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010   $a3-658-12510-1
024 7 $a10.1007/978-3-658-12510-3
035   $a(CKB)3710000000852432
035   $a(EBL)4676963
035   $a(DE-He213)978-3-658-12510-3
035   $a(MiAaPQ)EBC4676963
035   $a(EXLCZ)993710000000852432
100   $a20160909d2016      u|         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aDemand-Driven Approaches in Vocational Education and Training $eA Case Study of Rural Population in South India /$fby Muthuveeran Ramasamy
205   $a1st ed. 2016.
210  1$aWiesbaden :$cSpringer Fachmedien Wiesbaden :$cImprint: Springer VS,$d2016.
215   $a1 online resource (205 p.)
225 1 $aResearch
300   $aDescription based upon print version of record.
311   $a3-658-12509-8 
320   $aIncludes bibliographical references.
327   $aHistorical Overview of Vocational Education and Training in India -- Demand-Driven Approaches in VET -- Developing Curriculum for Sewing Vocational Training -- Competency-Based Curriculum Development -- Evaluation of Competency-Based Sewing Vocational Training.
330   $aMuthuveeran Ramasamy shows that the formal way of vocational education and training (VET) in rural areas often ignores the illiterate, the less educated, and the poor. The author demonstrates that VET programs need to be demand-driven and consider the socio-economic aspects of particular regions. Therefore, the significance of the study at grassroots level helps customize VET programs to respond to the demand of the individuals? vocational training needs of rural people by keeping their endogenous needs at the centre of vocational skill development processes. The findings and lessons learnt from action research are also intensively discussed as guiding principles of demand-driven approaches from the learners?/societal perspectives. ? Contents Historical Overview of Vocational Education and Training in India Demand-Driven Approaches in VET Developing Curriculum for Sewing Vocational Training Competency-Based Curriculum Development Evaluation of Competency-Based Sewing Vocational Training Target Groups Researchers and students in the fields of education and sociology Development practitioners, vocational training providers, and curriculum developers The Author Muthuveeran Ramasamy holds a doctoral degree from University of Cologne, Germany. He is a development sociologist, currently working as Project Director for a higher education project at VIT University, Vellore, Tamil Nadu, India.
410  0$aSpringer VS research.
606   $aSocial structure
606   $aEquality
606   $aEducational sociology 
606   $aEducation and sociology
606   $aCurriculums (Courses of study)
606   $aEducation?Curricula
606   $aLifelong learning
606   $aAdult education
606   $aSocial Structure, Social Inequality$3https://scigraph.springernature.com/ontologies/product-market-codes/X22010
606   $aSociology of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/X22070
606   $aCurriculum Studies$3https://scigraph.springernature.com/ontologies/product-market-codes/O15000
606   $aLifelong Learning/Adult Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O42000
615  0$aSocial structure.
615  0$aEquality.
615  0$aEducational sociology .
615  0$aEducation and sociology.
615  0$aCurriculums (Courses of study).
615  0$aEducation?Curricula.
615  0$aLifelong learning.
615  0$aAdult education.
615 14$aSocial Structure, Social Inequality.
615 24$aSociology of Education.
615 24$aCurriculum Studies.
615 24$aLifelong Learning/Adult Education.
676   $a300
700   $aRamasamy$b Muthuveeran$4aut$4http://id.loc.gov/vocabulary/relators/aut$01063796
906   $aBOOK
912   $a9910253358303321
996   $aDemand-Driven Approaches in Vocational Education and Training$92534631
997   $aUNINA