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.
Inhoudsopgave
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
Over de auteur
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.
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