Technical and vocational education and training in India has expanded significantly over the past two decades. But quality and relevance remain significant issues. What may be learned from other countries' experiences?
Dec 31, 2014 EduTech Magazine
Cathleen Stasz is an adjunct senior behavioral scientist at the RAND Corporation. Her main research areas include the implementation of advanced computer-based technologies in education, the workplace, and the military; education and training for work; and teaching and learning generic skills for the workplace. From 1990 to 2000, she was RAND's site director for the National Center for Research in Vocational Education (NCRVE). She conducted a series of studies concerning new skill needs in the workplace and their implications for education policy and practice.
Her most recent work includes a study of the attractiveness of initial vocational education programs in Europe. Stasz is a research associate at the Department of Education, University of Oxford. She received her Ph.D. in education from the University of California, Los Angeles.
Cathleen Stasz, Susan Guthrie, Craig Holmes, Attractiveness of Initial Vocational Education and Training: Identifying What Matters, Cedefop (EP-50530), 2014
Cathleen Stasz and Susannah Wright "A framework for understanding and comparing 14-19 education policies in the United Kingdom," in David Raffe and Ken Spours, Policy Making and Policy Learning in 14-19 Education, London: Institute of Education, University of London, 2007
Cathleen Stasz, Eric Eide and Francisco Martorell, Post-secondary Education in Qatar: Employer Demand, Student Choice, and Options for Policy, RAND (MG-644), 2007
Cathleen Stasz and Susan Bodilly,, Efforts to Improve the Quality of Vocational Education in Secondary Schools: Impact of Federal and State Policies, RAND (MR-1655), 2004
Cathleen Stasz, "Assessing Skills for Work: Two Perspectives," Oxford Economic Papers, 53(3), 2001
Cathleen Stasz and Brian M. Stecher, "Teaching Mathematics and Language Arts in Reduced Size and Non-Reduced Size Classrooms," Educational Evaluation and Policy Analysis, 22(4), 200