John Wiley & Sons The Wiley Handbook of Vocational Education and Training Cover A collection of the theories, practices, and policies of vocational education and training written b.. Product #: 978-1-119-09859-1 Regular price: $167.29 $167.29 Auf Lager

The Wiley Handbook of Vocational Education and Training

Guile, David / Unwin, Lorna

Wiley Handbooks in Education

Cover

1. Auflage April 2019
608 Seiten, Hardcover
Wiley & Sons Ltd

ISBN: 978-1-119-09859-1
John Wiley & Sons

Jetzt kaufen

Preis: 179,00 €

Preis inkl. MwSt, zzgl. Versand

Weitere Versionen

epubmobipdf

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.

Notes on Contributors ix

Acknowledgments xvii

1 Introduction to the Handbook: Vocational Education and Training (VET) Theory, Practice, and Policy for a Complex Field of Inquiry 1
David Guile and Lorna Unwin

Part I VET as an Evolving Concept 17

2 VET, Expertise, and Work: Situating the Challenge for the Twenty-First Century 19
David Guile and Lorna Unwin

3 Vocational Education and the Individual 41
Stephen Billett

4 VET, HRD, and Workplace Learning: Where to From Here? 63
Paul Hager

5 Does Vocational Education Still Need the Concept of Occupation? 81
Alison Fuller

6 Knowledge, Competence, and Vocational Education 97
Leesa Wheelahan

Part II The Political Economy of VET 113

7 Political Economy of Vocational Education and Training 115
Damian Oliver, Serena Yu, and John Buchanan

8 The Politics of Vocational Training: Theories, Typologies, and Public Policies 137
Marius R. Busemeyer and Christine Trampusch

9 The Industrial Relations of Training and Development 165
Mark Stuart

10 Measuring Performance in Vocational Education and Training and the Employer's Decision to Invest in Workplace Training 187
Samuel Muehlemann

11 Excluded Within the Inclusive Institution: The Case of Low-Skilled, Low-Wage Security Employees 207
Soon-Joo Gog

Part III Arrangements for VET 227

12 The Contested Evolution and Future of Vocational Education in the United States 229
Brian Durham and Debra D. Bragg

13 The Future of Vocational Education in Canadian Secondary Schools 251
Alison Taylor

14 The Interrelation of General Education and VET: Understandings, Functions, and Pedagogy 275
Vibe Aarkrog

15 The Sustainability of the Dual System Approach to VET 293
Thomas Deissinger

16 Duality and Learning Fields in Vocational Education and Training: Pedagogy, Curriculum, and Assessment 311
Matthias Pilz and Bärbel Fürstenau

17 VET Teachers and Trainers 329
Kevin Orr

Part IV VET as a Developing Practice 349

18 The Learning Potential of Boundary Crossing in the Vocational Curriculum 351
Arthur Bakker and Sanne Akkerman

19 Designing Technology-Enhanced Learning Environments in Vocational Education and Training 373
Carmela Aprea and Alberto A. P. Cattaneo

20 VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering 395
Monika Nerland and Crina I. Damsa

21 Innovative Work-Based Learning for Responsive Vocational Education and Training (VET): Lessons from Dutch Higher VET 415
Aimée Hoeve, Wietske Kuijer-Siebelink, and Loek Nieuwenhuis

22 Capturing the Elusive: How Vocational Teachers Develop and Sustain their Expertise 433
Janet H. Broad and Ann Lahiff

Part V Challenges for VET 455

23 The Challenges VET Faces Through Its Intersection With Social Class, Gender, Ethnicity, and Race 457
Karen Evans

24 The Contribution of Vocational Education and Training in Skilling India 479
Tara Nayana and Sanath Kumar

25 Vocational Education and Training in Economic Transformation in China 495
Zhiqun Zhao and Yunbo Liu

26 Working with Historical, Cultural, and Economic Logics: The Case of Vocational Training in Argentina 513
Claudia Jacinto

27 The Evolution of Learning Regions: Lessons from Economic Geography for the Development of VET 531
Laura James

Index 549
DAVID GUILE is Professor of Education and Work and Co-Director of the Centre for Engineering Education, UCL Institute of Education, London. He is also a project leader in the ESRC Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES).

LORNA UNWIN is Professor Emerita (Vocational Education) and Honorary Professor in the ESRC-funded LLAKES Research Centre at the UCL Institute of Education, London. She is also Honorary Professorial Research Fellow at the School of Environment, Education and Development, University of Manchester.