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This book is an OECD study of vocational education and training (VET) in England and Wales. It is designed to help make their VET systems more responsive to labour market needs.
Looks at the initial implementation of NVQs and GNVQs and at the considerable problems encountered. It also examines how the policies were sustained.
This book examines vocational education and training programmes in England, including coverage of how they are changing, how they are funded, how they are linked to academic and university programmes and how employers and unions are involved.
Materials concerning education in England and Wales are presented in this annotated bibliography containing an introduction and 13 topical chapters. The introduction features a brief history of state education in England and Wales and an essay on educational structure and the school ladder under the Educational Reform Act of 1988 (ERA 88). The chapters in the book are: (1) Education Reform Act of 1988 (ERA 88); (2) Administration; (3) History of Education; (4) Early Childhood Education; (5) Primary (Elementary) Education; (6) Secondary Education; (7) Teacher Education; (8) Higher Education; (9) Postschool (age 16+) Further and Adult Education; (10) Vocational Training and Technical Education; (11) Science, Mathematics, and Engineering Education; (12) Wales and Welsh Language; and (13) Women's and Girls' Education. A list of journals used in compiling the bibliography, as well as an author index and a subject index are included. (DB)
This Reader brings together a wide range of material to present an international perspective on topical issues in history of education today. Focusing on the enduring trends in this field, this lively and informative Reader provides broad coverage of the subject and includes crucial topics such as: * higher education * informal agencies of education * schooling, the state and local government * education and social change and inequality * curriculum * teachers and pupils * education, work and the economy * education and national identity. With an emphasis on contemporary pieces that deal with issues relevant to the immediate real world, this book represents the research and views of some of the most respected authors in the field today. Gary McCulloch also includes a specially written introduction which provides a much-needed context to the role of history in the current educational climate. Students of history and history of education will find this Reader an important route map to further reading and understanding.
In the future a more competent workforce will be required as workers will have to acquire the competence to predict and deal with novel situations at work. This book aims to provide the reader with insightful perspectives about competence in different situations and contexts. It presents a more enlightened view of human competence by opening up an international dialogue about the meaning and interpretation of competence in the workplace, and the impact of learning environments on workplace policy and practice. Five major premises which provide a basis for how we interpret, experience, and teach competence in the workplace are put forward: notions of worker competence, and the persuasiveness of informal workplace training; developing competence as an individual, and the inherent relationship between the worker and work, and the lifeworld; learning which develops higher level competences based on a more holistic conception of competence; characteristics of learning environments as integral components of learning at work; learning environments construed as theoretical and methodological problems in terms of their impact on the acquisition of competence.
Against the backdrop of an alienating, technologizing and ever-accelerating world of material production, this book tells an intimate story: one about a community of woodworkers training at an historic institution in London’s East End during the present ‘renaissance of craftsmanship’. The animated and scholarly accounts of learning, achievement and challenges reveal the deep human desire to create with our hands, the persistent longing to find meaningful work, and the struggle to realise dreams. In its penetrating explorations of the nature of embodied skill, the book champions greater appreciation for the dexterity, ingenuity and intelligence that lie at the heart of craftwork.
The field of education has experienced extraordinary technological, societal, and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education, Third Edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,000 articles across 24 individual areas of coverage, and is expected to become the dominant resource in the field. Education is a multidisciplinary and international field drawing on a wide range of social sciences and humanities disciplines, and this new edition comprehensively matches this diversity. The diverse background and multidisciplinary subject coverage of the Editorial Board ensure a balanced and objective academic framework, with 1,500 contributors representing over 100 countries, capturing a complete portrait of this evolving field. A totally new work, revamped with a wholly new editorial board, structure and brand-new list of meta-sections and articles Developed by an international panel of editors and authors drawn from senior academia Web-enhanced with supplementary multimedia audio and video files, hotlinked to relevant references and sources for further study Incorporates ca. 1,350 articles, with timely coverage of such topics as technology and learning, demography and social change, globalization, and adult learning, to name a few Offers two content delivery options - print and online - the latter of which provides anytime, anywhere access for multiple users and superior search functionality via ScienceDirect, as well as multimedia content, including audio and video files
First published in 1992, 16-19: Changes in Education and Training explores the context and background to the demand for reform in 16-19 education and sets out in broad and structured terms an agenda for change. It also considers specific initiatives and developments which in different ways can be seen as vehicles for achieving change and assesses the possibility of significant progress in relation to the agenda for action in the face of competing financial claims and a shifting political agenda. This book is an essential read for scholars and researchers of school education, higher education and education in general.