Much recent theorizing about learning has focused on its socio-cultural nature, including the significance of history and the ontogeny of learners. This paper explores the relevance of such an approach to our understanding of the reasons why academics associate themselves with particular theoretical…
Source:International Studies in Sociology of Education
(2004)
This article reviews trends in school-to-work transitions since the 1970s and argues that educational expansion (more young people extending their school and college careers) is a large part of the problem, rather than an actual or potential solution to young people's transition difficulties. The ca…
Source:Working to Learn: Transforming Learning in the Workplace
(2004)
The part played by tacit skills and knowledge in work performance is well recognized but not well understood. These implicit or hidden dimensions of knowledge and skill are key elements of ‘mastery’, which experienced workers draw upon in everyday activities and continuously expand in tackling new o…
Source:Routledge International Companion to Education
(2004)
This chapter will address how the practices and concerns of the workplace, and, by implication employment, intersect with education. Characteristic of this topic is the breadth and quality of writing accompanied by continued uncertainty and lack of consensus on appropriate theoretical tools and thus…
Source:Routledge International Companion to Education
(2004)
The economics of education is dedicated to seeking the most efficient use of scarce resources by studying the consequences of their mobilisation, allocation, and utilisation in the production of education. One convenient way to understand the scope of this field is to see the production of education…
Source:Youth, Education and Risk: Facing the Future
(2004)
Youth, Education and Risk: Facing the Future provides a provocative and valuable insight into how the dramatic social and economic changes of the last twenty years have affected the lives of Western youth. Covering young people's attitudes towards relationships and health, the authors provide a comp…
Source:Supporting Lifelong Learning: Volume 3: Making Policy Work
(2004)
Continuous vocational training (CVT) as an identified and formalised field of policy and practice is a recent creation, and by no means a settled one. Informal training in the workplace, as well as codified training through apprenticeship, has, of course, existed for centuries in most European countrie…
Source:Philosophy and Educational Policy: A Critical Introduction
(2004)
What are the concepts and theories behind current debates about education? This comprehensive introduction to philosophy of education discusses issues that are of current public interest and debate. It locates education at the heart of questions concerned with culture, ethics, politics, economics an…
Source:Working to Learn: Transforming Learning in the Workplace
(2004)
As the staying-on rate has rocketed, the proportion of 16 and 17year olds undertaking training in the workplace, whether government funded or not, has fallen steadily. If there is now to be a major expansion of apprenticeships, what is to be the driving force behind such a reversal of recent trends?…
Source:Working to Learn: Transforming Learning in the Workplace
(2004)
The concept of individual demand for continuing training needs to be defined carefully in the UK context. Unlike other European countries such as France, initial training takes place either in companies or by young workers undertaking courses at a college of further education. They therefore appear …
