The Wiley Handbook of Vocational Education and Training.

Intro -- Title Page -- Copyright Page -- Contents -- Notes on Contributors -- Acknowledgments -- Chapter 1 Introduction to the Handbook: Vocational Education and Training (VET) Theory, Practice, and Policy for a Complex Field of Inquiry -- Structure of the Book -- Toward a Prospective VET Research Agenda -- References -- Part I VET as an Evolving Concept -- Chapter 2 VET, Expertise, and Work: Situating the Challenge for the Twenty-First Century -- Introduction -- The Continuing Power of the Retrospective Skills-Based Approach to VET -- Continuity and Change in the Work Process -- Conceptualizing Expertise -- A Potential Framework to Develop Expertise in VET -- References -- Chapter 3 Vocational Education and the Individual -- Introduction -- Some Premises -- Institutional Origins of Vocational Education Systems -- Purposes of Vocational Education -- Personal and Social Dimensions of Educational Purposes -- Processes of Vocational Education and Training -- Vocational Education Curriculum Development, Enactment, and Experiencing -- Conclusion -- References -- Chapter 4 VET, HRD, and Workplace Learning: Where to From Here? -- Introduction -- Developments Since the Second Half of the Twentieth Century That Have Significantly Affected VET -- Competency-Based Training (CBT) -- Effects of Neoliberal Economic Agendas -- Workplace Learning Research-A Late Twentieth-Century Development With Strong Significance for VET -- Implications of Workplace Learning Research Findings for Contemporary VET -- References -- Chapter 5 Does Vocational Education Still Need the Concept of Occupation? -- Introduction -- Socioeconomic Change and Implications for the Relevance of Occupation -- Changing Relationship Between Occupation and Forms of Skill Formation -- Conclusion -- References -- Chapter 6 Knowledge, Competence, and Vocational Education -- Introduction.

Bernstein's Theory of Knowledge -- How CBE/CBT Excludes Students From Access to Knowledge -- The Move to CBE and Learning Outcomes in North America -- Conclusion -- References -- Part II The Political Economy of VET -- Chapter 7 Political Economy of Vocational Education and Training -- Introduction -- Human Capital Theory -- Labor Demand and VET -- Institutions and VET -- Understanding Change -- New Directions: Capabilities, Vocational Streams, and Adaptive Capacity -- Conclusion -- References -- Chapter 8 The Politics of Vocational Training: Theories, Typologies, and Public Policies -- Introduction -- Conclusion -- References -- Chapter 9 The Industrial Relations of Training and Development -- Introduction -- Market Failure and the Regulation of Training and Development: Situating Industrial Relations -- Industrial Relations and Training in Britain: Toward a New and Modern Role for Trade Unions -- The Industrial Relations of Training in Comparative Perspective: European Developments -- Conclusions -- References -- Chapter 10 Measuring Performance in Vocational Education and Training and the Employer's Decision to Invest in Workplace Training -- Introduction -- Why Employers Invest in Training -- Measuring the Performance of Workplace Training -- How Firms Can Moderate the Performance Effects of Workplace Training -- Conclusions -- References -- Chapter 11 Excluded Within the Inclusive Institution: The Case of Low-Skilled, Low-Wage Security Employees -- Introduction -- Low-Wage Workers as "Stakeholders" in the Developmental State -- Lack of Access to Skills-Upgrading Opportunities -- Failed Attempts to Raise the Skills and Wages of the Security Sector -- Conclusion -- References -- Part III Arrangements for VET -- Chapter 12 The Contested Evolution and Future of Vocational Education in the United States -- Introduction -- Historical Context.

Expansion of Vocational Education to the Postsecondary Level -- Expanding Access to Postsecondary Vocational Education -- The Contemporary Conversation About Vocational Education -- The Newest Reform: Career Pathways -- Concluding Remarks -- References -- Chapter 13 The Future of Vocational Education in Canadian Secondary Schools -- Introduction -- Jurisdictional Tensions in the Governance of Education and Training -- The Development of High Schools -- Preparing Youth for Work: Conceptions of Vocational Education -- New Vocationalism, Unified Curriculum, and Hybrid Qualifications -- New Vocationalism in Canadian Schools? -- Challenges and Promising Approaches in Secondary School Reform -- Conclusion and Recommendations -- References -- Chapter 14 The Interrelation of General Education and VET: Understandings, Functions, and Pedagogy -- Introduction -- General Education and General Subjects in Danish VET -- EUX-A New Understanding of General Education? -- The Functions of General Education in Relation to the Main Challenges in VET -- The Pedagogy of Integrating General Education and VET -- Concluding Remarks -- References -- Chapter 15 The Sustainability of the Dual System Approach to VET -- Introduction -- The Cultural Imprints of VET in Germany: Dualization and Vocationalization of Apprenticeships as Parallel Historical Processes -- Working Principles and Structural Facets of the Dual System in Germany -- Sustainability of the Dual Training Approach in the Context of Academization -- Comparative Perspective -- Conclusion -- References -- Chapter 16 Duality and Learning Fields in Vocational Education and Training: Pedagogy, Curriculum, and Assessment -- Introduction -- The Concept of Duality in Germany VET -- Influences on the Development of VET Pedagogy and Assessment -- Pedagogy and Curriculum -- VET Assessment -- Looking Ahead -- References.

Chapter 17 VET Teachers and Trainers -- Introduction -- Working for the Poor Relation -- VET Teachers and Trainers and Their Relationship to Economic Demands -- The VET Workforce -- Training and Professionalism -- Teacher Education for VET -- Context and Former Role -- Conclusion -- References -- Part IV VET as a Developing Practice -- Chapter 18 The Learning Potential of Boundary Crossing in the Vocational Curriculum -- Discrepancies, Transfer, and Boundary Crossing -- Boundary Crossing: A Theoretical Framework -- Learning Mechanisms at Stake in Boundary Crossing -- Boundary Crossing: Empirical Examples -- Boundary Analysis as a Heuristic Toward Curriculum Redesign -- Discussion -- References -- Chapter 19 Designing Technology-Enhanced Learning Environments in Vocational Education and Training -- Introduction -- Potential of TELEs in VET: A Connectivity and Boundary-Crossing Perspective -- Applications of TELEs in VET: Tools to Integrate Learning and Teaching Across Different Learning Settings -- Digital Simulations -- Research and Future Directions for TELEs in VET -- References -- Chapter 20 VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering -- Introduction -- Epistemic Practices and Objects in Professional Learning -- Software Engineers Learning With Distributed Knowledge: Case Studies in Higher Education and Work -- Engineering Students' Learning -- Early‐Career Engineers' Learning -- Conclusion -- Note -- References -- Chapter 21 Innovative Work-Based Learning for Responsive Vocational Education and Training (VET): Lessons From Dutch Higher VET -- Introduction -- The Dutch Vocational Education System -- The Role of Work‐Based Learning in Regional Innovation -- Innovative Work‐Based Learning in Practice: The Thermion Case -- Lessons for Organizing Responsive VET -- References.

Chapter 22 Capturing the Elusive: How Vocational Teachers Develop and Sustain Their Expertise -- Introduction -- The Development of Expertise and the Nature of Vocational Knowledge -- Researching the Development of Vocational Expertise -- Developing Expertise Through Teaching Observations -- Learning Through the Observation Process: The Feedback Discussion -- Examining How Vocational Teachers Maintain and Refresh Occupational Expertise -- Codifying and Transporting Vocational Knowledge and Expertise -- Discussion -- Concluding Remarks -- References -- Part V Challenges for VET -- Chapter 23 The Challenges VET Faces Through Its Intersection With Social Class, Gender, Ethnicity, and Race -- Introduction -- Understanding Inequalities Through a Comparative Life Transitions Approach -- Agency at the Intersection of System‐Worlds and Life‐Worlds -- What Is It Possible to Change Through Institutions of Vocational Education and Training? -- Conclusion -- References -- Chapter 24 The Contribution of Vocational Education and Training in Skilling India -- Introduction -- Historical Milestones of VET in India -- Vocational Training Institutions in India's Education System -- Policy Approach for Vocational Education and Training -- Challenges and Opportunities for VET and Skill Development in India -- Conclusions -- References -- Chapter 25 Vocational Education and Training in Economic Transformation in China -- Introduction -- The Structure of VET in China -- Vocational Training -- Economic Transformation and the Challenges for VET -- Political Measures in VET During Economic Transformation -- Changes to the Private Return to VET -- Problems Facing China's VET System -- Research on VET in China -- Conclusion -- References -- Chapter 26 Working with Historical, Cultural, and Economic Logics: The Case of Vocational Training in Argentina -- Introduction.

The Competing Logics of VT.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.