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Wiley Handbook of Vocational Education and Training [Hardback]

  • Formāts: Hardback, 608 pages, height x width x depth: 244x175x33 mm, weight: 1066 g
  • Sērija : Wiley Handbooks in Education
  • Izdošanas datums: 09-Apr-2019
  • Izdevniecība: Wiley-Blackwell
  • ISBN-10: 1119098599
  • ISBN-13: 9781119098591
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  • Hardback
  • Cena: 225,01 €
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  • Bibliotēkām
  • Formāts: Hardback, 608 pages, height x width x depth: 244x175x33 mm, weight: 1066 g
  • Sērija : Wiley Handbooks in Education
  • Izdošanas datums: 09-Apr-2019
  • Izdevniecība: Wiley-Blackwell
  • ISBN-10: 1119098599
  • ISBN-13: 9781119098591
Citas grāmatas par šo tēmu:

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(16)
David Guile
Lorna Unwin
Part I VET as an Evolving Concept 17(96)
2 VET, Expertise, and Work: Situating the Challenge for the Twenty-First Century
19(22)
David Guile
Lorna Unwin
3 Vocational Education and the Individual
41(22)
Stephen Billett
4 VET, HRD, and Workplace Learning: Where to From Here?
63(18)
Paul Hager
5 Does Vocational Education Still Need the Concept of Occupation?
81(16)
Alison Fuller
6 Knowledge, Competence, and Vocational Education
97(16)
Leesa Wheelahan
Part II The Political Economy of VET 113(114)
7 Political Economy of Vocational Education and Training
115(22)
Damian Oliver
Serena Yu
John Buchanan
8 The Politics of Vocational Training: Theories, Typologies, and Public Policies
137(28)
Marius R. Busemeyer
Christine Trampusch
9 The Industrial Relations of Training and Development
165(22)
Mark Stuart
10 Measuring Performance in Vocational Education and Training and the Employer's Decision to Invest in Workplace Training
187(20)
Samuel Muehlemann
11 Excluded Within the Inclusive Institution: The Case of Low-Skilled, Low-Wage Security Employees
207(20)
Soon-Joo Gog
Part III Arrangements for VET 227(122)
12 The Contested Evolution and Future of Vocational Education in the United States
229(22)
Brian Durham
Debra D. Bragg
13 The Future of Vocational Education in Canadian Secondary Schools
251(24)
Alison Taylor
14 The Interrelation of General Education and VET: Understandings, Functions, and Pedagogy
275(18)
Vibe Aarkrog
15 The Sustainability of the Dual System Approach to VET
293(18)
Thomas Deissinger
16 Duality and Learning Fields in Vocational Education and Training: Pedagogy, Curriculum, and Assessment
311(18)
Matthias Pilz
Barbel Furstenau
17 VET Teachers and Trainers
329(20)
Kevin Orr
Part IV VET as a Developing Practice 349(106)
18 The Learning Potential of Boundary Crossing in the Vocational Curriculum
351(22)
Arthur Bakker
Sanne Akkerman
19 Designing Technology-Enhanced Learning Environments in Vocational Education and Training
373(22)
Carmela Aprea
Alberto A.P. Cattaneo
20 VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering
395(20)
Monika Nerland
Crina I. Damsa
21 Innovative Work-Based Learning for Responsive Vocational Education and Training (VET): Lessons From Dutch Higher VET
415(18)
Aimee Hoeve
Wietske Kuijer-Siebelink
Loek Nieuwenhuis
22 Capturing the Elusive: How Vocational Teachers Develop and Sustain Their Expertise
433(22)
Janet H. Broad
Ann Lahiff
Part V Challenges for VET 455(94)
23 The Challenges VET Faces Through Its Intersection With Social Class, Gender, Ethnicity, and Race
457(22)
Karen Evans
24 The Contribution of Vocational Education and Training in Skilling India
479(16)
Tara Nayana
Sanath Kumar
25 Vocational Education and Training in Economic Transformation in China
495(18)
Zhiqun Zhao
Yunbo Liu
26 Working with Historical, Cultural, and Economic Logics: The Case of Vocational Training in Argentina
513(18)
Claudia Jacinto
27 The Evolution of Learning Regions: Lessons From Economic Geography for the Development of VET
531(18)
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.