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Vocational education in developing countries: What is the worth?

1. The design of relevant curricula: the design of relevant vocational education curricula for developing countries implies that such programs will mesh with the employment needs of these countries. Additional relevance will be gained when curricula are modified to include courses that will assist graduates to establish and manage their own businesses.

2. The provision of a greater spectrum of vocational courses: This implies widening vocational curricula to reflect a cluster concept of exploration and instruction in groups of related occupations, rather than stressing isolated skills (e.g. concepts and skills in Automotive and Power Services, rather than auto mechanics, auto body welding or painting). Although cluster programs do not provide the depth of specialized instruction possible in teaching single skills, developing countries need to furnish students with entry-level skills in a range of related occupations to make them more employable.

3. The provision of opportunities for work experience: For graduates of vocational programs to
succeed in the labour market, they need to be exposed more frequently to the discipline and reality of the work place. Opportunities for work experience may take the form of school-supervised cooperative experiences in local businesses, industries and agriculture.
When successful, cooperative education pro grams often provide a substantial number of students
with full-time positions (after graduation) with their
co-op employers.

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