Bücher der Reihe Technical and Vocational Education and Training: Issues, Concerns and Prospects

This book provides an in-depth analysis of current development concerning ICTs with reference to vocational education and training. It presents the best and innovative ICT-based solutions implemented in education and explores controversial topics such as challenges and opportunities.  Information and communication technologies (ICTs) have dramatically changed the way we learn and work. They have created new opportunities along with new challenges, putting profound and urgent implications on vocational education and training (VET). Nowadays, we must think broadly and make the right choices about VET using innovation and digitalization to boost the quality of vocational education and training, enable the upskilling and reskilling of adults, and enhance the employability of learners. The potential and the impact of ICTs in vocational education and training have yet to be fully exploited, leading to an emerging direction of research.  This book helps readers to understand the idea of business education and education governance in a digital age. It is of interest to practitioners, administrators, researchers, teachers, teacher educators and students.

This book focusses on the role of craft as a continuing cultural practice and the revival of disappearing skills in contemporary society. It includes twenty-five essays by highly regarded artisans, academics, technologists, entrepreneurs, businesspeople, curators, and researchers from many countries representing a wide range of global craft traditions and innovations.The authors explain their professional practices and creative pathways with knowledge, experience, and passion. They offer insightful analyses of their traditions within their culture and in the marketplace, alongside the evolution of technology as it adapts to support experimentation and business strategies. They write about teaching and research informing their practice; and they explain the importance of their tools and materials in function and form of the objects they make. The essays reveal a poignant expression of their successes, disappointments, and opportunities.This book offers case studies of how artisans have harnessed the traditions of the past alongside the latest design technologies. The authors reveal how global craft is not only a vehicle for self-expression and creativity, but also for being deeply relevant to the world of work, community and environmental sustainability. The book makes the vital link between skills, knowledge, education, and employment, and fills a much-needed niche in Technical, Vocational Education and Training TVET.

This book deals with teacher training for vocational education and training. In individual chapters next to the positions of relevant international organizations, donors and development banks, it also covers selected countries in their ways of shaping of Technical Vocational Education and Training and teacher training. The structure of the book aims at two objectives: To outline positions of important stakeholders of the international Technical Vocational Education and Training policies and international cooperation in TVET teacher training.To discuss the current status of Technical Vocational Education and Training and teacher training in selected countries, from developing countries, countries with emerging economies to industrialized countries.The book is meant to create a platform that supports a reference concept within international cooperation for the further development of Technical Vocational Education and Training and teacher training up to a higher quality and performance.

This book examines the contribution of Vocational Education and Training to advancing human development and reducing inequality. It uses the example of Palestine as case-study rich in multi-layered inequalities, some of which are experienced in the region and worldwide, while others are specific to adverse conditions. The case of Palestine provides fertile ground for understanding inequality and human development, and for echoing the developed knowledge through to the understanding of Vocational Education and Training and Human Development globally. The book brings original theoretical approaches, evidence of the value of Vocational Education and Training, and contributes to academic debates, as well as provides empirical evidence for practitioners and donor community.

This book is a detailed manual for the implementation of competence diagnostics in the field of vocational training. The manual guides through all methodological steps, including the preparation and implementation of tests, cross and longitudinal studies, the development of context analyses and measurement methods for the test motivation.

The book looks in detail at the implementation and performance of the various programmes within Erasmus+, the funds and distribution of these funds, and the number of students in the programmes.

Detailing a much-needed methodology for internationalizing competence assessment in vocational education and training, this book shows how the 'COMET' technique, piloted in electrical engineering, can also track students' evolving professional identities.

This book presents an overview of the main research findings and case studies concerning education and skills for inclusive growth, green jobs and the greening of economies.

This book deals with the relevance of recognition and validation of non-formal and informal learning education and training, the workplace and society.

Labor markets are in a state of unprecedented flux. To understand how individual career trajectories are changing, this book examines the interplay of labor market demands, employees' work and career orientations and the development of skills.

Using Yunnan Province as a subject, this case study is a closely argued analysis of the operation of TVET in China. The authors use international criteria in a searching assessment of performance, at the same time documenting areas of strength and weakness.

This book draws on experiences from a range of vocational education systems in different nation states and re-examines the purpose of providing experiences outside educational institutions;

This book assesses the influence of the international organization UNESCO on the development of national Technical and Vocational Education and Training (TVET) systems in the Southern African Community Region (SADC), focusing particularly on Botswana and Namibia.

This book discusses the developments in policy and practice in the field of formal, non-formal and continuing vocational education and training in Spain since 1970. It describes how VET has been transformed and become one of the country's main areas of pedagogical innovation, and also examines current developments, such as the role of non-formal vocational education and training, the accreditation of vocational qualifications acquired in the non-formal system, and the adoption of dual apprenticeships that bear little resemblance to central European dual systems.Written by respected researchers in these fields, the first section is informative and analytical, offering a description of the system and comments based on academic literature and research. The second section illustrates the research on relevant issues, portraying empirical data from different regions in Spain, as well as nationwide data. Explaining and interpreting data on the basis of the authors' different theoretical frameworks, the book provides a comprehensive, updated and accurate overview of VET and relevant research in Spain, as well as their relation to European and global developments.

This book presents a comprehensive overview of extant literature on competence-based vocational and professional education since the introduction of the competence concept in the 1950s. To structure the fi eld, the book distinguishes between three approaches to defi ning competence, based on 1.functional behaviourism, 2. integrated occupationalism, and 3. situated professionalism. It also distinguishes between two ways of operationalizing competence: 1. behaviour-oriented generic, and 2. task-oriented specifi c competence. Lastly, it identifi es three kinds of competencies, related to: 1. specific activities, 2. known jobs, and 3. the unknown future. Competence for the unknown future must receive more attention, as our world is rapidly evolving and there are many ¿glocal¿ challenges which call for innovation and a profound transformation of policies and practices. Th e book presents a range of diff erent approaches to competence-based education, and demonstrates that competencebased education is a worldwide innovation, which is institutionalized in various ways. It presents the major theories and policies, specifi c components of educational systems, such as recognition, accreditation, modelling and assessment, and developments in discipline-oriented and transversal competence domains. Th e book concludes by synthesizing the diff erent perspectives with the intention to contribute to further improving vocational and professional education policy and practice.Joao Santos, Deputy Head of Unit C5, Vocational Training and Adult Education, Directorate General for Employment, Social Aff airs and Inclusion, European Commission: ¿This comprehensive work on competence-based education led by Martin Mulder, provides an excellent and timely contribution to the current debate on a New Skills Agenda for Europe, and the challenge of bridging the employment and education and training worlds closer together. Th is book will infl uence our work aimed at improving the relevance of vocational education to support initial and continuing vocational education and training policy and practice aimed at strengthening the key competencies for the 21st century.¿Prof. Dr. Reinhold Weiss, Deputy President and Head of the Research, Federal Institute for Vocational Education and Training (BIBB), Bonn, Germany: ¿This book illustrates that the idea and concept of competence is not only a buzzword in educational debates but key to innovative pedagogical thinking as well as educational practice.¿Prof. Dr. Johanna Lasonen, College of Education, University of South Florida, Tampa, USA: "Competence-based Vocational and Professional Education is one of the most important multi-disciplinary book in education and training. Th is path-breaking book off ers a timely, rich and global perspective on the fi eld.Th e book is a good resource for practitioners, policymakers and researchers."

This book draws on experiences from a range of vocational education systems in different nation states and re-examines the purpose of providing experiences outside educational institutions;

This book assesses the influence of the international organization UNESCO on the development of national Technical and Vocational Education and Training (TVET) systems in the Southern African Community Region (SADC), focusing particularly on Botswana and Namibia.

This book presents a comprehensive overview of extant literature on competence-based vocational and professional education since the introduction of the competence concept in the 1950s. To structure the fi eld, the book distinguishes between three approaches to defi ning competence, based on 1.functional behaviourism, 2. integrated occupationalism, and 3. situated professionalism. It also distinguishes between two ways of operationalizing competence: 1. behaviour-oriented generic, and 2. task-oriented specifi c competence. Lastly, it identifi es three kinds of competencies, related to: 1. specific activities, 2. known jobs, and 3. the unknown future. Competence for the unknown future must receive more attention, as our world is rapidly evolving and there are many ¿glocal¿ challenges which call for innovation and a profound transformation of policies and practices. Th e book presents a range of diff erent approaches to competence-based education, and demonstrates that competencebased education is a worldwide innovation, which is institutionalized in various ways. It presents the major theories and policies, specifi c components of educational systems, such as recognition, accreditation, modelling and assessment, and developments in discipline-oriented and transversal competence domains. Th e book concludes by synthesizing the diff erent perspectives with the intention to contribute to further improving vocational and professional education policy and practice.Joao Santos, Deputy Head of Unit C5, Vocational Training and Adult Education, Directorate General for Employment, Social Aff airs and Inclusion, European Commission: ¿This comprehensive work on competence-based education led by Martin Mulder, provides an excellent and timely contribution to the current debate on a New Skills Agenda for Europe, and the challenge of bridging the employment and education and training worlds closer together. Th is book will infl uence our work aimed at improving the relevance of vocational education to support initial and continuing vocational education and training policy and practice aimed at strengthening the key competencies for the 21st century.¿Prof. Dr. Reinhold Weiss, Deputy President and Head of the Research, Federal Institute for Vocational Education and Training (BIBB), Bonn, Germany: ¿This book illustrates that the idea and concept of competence is not only a buzzword in educational debates but key to innovative pedagogical thinking as well as educational practice.¿Prof. Dr. Johanna Lasonen, College of Education, University of South Florida, Tampa, USA: "Competence-based Vocational and Professional Education is one of the most important multi-disciplinary book in education and training. Th is path-breaking book off ers a timely, rich and global perspective on the fi eld. Th e book is a good resource for practitioners, policymakers and researchers."

This volume seeks to examine the skills development agenda for youth by exploring two key questions for sustainable livelihoods: What are the skills needed for employability in developing countries, especially in Africa and Asia?

This book brings together a broad range of approaches and methodologies relevant to international comparative vocational education and training (VET). If the quality of VET is high and the status and job expectations are good, VET can help to fill the skills gap, especially at the intermediate skill level.

As the first volume in the world that examines internationalization practices in VET, the book provides VET and international education policymakers, practitioners, researchers and educators with both conceptual knowledge and practical insights into the implementation of internationalization in VET.

Addressing issues such as the chronic mismatches between skills acquired and actual skills required in the work place, the volume proposes diversified approaches towards workforce development and partnerships with the private sector to improve the quality and relevance of skills development .

Benefiting from the support and involvement of two major international research networks, this collection features the latest research findings in TVET.

This book promotes a radical alternative impact on youth policy in Europe to overcome the situation of vulnerability and discrimination of a growing number of youngsters in their transition from school to work.