stipulation that postgraduate research students complete advanced research training. This paper will draw upon the authors' experiences of the collaborative ESRC/Royal Scottish Geographical Society Advanced Research Training for Scottish Postgraduate Human Geographers. A detailed account of the advanced research training provision will be given, followed by staff and student reflections on the training. The paper concludes by considering what advanced research training offers to the PhD process and future developments in advanced research training.