Penggubal dasar di kebanyakan negar

Penggubal dasar di kebanyakan negara membangun menganggap pendidikan teknikal dan vokasional menengah atas dan latihan (TVET) sebagai satu elemen penting dalam pengurangan kemiskinan dan pertumbuhan ekonomi (Yi et al., 2015). Penggubal dasar di kebanyakan negara membangun menganggap pendidikan menengah, pendidikan teknikal dan vokasional dan latihan (TVET) sebagai satu elemen penting dalam penggubalan dasar. Sebagai contoh kerajaan Brazil pertumbuhan dan kemiskinan ekonomi bagi contoh, kerajaan Brazil melancarkan negara. Program akses kepada pendidikan teknikal dan pekerjaan (Pronatec), yang akan melabur lebih daripada 600 juta dolar AS dalam TVET menengah atas dan memperluaskan pendaftaran oleh 8 juta pelajar-pelajar sebelum tahun 2014 (Kongres Kebangsaan, 2011). Kerajaan berhasrat untuk meningkatkan perkongsian TVET di peringkat menengah tinggi sektor pendidikan daripada 30% kepada 70% menjelang tahun 2015 sebagai satu cara untuk mengurangkan kadar pengangguran di kalangan belia antarabangsa (Kementerian Pendidikan Nasional, 2006). Organisasi-organisasi pembangunan, termasuk pembangunan Asia Bank (ADB) dan Bangsa-Bangsa Bersatu pendidikan, saintifik dan pertubuhan kebudayaan (UNESCO), telah menyokong pendidikan teknikal (TVET) dikalangan pelajar menengah atas sebagai satu cara yang berkesan untuk menggalakkan pertumbuhan ekonomi dan mengurangkan kadar kemiskinan di negara-negara membangun (ADB, 2008;UNESCO, 2012a).

Hasil (Inggris) 1:

Policy makers in most developing countries consider secondary technical and vocational education and training (TVET) as an integral element in poverty reduction and economic growth (Yi et al., 2015). Policy makers in most developing countries consider secondary education, technical and vocational education and training (TVET) as an integral element in the formulation of policies. For example the Government of Brazil economic growth and poverty, for example, the Government of Brazil launched the country. Program access to technical education and employment (Pronatec), which will invest more than 600 million us dollars in the TVET high and extend the registration by 8 million students before the year 2014 (National Congress, 2011). The Government intends to increase the share of TVET in secondary high education sector from 30% to 70% by the year 2015 as a way to reduce the unemployment rate among the Youth International (Ministry of national education, 2006). Development organizations, including the Asian Development Bank (ADB) and the United Nations Educational, scientific and Cultural Organization (UNESCO), has supported technical education (TVET) among upper secondary students as an effective way to promote economic growth and reduce poverty in developing countries (ADB, 2008; UNESCO, 2012a).

Hasil (Inggris) 2:

Policy makers in many developing countries consider technical and vocational upper secondary education and training (TVET) as an important element in poverty reduction and economic growth (Yi et al., 2015). Policy makers in many developing countries consider education, technical and vocational education and training (TVET) as an important element in policy formulation. For example, the Brazilian government economic growth and poverty for example, the Brazilian government launched the country. Program access to technical education and employment (Pronatec), which will invest more than 600 million US dollars in upper secondary TVET and expand enrollment by 8 million students by 2014 (National Congress, 2011). The Government intends to increase the share of TVET at the upper secondary level education sector from 30% to 70% by 2015 as a way to reduce the unemployment rate among youth international (Ministry of National Education, 2006). Development organizations, including the Asian development Bank (ADB) and the United Nations educational, scientific and cultural organization (UNESCO), have supported technical education (TVET) among upper secondary school students as an effective way to promote economic growth and reduce poverty in developing countries (ADB, 2008; UNESCO, 2012).