The Wiley Handbook of Vocational Education and Training

Höfundar: David Guile; Lorna Unwin (Útgáfa: 1)
The Wiley Handbook of Vocational Education and Training

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A collection of the theories, practices, and policies of vocational education and training written by international experts The Wiley Handbook of Vocational Education and Training offers an in-depth guide to the theories, practices, and policies of vocational education and training (VET). With contributions from a panel of leading international scholars, the Handbook contains 27 authoritative essays from a wide range of disciplines.

The contributors present an integrated analysis of the complex and dynamic field of VET. Drawing on the most recent research, thinking, and practice in the field, the book explores the key debates about the role of VET in the education and training systems of various nations. The Handbook reveals how expertise is developed in an age of considerable transformation in work processes, work organization, and occupational identities.

The authors also examine many of the challenges of vocational education and training such as the impact of digital technologies on employment, the demand for (re)training in the context of extended working lives, the emergence of learning regions and skill ecosystems, and the professional development of vocational teachers and trainers. This important text: Offers an original view of VET’s role in both the initial and continuing development of expertise Examines the theories and concepts that underpin international perspectives and explores the differences about the purposes of VET Presents various models of learning used in VET, including apprenticeship, and their relationship with general education Explores how VET is shaped in different ways by the political economy of different countries Reviews how developments in digital technologies are changing VET practice Discusses the challenges for universities offering higher vocational education programs Draws on both recent research as well as historical accounts Written for students, researchers, and scholars in the fields of educational studies, human resource development, social policy, political economy, labor market economics, industrial relations, sociology, The Wiley Handbook of Vocational Education and Training offers an international perspective on the topic of VET.

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Útgefandi
Wiley Professional, Reference & Trade (Wiley K&L)
ISBN
9781119098720
Print ISBN
9781119098591
Format
ePub
Útgáfa
1
Höfundar
David Guile; Lorna Unwin
Tungumál
English
Útgefið
2019-01-18
Prent takmörkun á líftíma
100
Prent takmörkun
10
Afritunar takmörkun
2

Kaflar

  • Cover
  • Notes on Contributors
  • Acknowledgments
  • 1 Introduction to the Handbook
  • Structure of the Book
  • Toward a Prospective VET Research Agenda
  • References
  • Part I: VET as an Evolving Concept
  • 2 VET, Expertise, and Work
  • Introduction
  • The Continuing Power of the Retrospective Skills‐Based Approach to VET
  • Continuity and Change in the Work Process
  • Conceptualizing Expertise
  • A Potential Framework to Develop Expertise in VET
  • References
  • 3 Vocational Education and the Individual
  • Introduction
  • Some Premises
  • Institutional Origins of Vocational Education Systems
  • Purposes of Vocational Education
  • Personal and Social Dimensions of Educational Purposes
  • Processes of Vocational Education and Training
  • Vocational Education Curriculum Development, Enactment, and Experiencing
  • Conclusion
  • References
  • 4 VET, HRD, and Workplace Learning
  • Introduction
  • Developments Since the Second Half of the Twentieth Century That Have Significantly Affected VET
  • Competency‐Based Training (CBT)
  • Effects of Neoliberal Economic Agendas
  • Workplace Learning Research—A Late Twentieth‐Century Development With Strong Significance for VET
  • Implications of Workplace Learning Research Findings for Contemporary VET
  • References
  • 5 Does Vocational Education Still Need the Concept of Occupation?
  • Introduction
  • Socioeconomic Change and Implications for the Relevance of Occupation
  • Changing Relationship Between Occupation and Forms of Skill Formation
  • Conclusion
  • References
  • 6 Knowledge, Competence, and Vocational Education
  • Introduction
  • Bernstein's Theory of Knowledge
  • How CBE/CBT Excludes Students From Access to Knowledge
  • The Move to CBE and Learning Outcomes in North America
  • Conclusion
  • References
  • Part II: The Political Economy of VET
  • 7 Political Economy of Vocational Education and Training
  • Introduction
  • Human Capital Theory
  • Labor Demand and VET
  • Institutions and VET
  • Understanding Change
  • New Directions: Capabilities, Vocational Streams, and Adaptive Capacity
  • Conclusion
  • References
  • 8 The Politics of Vocational Training
  • Introduction
  • Conclusion
  • References
  • 9 The Industrial Relations of Training and Development
  • Introduction
  • Market Failure and the Regulation of Training and Development: Situating Industrial Relations
  • Industrial Relations and Training in Britain: Toward a New and Modern Role for Trade Unions
  • The Industrial Relations of Training in Comparative Perspective: European Developments
  • Conclusions
  • References
  • 10 Measuring Performance in Vocational Education and Training and the Employer's Decision to Invest in Workplace Training
  • Introduction
  • Why Employers Invest in Training
  • Measuring the Performance of Workplace Training
  • How Firms Can Moderate the Performance Effects of Workplace Training
  • Conclusions
  • References
  • 11 Excluded Within the Inclusive Institution: The Case of Low‐Skilled, Low‐Wage Security Employees
  • Introduction
  • Low‐Wage Workers as “Stakeholders” in the Developmental State
  • Lack of Access to Skills‐Upgrading Opportunities
  • Failed Attempts to Raise the Skills and Wages of the Security Sector
  • Conclusion
  • References
  • Part III: Arrangements for VET
  • 12 The Contested Evolution and Future of Vocational Education in the United States
  • Introduction
  • Historical Context
  • Expansion of Vocational Education to the Postsecondary Level
  • Expanding Access to Postsecondary Vocational Education
  • The Contemporary Conversation About Vocational Education
  • The Newest Reform: Career Pathways
  • Concluding Remarks
  • References
  • 13 The Future of Vocational Education in Canadian Secondary Schools
  • Introduction
  • Jurisdictional Tensions in the Governance of Education and Training
  • The Development of High Schools
  • Preparing Youth for Work: Conceptions of Vocational Education
  • New Vocationalism, Unified Curriculum, and Hybrid Qualifications
  • New Vocationalism in Canadian Schools?
  • Challenges and Promising Approaches in Secondary School Reform
  • Conclusion and Recommendations
  • References
  • 14 The Interrelation of General Education and VET: Understandings, Functions, and Pedagogy
  • Introduction
  • General Education and General Subjects in Danish VET
  • EUX—A New Understanding of General Education?
  • The Functions of General Education in Relation to the Main Challenges in VET
  • The Pedagogy of Integrating General Education and VET
  • Concluding Remarks
  • References
  • 15 The Sustainability of the Dual System Approach to VET
  • Introduction
  • The Cultural Imprints of VET in Germany: Dualization and Vocationalization of Apprenticeships as Parallel Historical Processes
  • Working Principles and Structural Facets of the Dual System in Germany
  • Sustainability of the Dual Training Approach in the Context of Academization
  • Comparative Perspective
  • Conclusion
  • References
  • 16 Duality and Learning Fields in Vocational Education and Training: Pedagogy, Curriculum, and Assessment
  • Introduction
  • The Concept of Duality in Germany VET
  • Influences on the Development of VET Pedagogy and Assessment
  • Pedagogy and Curriculum
  • VET Assessment
  • Looking Ahead
  • References
  • 17 VET Teachers and Trainers
  • Introduction
  • Working for the Poor Relation
  • VET Teachers and Trainers and Their Relationship to Economic Demands
  • The VET Workforce
  • Training and Professionalism
  • Teacher Education for VET
  • Context and Former Role
  • Conclusion
  • References
  • Part IV: VET as a Developing Practice
  • 18 The Learning Potential of Boundary Crossing in the Vocational Curriculum
  • Discrepancies, Transfer, and Boundary Crossing
  • Boundary Crossing: A Theoretical Framework
  • Learning Mechanisms at Stake in Boundary Crossing
  • Boundary Crossing: Empirical Examples
  • Boundary Analysis as a Heuristic Toward Curriculum Redesign
  • Discussion
  • References
  • 19 Designing Technology‐Enhanced Learning Environments in Vocational Education and Training
  • Introduction
  • Potential of TELEs in VET: A Connectivity and Boundary‐Crossing Perspective
  • Applications of TELEs in VET: Tools to Integrate Learning and Teaching Across Different Learning Settings
  • Digital Simulations
  • Research and Future Directions for TELEs in VET
  • References
  • 20 VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering
  • Introduction
  • Epistemic Practices and Objects in Professional Learning
  • Software Engineers Learning With Distributed Knowledge: Case Studies in Higher Education and Work
  • Engineering Students' Learning
  • Early‐Career Engineers' Learning
  • Conclusion
  • References
  • 21 Innovative Work‐Based Learning for Responsive Vocational Education and Training (VET): Lessons From Dutch Higher VET
  • Introduction
  • The Dutch Vocational Education System
  • The Role of Work‐Based Learning in Regional Innovation
  • Innovative Work‐Based Learning in Practice: The Thermion Case
  • Lessons for Organizing Responsive VET
  • References
  • 22 Capturing the Elusive: How Vocational Teachers Develop and Sustain Their Expertise
  • Introduction
  • The Development of Expertise and the Nature of Vocational Knowledge
  • Researching the Development of Vocational Expertise
  • Developing Expertise Through Teaching Observations
  • Learning Through the Observation Process: The Feedback Discussion
  • Examining How Vocational Teachers Maintain and Refresh Occupational Expertise
  • Codifying and Transporting Vocational Knowledge and Expertise
  • Discussion
  • Concluding Remarks
  • References
  • Part V: Challenges for VET
  • 23 The Challenges VET Faces Through Its Intersection With Social Class, Gender, Ethnicity, and Race
  • Introduction
  • Understanding Inequalities Through a Comparative Life Transitions Approach
  • Agency at the Intersection of System‐Worlds and Life‐Worlds
  • What Is It Possible to Change Through Institutions of Vocational Education and Training?
  • Conclusion
  • References
  • 24 The Contribution of Vocational Education and Training in Skilling India
  • Introduction
  • Historical Milestones of VET in India
  • Vocational Training Institutions in India's Education System
  • Policy Approach for Vocational Education and Training
  • Challenges and Opportunities for VET and Skill Development in India
  • Conclusions
  • References
  • 25 Vocational Education and Training in Economic Transformation in China
  • Introduction
  • The Structure of VET in China
  • Vocational Training
  • Economic Transformation and the Challenges for VET
  • Political Measures in VET During Economic Transformation
  • Changes to the Private Return to VET
  • Problems Facing China's VET System
  • Research on VET in China
  • Conclusion
  • References
  • 26 Working with Historical, Cultural, and Economic Logics
  • Introduction
  • The Competing Logics of VT
  • Historical Milestones in VET and VT in Argentina
  • Reconfiguration of Stakeholders and Their Conceptions About VT Policies
  • Conclusion
  • References
  • 27 The Evolution of Learning Regions
  • Introduction
  • Learning Regions
  • Path Dependency, Relational Variety, and Regional Branching
  • Using an LR Approach to Critique VET and Skills Policy in the United Kingdom
  • Conclusions
  • References
  • Index
  • End User License Agreement