Shoko Yamada – författare

As the target year of achieving Education for All development goals approached in 2015, there were discussions about the post-EFA agenda, a process parallel to setting the post-Millennium Development Goals. This transition should not be understood simply as a normative framework. It has coincided with changes in structure, actors, modes of interactions, and practices. The emergence of new types of donors who used to be recipients of aid is changing the landscape of international educational development. Transnational networks of civil society actors gained power to set the discourse at multiple levels, through their global mission-driven and expertise-based advocacy. Advanced communication technologies and broader participation increased the amount of ideas exchanged, while the global governance structure becomes more centralized in its decision making.

As the target year of achieving Education for All development goals approached in 2015, there were discussions about the post-EFA agenda, a process parallel to setting the post-Millennium Development Goals. This transition should not be understood simply as a normative framework. It has coincided with changes in structure, actors, modes of interactions, and practices. The emergence of new types of donors who used to be recipients of aid is changing the landscape of international educational development. Transnational networks of civil society actors gained power to set the discourse at multiple levels, through their global mission-driven and expertise-based advocacy. Advanced communication technologies and broader participation increased the amount of ideas exchanged, while the global governance structure becomes more centralized in its decision making.

This book is open access, What makes people competent at work? This question is becoming complicated with the emergence of new technologies and the hastened pace of global economic exchanges. While there is less consensus about what people should know and be able to do to be rewarded in the workplace, the discussion about skills and competencies becomes even hotter among those who express concern about the gaps between the demands and supplies of "skilled" workforces. Given this situation, one of the main objectives of this book is to clarify the true nature of often-discussed "skills gaps", using the cases of manufacturing workers in the Global South. Instead of discussing the issues based on a broad, ambiguous understanding of human abilities, after an extensive, cross-disciplinary review of the literature and theorization, the book proposes a detailed classification of cognitive, non-cognitive (including socio-emotional skills and personality traits), and technical abilities. Then, it presents both contextually relevant and generalizable explanations about relationships among them. By doing so, the volume offers insights for policymakers and practitioners seeking ideas to reform their human resources development policies and practices. The second objective of the volume is to propose the analytical perspective of Realist-Constructivism, using the "skills gaps" analysis as the empirical case, to demonstrate its theoretical, conceptual, and practical capacities to overcome the dichotomy between induction and deduction through abductive reasoning with a set of instruments to collect data that enable such analysis. Empirical surveys, using a set of questionnaires and skills assessment we developed, were conducted in four countries in the Global South: Ethiopia, Ghana, South Africa, and Pakistan. With Realist-Constructivism, we can consider work-related competencies in close relation to the specific workplace requirements and culture, while situating them within broader industrial, economic, and regulatory frameworks. Our methods and instruments enable us to link the subjective epistemologies of competencies among individuals in the micro-ecologies of the workplace with the ontological realities of labor market opportunities and evaluations.

From 1910 to the 1930s, educating Africans was a major preoccupation in the metropole and in the colonies of imperial Britain. This richly researched book untangles the discourse on education for African leaders, which involved diverse actors such as colonial officials, missionaries, European and American educationists or ideologues in Africa and diaspora. The analysis is presented around two foci of decision-making: one is the Memorandum on Education Policy in British Tropical Africa, issued by the British Colonial Office in 1923; another is the Achimota School established on the Gold Coast Colony (present-day Ghana) as a model school in 1927. Ideas brought from different sources were mingled and converged on the areas where the motivations of actors have coincided. The local and the global was linked through the chains of discourse, interacting with global economic, political and social concerns. The book also vividly describes how the ideals of colonial education were realized in Achimota School.