The Wiley Handbook of Vocational Education and Training

von: David Guile, Lorna Unwin

Wiley-Blackwell, 2019

ISBN: 9781119098614

Sprache: Englisch

608 Seiten, Download: 4936 KB

Format: PDF, auch als Online-Lesen

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The Wiley Handbook of Vocational Education and Training

	Title Page	5
	Copyright Page	6
	Contents	7
	Notes on Contributors	11
	Acknowledgments	19
	Chapter 1 Introduction to the Handbook: Vocational Education and Training (VET) Theory, Practice, and Policy for a Complex Field of Inquiry??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????	21
	Structure of the Book	26
	Toward a Prospective VET Research Agenda	33
	References	34
	Part I VET as an Evolving Concept	37
	Chapter 2 VET, Expertise, and Work: Situating the Challenge for the Twenty-First Century????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????	39
	Introduction	39
	The Continuing Power of the Retrospective Skills-Based Approach to VET	41
	Continuity and Change in the Work Process	44
	Conceptualizing Expertise	48
	A Potential Framework to Develop Expertise in VET	53
	References	57
	Chapter 3 Vocational Education and the Individual	61
	Introduction	61
	Some Premises	63
	Institutional Origins of Vocational Education Systems	65
	Purposes of Vocational Education	67
	Personal and Social Dimensions of Educational Purposes	69
	Processes of Vocational Education and Training	71
	Vocational Education Curriculum Development, Enactment, and Experiencing	72
	Conclusion	77
	References	78
	Chapter 4 VET, HRD, and Workplace Learning: Where to From Here???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????	83
	Introduction	83
	Developments Since the Second Half of the Twentieth Century That Have Significantly Affected VET	85
	Competency-Based Training (CBT)	87
	Effects of Neoliberal Economic Agendas	90
	Workplace Learning Research—A Late Twentieth-Century Development With Strong Significance for VET	92
	Implications of Workplace Learning Research Findings for Contemporary VET	96
	References	98
	Chapter 5 Does Vocational Education Still Need the Concept of Occupation?	101
	Introduction	101
	Socioeconomic Change and Implications for the Relevance of Occupation	103
	Changing Relationship Between Occupation and Forms of Skill Formation	107
	Conclusion	111
	References	113
	Chapter 6 Knowledge, Competence, and Vocational Education	117
	Introduction	117
	Bernstein’s Theory of Knowledge	118
	How CBE/CBT Excludes Students From Access to Knowledge	123
	The Move to CBE and Learning Outcomes in North America	128
	Conclusion	130
	References	130
	Part II The Political Economy of VET	133
	Chapter 7 Political Economy of Vocational Education and Training	135
	Introduction	135
	Human Capital Theory	136
	Labor Demand and VET	138
	Institutions and VET	139
	Understanding Change	141
	New Directions: Capabilities, Vocational Streams, and Adaptive Capacity	148
	Conclusion	151
	References	152
	Chapter 8 The Politics of Vocational Training: Theories, Typologies, and Public Policies	157
	Introduction	157
	Conclusion	175
	References	177
	Chapter 9 The Industrial Relations of Training and Development	185
	Introduction	185
	Market Failure and the Regulation of Training and Development: Situating Industrial Relations	187
	Industrial Relations and Training in Britain: Toward a New and Modern Role for Trade Unions	191
	The Industrial Relations of Training in Comparative Perspective: European Developments	199
	Conclusions	201
	References	203
	Chapter 10 Measuring Performance in Vocational Education and Training and the Employer’s Decision to Invest in Workplace Training	207
	Introduction	207
	Why Employers Invest in Training	208
	Measuring the Performance of Workplace Training	211
	How Firms Can Moderate the Performance Effects of Workplace Training	218
	Conclusions	221
	References	222
	Chapter 11 Excluded Within the Inclusive Institution: The Case of Low-Skilled, Low-Wage Security Employees	227
	Introduction	227
	Low-Wage Workers as “Stakeholders” in the Developmental State	231
	Lack of Access to Skills-Upgrading Opportunities	234
	Failed Attempts to Raise the Skills and Wages of the Security Sector	237
	Conclusion	240
	References	243
	Part III Arrangements for VET	247
	Chapter 12 The Contested Evolution and Future of Vocational Education in the United States	249
	Introduction	249
	Historical Context	249
	Expansion of Vocational Education to the Postsecondary Level	250
	Expanding Access to Postsecondary Vocational Education	252
	The Contemporary Conversation About Vocational Education	255
	The Newest Reform: Career Pathways	256
	Concluding Remarks	264
	References	266
	Chapter 13 The Future of Vocational Education in Canadian Secondary Schools	271
	Introduction	271
	Jurisdictional Tensions in the Governance of Education and Training	272
	The Development of High Schools	275
	Preparing Youth for Work: Conceptions of Vocational Education	276
	New Vocationalism, Unified Curriculum, and Hybrid Qualifications	278
	New Vocationalism in Canadian Schools?	284
	Challenges and Promising Approaches in Secondary School Reform	285
	Conclusion and Recommendations	286
	References	289
	Chapter 14 The Interrelation of General Education and VET: Understandings, Functions, and Pedagogy	295
	Introduction	295
	General Education and General Subjects in Danish VET	297
	EUX—A New Understanding of General Education?	301
	The Functions of General Education in Relation to the Main Challenges in VET	302
	The Pedagogy of Integrating General Education and VET	306
	Concluding Remarks	309
	References	310
	Chapter 15 The Sustainability of the Dual System Approach to VET	313
	Introduction	313
	The Cultural Imprints of VET in Germany: Dualization and Vocationalization of Apprenticeships as Parallel Historical Processes	315
	Working Principles and Structural Facets of the Dual System in Germany	317
	Sustainability of the Dual Training Approach in the Context of Academization	320
	Comparative Perspective	324
	Conclusion	326
	References	327
	Chapter 16 Duality and Learning Fields in Vocational Education and Training: Pedagogy, Curriculum, and Assessment	331
	Introduction	331
	The Concept of Duality in Germany VET	332
	Influences on the Development of VET Pedagogy and Assessment	334
	Pedagogy and Curriculum	335
	VET Assessment	339
	Looking Ahead	343
	References	345
	Chapter 17 VET Teachers and Trainers	349
	Introduction	349
	Working for the Poor Relation	352
	VET Teachers and Trainers and Their Relationship to Economic Demands	354
	The VET Workforce	355
	Training and Professionalism	358
	Teacher Education for VET	360
	Context and Former Role	362
	Conclusion	363
	References	364
	Part IV VET as a Developing Practice	369
	Chapter 18 The Learning Potential of Boundary Crossing in the Vocational Curriculum	371
	Discrepancies, Transfer, and Boundary Crossing	371
	Boundary Crossing: A Theoretical Framework	373
	Learning Mechanisms at Stake in Boundary Crossing	376
	Boundary Crossing: Empirical Examples	380
	Boundary Analysis as a Heuristic Toward Curriculum Redesign	384
	Discussion	385
	References	387
	Chapter 19 Designing Technology-Enhanced Learning Environments in Vocational Education and Training	393
	Introduction	393
	Potential of TELEs in VET: A Connectivity and Boundary-Crossing Perspective	394
	Applications of TELEs in VET: Tools to Integrate Learning and Teaching Across Different Learning Settings	398
	Digital Simulations	404
	Research and Future Directions for TELEs in VET	406
	References	407
	Chapter 20 VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering	415
	Introduction	415
	Epistemic Practices and Objects in Professional Learning	417
	Software Engineers Learning With Distributed Knowledge: Case Studies in Higher Education and Work	420
	Engineering Students’ Learning	421
	Early?Career Engineers’ Learning	425
	Conclusion	430
	Note	432
	References	432
	Chapter 21 Innovative Work-Based Learning for Responsive Vocational Education and Training (VET): Lessons From Dutch Higher VET	435
	Introduction	435
	The Dutch Vocational Education System	437
	The Role of Work?Based Learning in Regional Innovation	439
	Innovative Work?Based Learning in Practice: The Thermion Case	442
	Lessons for Organizing Responsive VET	447
	References	450
	Chapter 22 Capturing the Elusive: How Vocational Teachers Develop and Sustain Their Expertise	453
	Introduction	453
	The Development of Expertise and the Nature of Vocational Knowledge	455
	Researching the Development of Vocational Expertise	457
	Developing Expertise Through Teaching Observations	459
	Learning Through the Observation Process: The Feedback Discussion	461
	Examining How Vocational Teachers Maintain and Refresh Occupational Expertise	463
	Codifying and Transporting Vocational Knowledge and Expertise	466
	Discussion	467
	Concluding Remarks	470
	References	471
	Part V Challenges for VET	475
	Chapter 23 The Challenges VET Faces Through Its Intersection With Social Class, Gender, Ethnicity, and Race	477
	Introduction	477
	Understanding Inequalities Through a Comparative Life Transitions Approach	479
	Agency at the Intersection of System?Worlds and Life?Worlds	489
	What Is It Possible to Change Through Institutions of Vocational Education and Training?	492
	Conclusion	493
	References	494
	Chapter 24 The Contribution of Vocational Education and Training in Skilling India	499
	Introduction	499
	Historical Milestones of VET in India	501
	Vocational Training Institutions in India’s Education System	504
	Policy Approach for Vocational Education and Training	505
	Challenges and Opportunities for VET and Skill Development in India	507
	Conclusions	511
	References	512
	Chapter 25 Vocational Education and Training in Economic Transformation in China	515
	Introduction	515
	The Structure of VET in China	516
	Vocational Training	518
	Economic Transformation and the Challenges for VET	518
	Political Measures in VET During Economic Transformation	521
	Changes to the Private Return to VET	522
	Problems Facing China’s VET System	524
	Research on VET in China	527
	Conclusion	529
	References	530
	Chapter 26 Working with Historical, Cultural, and Economic Logics: The Case of Vocational Training in Argentina	533
	Introduction	533
	The Competing Logics of VT	534
	Historical Milestones in VET and VT in Argentina	536
	Reconfiguration of Stakeholders and Their Conceptions About VT Policies	544
	Conclusion	547
	References	548
	Chapter 27 The Evolution of Learning Regions: Lessons From Economic Geography for the Development of VET	551
	Introduction	551
	Learning Regions	553
	Path Dependency, Relational Variety, and Regional Branching	556
	Using an LR Approach to Critique VET and Skills Policy in the United Kingdom	559
	Conclusions	562
	References	563
	Index	569
	EULA	605

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