Oscar Valiente
Biographic Data
| ID | 1676447 |
|---|---|
| NAME | Oscar Valiente |
| GIVEN NAMES | Oscar |
| FAMILY NAME | Valiente |
| SIGNATURE | VALIENTE O |
| AFFILIATIONS | University of Glasgow |
| ORCID | 0000-0001-9590-6822 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Researching Global Education Policy: Diverse Approaches to Policy Movement
Realising the human development promise in dual VET
Despite growing consensus around the need for a more holistic vision of development, realising the human development potential of educational interventions has proven a challenging task. This Forum grapples with how these tensions manifest in the international transfer of dual models of Vocational Education and Training (dVET) to low- and middle-income countries. While dVET has gained global currency, its developmental potential has been primaril…
Understanding aspirations: Why do secondary TVET students aim so high in Chile
The interest in educational and professional aspirations of students transiting to post-secondary education has gained prominence in academic debates and policy agendas internationally. Political interventions for raising aspirations quite often draw on narrow instrumental and rationalistic assumptions of individual decision-making that, as we will argue, do not capture adequately the meanings students attribute to these aspirations. By means of …
Private-led policy transfer: The adoption of sector skills councils in Chile
This study investigates the adoption process of a TVET policy, usually driven by the state, by private actors. Considering a Cultural Political Economy analytical approach, we use the adoption of Sector Skills Councils in three Chilean sectors (mining, wine, maintenance) to examine the different factors that explain the process. We draw on interviews with key informants at the sectoral and national levels, sectoral documents, and press articles. …
Development paradigms in the institutional configuration of vocational education and training in Chile (1964-2005)
Mainstream approaches in comparative education have paid more attention to trends in donors’ priorities than to policy processes in recipient countries, overlooking the agency of national governments in the institutional configuration of vocational education and training (VET) in developing contexts. Drawing on constructivist political economy and historical institutionalist frameworks, the paper analyses the role played by global development par…
Educationalisation of youth unemployment through lifelong learning policies in Europe
In the aftermath of the 2008 Global Financial Crisis, European authorities reinforced the economic objectives of European lifelong learning policy, promoting employability solutions to address youth unemployment, and increasing their political influence on the implementation of national lifelong learning reforms. This article investigates to what extent these supranational policy orientations have been translated into concrete national lifelong l…
Exploring the OECD survey of adult skills (Piaac): Implications for comparative education research and policy
The Program for the International Assessment of Adult Competencies (PIAAC) was designed to provide broad empirical evidence about adult skills and about the linkages between the formation of such s
The coordination of skill supply and demand in the market model of skill formation: Testing the assumptions for the case of Chile
The importance of skill formation for young people and the challenges of youth unemployment and underemployment are at the forefront of global development agendas. However, there is still an open debate about the most adequate policy frameworks to tackle these societal challenges and, particularly, about the role that the state and the market should play in the coordination of skills supply and demand. Taking Chile as a case study, the paper anal…
Lifelong learning policies for vulnerable young adults in post-recession Scotland
This article shows how the Scottish Government’s (SG) political management of the Global Financial Crisis (GFC) has reinforced the economic goals of lifelong learning (LLL) under the skills for work agenda. Youth unemployment has been prioritized as the main social problem to be addressed, and most of the limited public resources for LLL have been targeted towards youth at risk of unemployment at the expense of the rest of the adult population. T…
Sub-National Variation of Skill Formation Regimes: A Comparative Analysis of Skill Mismatch Across 18 European Regions
This article adopts the skill ecosystem approach to the comparative analysis of skill mismatch across European regions within different skill formation regimes. Institutional arrangements of skill formation regimes are designed at national level. However, they are enacted in regions with very different Labor market and socioeconomic conditions, which mediate the relationship between the institutional setting and its effects on the mismatch betwee…
Higher education, bridging capital, and developmental leadership in the Philippines: Learning to be a crossover reformer
The article presents findings from a research project which explored how experiences of higher education supported – or not – the emergence of developmental leadership and the formation of networks among leaders of three political and social movements in the Philippines in the post-Marcos era. Based on life history interviews with key leaders, the study points to the importance of different forms of social capital, especially bridging capital, in…
A formação profissional na Espanha: Efeitos sobre o emprego em tempos de crise
Como resultado da crise econômica de 2008, a taxa de desemprego na Espanha tem aumentado significativamente, especialmente entre os jovens. Neste contexto, a formação profissional tem sido considerada imprescindível para melhorar a empregabilidade das pessoas, auxiliando-as a melhor se inserirem no mercado de trabalho. Este artigo analisa a relação entre a formação profissional e a empregabilidade, na Espanha. Para esta finalidade, discute-se o i…
The OECD skills strategy and the education agenda for development
The politics of school choice in two countries with large private‐dependent sectors (Spain and Chile): Family strategies, collective action and lobbying
In many countries choice of school is an increasing concern for families and governments. In Spain and Chile, it is also associated with a long‐standing political cleavage on the regulation of large sectors of private‐dependent schools. This article analyses both the micro‐ and the macro‐politics of choice in these two countries, where low‐status 15‐year‐old students record a significant segregation. At the micro level, some evidence is provided …
The new Other Catalans at school: Decreasing unevenness but increasing isolation
This study estimates the trends of school segregation in Catalonia (Spain) between 2001 and 2006. Currently, new immigration has reopened the debate about the ‘Other Catalans’ triggered by concern with the integration of the incoming population. An ‘intersectional approach’ to social divisions suggests that class and ethnic school segregation responds to strategic parental choice and informal policy arrangements. School segregation indices report…
The OECD skills strategy and the education agenda for development
Lifelong learning policies for vulnerable young adults in post-recession Scotland
This article shows how the Scottish Government’s (SG) political management of the Global Financial Crisis (GFC) has reinforced the economic goals of lifelong learning (LLL) under the skills for work agenda. Youth unemployment has been prioritized as the main social problem to be addressed, and most of the limited public resources for LLL have been targeted towards youth at risk of unemployment at the expense of the rest of the adult population. T…
The politics of school choice in two countries with large private‐dependent sectors (Spain and Chile): Family strategies, collective action and lobbying
In many countries choice of school is an increasing concern for families and governments. In Spain and Chile, it is also associated with a long‐standing political cleavage on the regulation of large sectors of private‐dependent schools. This article analyses both the micro‐ and the macro‐politics of choice in these two countries, where low‐status 15‐year‐old students record a significant segregation. At the micro level, some evidence is provided …
Private-led policy transfer: The adoption of sector skills councils in Chile
This study investigates the adoption process of a TVET policy, usually driven by the state, by private actors. Considering a Cultural Political Economy analytical approach, we use the adoption of Sector Skills Councils in three Chilean sectors (mining, wine, maintenance) to examine the different factors that explain the process. We draw on interviews with key informants at the sectoral and national levels, sectoral documents, and press articles. …
The coordination of skill supply and demand in the market model of skill formation: Testing the assumptions for the case of Chile
The importance of skill formation for young people and the challenges of youth unemployment and underemployment are at the forefront of global development agendas. However, there is still an open debate about the most adequate policy frameworks to tackle these societal challenges and, particularly, about the role that the state and the market should play in the coordination of skills supply and demand. Taking Chile as a case study, the paper anal…
The new Other Catalans at school: Decreasing unevenness but increasing isolation
This study estimates the trends of school segregation in Catalonia (Spain) between 2001 and 2006. Currently, new immigration has reopened the debate about the ‘Other Catalans’ triggered by concern with the integration of the incoming population. An ‘intersectional approach’ to social divisions suggests that class and ethnic school segregation responds to strategic parental choice and informal policy arrangements. School segregation indices report…
Exploring the OECD survey of adult skills (Piaac): Implications for comparative education research and policy
The Program for the International Assessment of Adult Competencies (PIAAC) was designed to provide broad empirical evidence about adult skills and about the linkages between the formation of such s
Sub-National Variation of Skill Formation Regimes: A Comparative Analysis of Skill Mismatch Across 18 European Regions
This article adopts the skill ecosystem approach to the comparative analysis of skill mismatch across European regions within different skill formation regimes. Institutional arrangements of skill formation regimes are designed at national level. However, they are enacted in regions with very different Labor market and socioeconomic conditions, which mediate the relationship between the institutional setting and its effects on the mismatch betwee…
The new Other Catalans at school: Decreasing unevenness but increasing isolation
This study estimates the trends of school segregation in Catalonia (Spain) between 2001 and 2006. Currently, new immigration has reopened the debate about the ‘Other Catalans’ triggered by concern with the integration of the incoming population. An ‘intersectional approach’ to social divisions suggests that class and ethnic school segregation responds to strategic parental choice and informal policy arrangements. School segregation indices report…
The politics of school choice in two countries with large private‐dependent sectors (Spain and Chile): Family strategies, collective action and lobbying
In many countries choice of school is an increasing concern for families and governments. In Spain and Chile, it is also associated with a long‐standing political cleavage on the regulation of large sectors of private‐dependent schools. This article analyses both the micro‐ and the macro‐politics of choice in these two countries, where low‐status 15‐year‐old students record a significant segregation. At the micro level, some evidence is provided …
The OECD skills strategy and the education agenda for development
A formação profissional na Espanha: Efeitos sobre o emprego em tempos de crise
Como resultado da crise econômica de 2008, a taxa de desemprego na Espanha tem aumentado significativamente, especialmente entre os jovens. Neste contexto, a formação profissional tem sido considerada imprescindível para melhorar a empregabilidade das pessoas, auxiliando-as a melhor se inserirem no mercado de trabalho. Este artigo analisa a relação entre a formação profissional e a empregabilidade, na Espanha. Para esta finalidade, discute-se o i…
Higher education, bridging capital, and developmental leadership in the Philippines: Learning to be a crossover reformer
The article presents findings from a research project which explored how experiences of higher education supported – or not – the emergence of developmental leadership and the formation of networks among leaders of three political and social movements in the Philippines in the post-Marcos era. Based on life history interviews with key leaders, the study points to the importance of different forms of social capital, especially bridging capital, in…
Educationalisation of youth unemployment through lifelong learning policies in Europe
In the aftermath of the 2008 Global Financial Crisis, European authorities reinforced the economic objectives of European lifelong learning policy, promoting employability solutions to address youth unemployment, and increasing their political influence on the implementation of national lifelong learning reforms. This article investigates to what extent these supranational policy orientations have been translated into concrete national lifelong l…
Exploring the OECD survey of adult skills (Piaac): Implications for comparative education research and policy
The Program for the International Assessment of Adult Competencies (PIAAC) was designed to provide broad empirical evidence about adult skills and about the linkages between the formation of such s
The coordination of skill supply and demand in the market model of skill formation: Testing the assumptions for the case of Chile
The importance of skill formation for young people and the challenges of youth unemployment and underemployment are at the forefront of global development agendas. However, there is still an open debate about the most adequate policy frameworks to tackle these societal challenges and, particularly, about the role that the state and the market should play in the coordination of skills supply and demand. Taking Chile as a case study, the paper anal…
Lifelong learning policies for vulnerable young adults in post-recession Scotland
This article shows how the Scottish Government’s (SG) political management of the Global Financial Crisis (GFC) has reinforced the economic goals of lifelong learning (LLL) under the skills for work agenda. Youth unemployment has been prioritized as the main social problem to be addressed, and most of the limited public resources for LLL have been targeted towards youth at risk of unemployment at the expense of the rest of the adult population. T…
Sub-National Variation of Skill Formation Regimes: A Comparative Analysis of Skill Mismatch Across 18 European Regions
This article adopts the skill ecosystem approach to the comparative analysis of skill mismatch across European regions within different skill formation regimes. Institutional arrangements of skill formation regimes are designed at national level. However, they are enacted in regions with very different Labor market and socioeconomic conditions, which mediate the relationship between the institutional setting and its effects on the mismatch betwee…
Development paradigms in the institutional configuration of vocational education and training in Chile (1964-2005)
Mainstream approaches in comparative education have paid more attention to trends in donors’ priorities than to policy processes in recipient countries, overlooking the agency of national governments in the institutional configuration of vocational education and training (VET) in developing contexts. Drawing on constructivist political economy and historical institutionalist frameworks, the paper analyses the role played by global development par…
Private-led policy transfer: The adoption of sector skills councils in Chile
This study investigates the adoption process of a TVET policy, usually driven by the state, by private actors. Considering a Cultural Political Economy analytical approach, we use the adoption of Sector Skills Councils in three Chilean sectors (mining, wine, maintenance) to examine the different factors that explain the process. We draw on interviews with key informants at the sectoral and national levels, sectoral documents, and press articles. …
Understanding aspirations: Why do secondary TVET students aim so high in Chile
The interest in educational and professional aspirations of students transiting to post-secondary education has gained prominence in academic debates and policy agendas internationally. Political interventions for raising aspirations quite often draw on narrow instrumental and rationalistic assumptions of individual decision-making that, as we will argue, do not capture adequately the meanings students attribute to these aspirations. By means of …
Researching Global Education Policy: Diverse Approaches to Policy Movement
Realising the human development promise in dual VET
Despite growing consensus around the need for a more holistic vision of development, realising the human development potential of educational interventions has proven a challenging task. This Forum grapples with how these tensions manifest in the international transfer of dual models of Vocational Education and Training (dVET) to low- and middle-income countries. While dVET has gained global currency, its developmental potential has been primaril…
Political science (13 works) · Economic growth (12 works) · Economics (12 works) · Global Educational Policies and Reforms (10 works) · Politics (9 works) · Sociology (7 works) · Youth Education and Societal Dynamics (6 works) · Education Systems and Policy (4 works) · Higher Education Learning Practices (4 works) · Social science (4 works)