She strongly believed that work skills could not be separated from life skills. Her teaching indicated that she viewed the learning process as an empowerment process. The natural tendency in such programs, consistent with the functional context paradigm, is to assume the point of view of the employer. When the stance is from the point of view of the worker, as in the case being described, the emphases change. The curriculum becomes subversive.
Workers are sensitized to their standing and to their possibilities.
Now they know. To this trainer, knowledge is acquired in order to confer power upon the worker. As discussed above, some of these ideas became interwoven into her teaching, within the framework of worker empowerment. To be resolved, then, is whether such a provider poses a serious challenge to claims of uniqueness or of comparative advantage that can be advanced by vocational institutions. At a minimum, the answer here will have to take into account the important factor of cost effectiveness.