Document Type
Editorial
Publication Date
7-2023
Publication Source
Diaspora, Indigenous, and Minority Education
Abstract
Prior to embarking on this special issue, we had begun working on our own technical and vocational education and training (TVET) research project studying women’s upskilling in India. The Indian government demarcated women’s upskilling as an important initiative in their 12th five-year plan (an economic plan strategizing development and growth), which particularly remarked about the criticality of improving access while also notating the challenges and equity points that need to be worked on including economic empowerment and engagement in governance (Planning Commission, 2013). We then realized there was a need for studies on the ground to gauge whether this endeavor/initiative was desired and to begin working on policy development from the bottom up to connect with the Plan’s overall goals. Hence, through our participatory action research work at an upskilling program, we studied women’s access to and interest in participating in TVET programs because we wanted to know how and if they desired to engage in these programs (Iyengar & Witenstein, 2019; Witenstein & Iyengar, 2021).
Inclusive pages
163-167
ISBN/ISSN
1559-5692
Publisher
Routledge
Volume
17
Issue
3
eCommons Citation
Witenstein, Matthew A. and Iyengar, Radhika, "Policies, Practices and the Future of Technical and Vocational Education and Training for Communities in the Margins" (2023). Educational Leadership Faculty Publications. 294.
https://ecommons.udayton.edu/eda_fac_pub/294
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Higher Education Administration Commons
Comments
The document available for download is the authors' accepted manuscript, provided in compliance with the publisher's policy on self-archiving. Permission documentation is on file. To access the version of record, use the DOI: https://doi.org/10.1080/15595692.2023.2222503