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

This book is the first that provides a comprehensive overview of the way countries, education systems and institutions have responded to the call for an integration of learning for work, citizenship and sustainability at the Second International Conference on Technical and Vocational Education which was held in Seoul in 1999.

Offers a contribution to the debate on the pros and cons of secondary education becoming more closely and explicitly related to preparing young people for the world of work. This book provides examples of the vocationalisation of secondary education, with particular reference to the situation in Africa.

During 2008 the head of the United Nations World Food P- gramme cautioned that because of the surge in world commodity prices the program had insuf?cient money to stave off global malnutrition, and the World Health Or- nization warned of a global crisis in water and sanitation.

Vocational Learning: Innovative Theory and Practice discusses four theoretical aspects of vocational learning that support understanding of vocational learning processes and practices: the situations of vocational learning;

Vocational Learning: Innovative Theory and Practice discusses four theoretical aspects of vocational learning that support understanding of vocational learning processes and practices: the situations of vocational learning;

This book examines continuity and change of identity formation processes at work under conditions of modern working processes and labor market flexibility.

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.

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 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."

In advancing the vision of adult learning articulated at the International Conference on Adult Education (CONFINTEA V) held in Hamburg in 1997, the UNESCO Institute for Education has been conducting studies on the different areas and dimensions of 'Adult Learning and the Changing World of Work'.

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.

In advancing the vision of adult learning articulated at the International Conference on Adult Education (CONFINTEA V) held in Hamburg in 1997, the UNESCO Institute for Education has been conducting studies on the different areas and dimensions of 'Adult Learning and the Changing World of Work'.

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.

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

Around the world, vocational education programs have seen a renewed interest in apprenticeships. This volume discusses that interest and analyzes from various perspectives the steps towards the implementation of innovative apprenticeship programs.

The term has a variety of meanings in different sociocultural and political contexts, including "self-strength, control, self-power, self-reliance, own choice, life of dignity in accordance with one's values, capable of fighting for one's rights, independence, own decision making, being free, awakening, and capability" (The World Bank, 2002, p.

This book examines continuity and change of identity formation processes at work under conditions of modern working processes and labor market flexibility.

This book focuses on relations among subjectivity, work and learning that represent a point of convergence for diverse disciplinary traditions and practices. They provide emerging perspectives that are elaborating the complex relations among subjectivity, work and learning, and circumstances in which they are played out.

This book provides insight into the history and current status of teaching in technical and vocational education across a broad range of countries. An overarching introduction embeds the content of the book into the current global context of Technical and Vocational Education and Training.

This, the first comprehensive academic volume on vocational education and training (VET) or career and technical education in the United States, features insights into a variety of issues in this field of research.

This book focuses on relations among subjectivity, work and learning that represent a point of convergence for diverse disciplinary traditions and practices. They provide emerging perspectives that are elaborating the complex relations among subjectivity, work and learning, and circumstances in which they are played out.