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With contributions from international authors, this text demonstrates that education systems, and what it is to be educated, are in transition and that societies and economies are changing dramatically. The contributors explore expanding university systems, financial responsibilities and curricula.
This annual summary of educational policies and practices worldwide includes discussion of multi-skills and flexibility, school-work links, qualifications, and education for skills versus education for status.
Comprises a total of 19 articles examining crucial aspects of youth and work, mainly in North America and Australasia, written by diverse contributors and arranged in four sections: political and economic contexts; education, training, and labor market change; curriculum and qualification reform in post- compulsory education and training; and youth, society, and citizenship. Distributed by Taylor and Francis. Annotation copyright by Book News, Inc., Portland, OR
This book provides insight into the history and current status of teaching in technical and vocational education across a broad range of countries. It contains studies of the profiles of teachers and lecturers and their educational practices. An overarching introduction embeds the content of the book into the current global context of Technical and Vocational Education and Training. This is the first substantial volume on the topic in 30 years.
Bringing together some of the leading names in comparative and international education, this second edition provides new perspectives on the dynamic interplay of global, national and local forces as they shape education systems in specific contexts.
This volume is concerned with the stages or ‘processes’ through which education systems pass in countries which are moving from authoritarian styles of government to various styles of democracy. The authors have been concerned to identify common features that might be observable in systems which are, on the surface at least, very diverse: those of Latvia, South Africa and the former German Democratic Republic. The authors postulate a model which might be applicable both to the countries with which they are principally concerned and to other countries in similar – or comparable – states of transition.