The Value of TVET in Advancing Human Development and Reducing Inequalities: The Case of Palestine (Technical and Vocational Education and Training: Issues, Concerns and Prospects, 37)

This book examines the contribution of Vocational Education and Training to advancing human development and reducing inequality. It uses the example of Palestine as case-study rich in multi-layered inequalities, some of which are experienced in the region and worldwide, while others are specific to adverse conditions. The case of Palestine provides fertile ground for understanding inequality and human development, and for echoing the developed knowledge through to the understanding of Vocational Education and Training and Human Development globally. The book brings original theoretical approaches, evidence of the value of Vocational Education and Training, and contributes to academic debates, as well as provides empirical evidence for practitioners and donor community. Foreword by Simon McGrath 7 Foreword by Lesley Powell 9 Acknowledgement 11 Contents 12 Abbreviations 17 List of Figures 19 List of Tables 21 List of Graphs 23 List of Snapshots 24 List of Boxes 25 1 Introduction 26 1.1 Problem Analysis and My Motives for the Research 26 1.2 Rationale—The Research Contribution 30 1.2.1 The Research Contribution to Knowledge, Framework and Methodology 30 1.2.2 The Research Contribution to Similar Settings 31 1.2.3 The Research Contribution to the Palestinian Context 32 1.2.4 The Research Contribution Till Today 32 1.3 Objective and Aims of the Research 33 1.4 Structure of the Research 33 2 The Context: The Case of Palestine 35 2.1 The Overall oPt Context 35 2.2 Marginalisation and Inequality in oPt 41 2.2.1 The Economically Marginalised Groups 41 2.2.2 The Context-Related Marginalised Groups 42 2.2.3 The Socially Marginalised Groups 43 2.3 VET in oPt 45 2.3.1 VET Providers 45 2.3.2 TVET National System and Governance 47 2.3.3 Delivering VET and Education in an Emergency Situation 48 2.4 VET, Development and the Marginalised in the oPt 49 2.4.1 VET and Development in the oPt 49 2.4.2 VET and Marginalisation in the oPt 50 3 Conceptual Framework 53 3.1 VET, Development and Inequality in Global Debate 53 3.1.1 The Global Debate on VET and Development 53 3.1.2 VET and Inequality in Global Debate 54 3.2 VET within Political-Economy 55 3.3 VET within Human Development—the Capability Approach 56 3.3.1 Capabilities and Functionings 57 3.3.2 Capability List 58 3.3.3 Aspiration 58 3.3.4 Complementing CA 59 3.4 VET within Gender and Development Analysis 59 3.4.1 Gender and Development (GAD) 60 3.4.2 Empowerment Framework Within GAD and Agency in HD 60 3.4.3 Inequalities and Intersectionality 62 3.4.4 Structural Perspective of Inequality—Structure and Agency 63 3.4.5 VET and Inequality 64 3.5 Research Gap 65 3.6 The Framework of the Research 65 3.6.1 The Theoretical Framework 66 3.6.2 Definitions of Concepts Used in the Research 67 3.6.3 Methodology and Methods Used 69 4 Inequalities Within a Context of Marginalisation 72 4.1 The Identified Marginalised Groups 72 4.2 VET Graduates and VET Learners According to Context-Related Vulnerability 73 4.2.1 Context-Related Vulnerable Localities 74 4.2.2 Directly Affected by the Israeli Occupation and Measures 75 4.2.3 Refugees 76 4.2.4 Other Context-Related Vulnerabilities 77 4.3 VET Graduates and VET Learners According to Economic Vulnerability 77 4.3.1 In-Poverty 78 4.3.2 Vulnerable to Poverty 81 4.3.3 The Unemployed 82 4.4 VET Graduates and VET Learners According to Social Vulnerability 83 4.4.1 Gender and Social Status Along Patriarchy and Marginalisation 83 4.4.2 Social Hardship Cases 86 4.4.3 Disability 87 4.5 VET Graduates and VET Learners According to Educational Vulnerability—Low Achievers, Drop-Outs or Potential Drop-Outs 88 4.6 Intersectionality of Inequalities among VET Graduates 92 4.7 In Conclusion: VET Is Attracting the Marginalised Within a Context of Marginalisation 93 5 Capabilities and Achievements of VET Graduates with a Focus on Marginalisation: Contribution of VET to Human Development 96 5.1 VET Learners’ Aspirations 96 5.2 The VET Capability List Responsive to Inequality and Marginalization 98 5.3 Capabilities and Functioning Achievements 104 5.3.1 Capability 1: Economic Opportunities That Matter for All 104 5.3.2 Capability 2: Domestic Work and Non-market Care by Choice 113 5.3.3 Capability 3: Economic Resources for Poverty Reduction and Well-being 117 5.3.4 Capability 4: Active Citizenship 121 5.3.5 Capability 5: Confidence and Personal Empowerment (Power Within) 121 5.3.6 Capability 6: Bodily Integrity, Safety and Mobility 122 5.3.7 Capability 7: Senses and Imagination: Developing Creativity 124 5.3.8 Capability 8: Recognition and Respect 125 5.3.9 Capability 9: Upgrade Skills and Qualifications Throughout the Life-Course, Including Continued Education and Continued Upgrading 128 5.3.10 Capability 10: Enabled Transition to WOW Through Awareness, Preparation and Connections 130 5.4 Conclusions: VET Enabled Aspirations and Achieving Functionings 133 6 Agency, Empowerment and Achieved Aspirations 135 6.1 Agency and Empowerment of the VET Graduates 135 6.1.1 Power Within 137 6.1.2 Power To 139 6.1.3 Power Over 143 6.1.4 Power With 146 6.1.5 VET Graduates’ Overall Empowerment Achievements and Transformatory Agency 147 6.2 Empowerment of Communities and Marginalised Groups 150 6.2.1 Empowerment of Families and Communities for Resilience 150 6.2.2 Empowerment of the Marginalised Economy in a Fragile Context 156 6.3 The Achieved Aspirations of Graduates 157 6.3.1 Achievement of VET Graduates’ Aspirations According to Work, Poverty Reduction and Empowerment 159 6.3.2 Achievement of Graduates’ Aspirations According to Marginalisation Categories 161 6.3.3 Achievement of Graduates’ Aspirations Over Time 163 6.4 Conclusion: VET’s Apparent Contribution to Reducing Inequalities 164 7 Policies and Practices to Expand Human Development and Reduce Inequalities 167 7.1 Structural Challenges and Enabling Factors 167 7.1.1 Mobility Obstacles to Achieving Aspirations 168 7.1.2 Economic Obstacles to Achieving Aspirations 169 7.1.3 Social Obstacles to Achieving Aspirations 171 7.1.4 Other Obstacles to Achieving Aspirations—Restricted Abilities 172 7.1.5 Enabling Factors 173 7.2 Attitudes Towards VET: Structural Challenges and Enabling Factors 173 7.2.1 Increased Positive Attitudes of Communities, Markets and Schools Among the Marginalised 174 7.2.2 Negative Attitudes Limiting VET Learners’ Choices- Passive Agency 174 7.3 Institutes’ Policies and Measures as Enabling Factors and Challenges 175 7.3.1 VET Institutes’ Policies and Measures for Enabling Increased Access to VET 175 7.3.2 VET Institutes’ Policies and Measures for Enabling Increased Access to Work After Graduation 180 7.3.3 Challenges at the Institutional/Provider Levels 183 7.4 National Level Policies and Practices Responding or Challenging VET Graduates’ Strategic Interests 184 7.5 Chapter Conclusions 186 8 Overall Conclusions 189 8.1 VET Addressed the Marginalised in Context of Marginalisation 189 8.2 VET Capability List That Is Sensitive to Inequality and Includes Accountability 190 8.3 VET Graduates Acquired Agency and Empowerment 191 8.4 VET Graduates Achieving Empowerment Reducing Inequality 191 8.5 VET Graduates Achieved Aspirations That Is Linked to Achieving Functioning and Empowerment, and Is Highly Dependent on Marginalisation 193 8.6 Structural Challenges and Enabling Factors to Achievements 194 8.7 Enabling and Challenging Policies and Measures That Reduce or Reproduce Inequality 194 8.8 Lists, Indicators and Tools Produced by the Research That Could Construct Theory of Change 196 8.9 Research Demonstrated VET Contribution to HD and Reducing Inequality 196 List of References/Selected Bibliography 198