Bücher von Stephen Billett

This book seeks to advance understandings of and approaches to supporting and sustaining working age adults' learning across lengthening working lives and inevitable transitions they encounter and are required to negotiate. It is founded on the processes and findings of a three-phase practical inquiry into worklife learning and its implications for workplace and educations' practice conducted in Australia over a three-year period commencing in 2019. Diverse perspectives and orientations were utilised in approaches to data analysis and renderings from the data, thereby opening up the analysis of these complex phenomena to different lines of interrogation, questions and analytical approaches. It elaborates more fully understandings about the processes of adults' learning and development across their lifespan of adulthood referred to as working life, and what factors and contributions supported that learning. This book also attempts to reconcile a coherent view about development across the work lifespan, and how that can be supported by education provisions, workplaces, communities, and by the adults themselves.

This book discusses what constitutes vocational education as well as its purposes, objects, formation and practices. It analyses the socially directed nature of vocations and argues that vocational education must realise important personal and social goals.

Such imperatives are reflected in the cooperative education movement in North America, the foundation degree programs of the United Kingdom, the work integrated learning approach within Australian higher education and initiatives in a range of other countries.

Such imperatives are reflected in the cooperative education movement in North America, the foundation degree programs of the United Kingdom, the work integrated learning approach within Australian higher education and initiatives in a range of other countries.

The concept of mimetic learning at work is outlined and elaborated in this text. Yet, recent considerations of individuals' epistemologies and developments form anthropology and cognitive science suggest that current explanations about individuals' contributions to learning at and through work are incomplete.