Vocational education is an interface between practical and theoretical knowledge involving both work-related general knowledge and practical knowledge generated at work. The contributions cover many features of VET (Vocational Education and Training) in a global world. Part one examines VET’s work-relatedness as education marked by social or group (rather than individual) dynamics, and is inductive and practice-oriented.
The second part of this volume critically examines features of vocational education policy that are central to a number of present-day global social and economic concerns in light of changes in apprenticeship policies, information technology, structural adjustment, crises in youth culture, and shifting regional political and economic agendas. Global VET concerns are presented from national conditions of Argentina, Australia, Austria, Canada, Cuba, Denmark, Germany, Norway, South Africa, Spain, Sweden, Switzerland and the USA.
Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Oxford, Wien, 2006. 406 pp., num. ill. and tables
Contents: Vibe Aarkrog: Apprentices’ Transfer of Knowledge from School to Workplace in the VET Dual System: A Study of a VET-Programme
for Rescue Officers – Faizul Bhyat: From the Particularities of Practice to the Generalisation of Theory – Jeanne Gamble:
What Kind of Knowledge for the Vocational Curriculum? – Garnet Grosjean: Cooperative Education: Learning to Work - Working
to Learn, and Trying to Make Sense of It All – Tony Irizar/Adita Chiappy: The Concepts of ‘Working Knowledge’ and ‘Zone of
Proximal Development’ as Applied to the Teaching of English as a Secondary Language – Liv Mjelde: Workshop Pedagogy in Vocational
Education: Working Knowledge and the Zone of Proximal Development – Antje Barabasch: School-to-Work Transition in East Germany:
Are East German Youth Prepared for the Challenges of the Risk Society – Patricia A. Carter: Slipping Away: VET Public Policy
and Gender Equity for Teen Mothers – Thomas Deissinger: The Apprenticeship Crisis in Germany: The National Debate and Implications
for Full-time Vocational Education and Training – Philipp Gonon: A Short History of German Vocational Pedagogy: From Idealistic
Classics to ‘Realistic’ Research – Peter Kell: Work and Learning in the Era of Global Insecurity: Skills and Views about Community
in Vocational Education and Training in Australia – Katrin Kraus: ‘Work-Life Balance’ Campaigns and their Contribution to
Re-define the Notion of Vocational Qualification – Richard D. Lakes: Unemployed Youth and Vocational Pathways: Opportunity
Structures in the New Economy – Lorenz Lassnigg: Social Organization of Knowledge in VET: Challenges for Schooling and Apprenticeship
in Austria – Antony Lindgren: Adult Education, an Out-moded Concept, or What? – Martha Roldán: Information/Knowledge-based
Development, Time-Space Configurations, and Engendered Work Organization: Exploring the New International Division of Labor
and some Implications for Vocational Education in Argentina (1990s-2000s) – Anne Smehaugen: Educational Opportunity and Outcome
in two North-South Extremes in Europe: Spain and Norway – Manfred Wahle: Conceptualizing a Modern Professional Role for German
Kindergarten Teachers: Remarks on Reform Proposals to Kindergarten Teacher Education – Markus Weil: Cooperation for Learning:
Examples of Continuing Vocational Education in Swiss Small and Medium-sized Enterprises (SMEs).