Source:
International Encyclopedia of Education
(2010)
Informal learning is by far the most prevalent form of adult learning, and offers benefits to all age groups and people, including older workers, migrant groups and refugees, and people who are disengaged from learning. It is also of great benefit to small business who lack the resources to formally train staff and plays an important role in the workplace. Informal learning, which has been described as an iceberg: mostly invisible at the surface and immense in its mostly submerged informal aspects (Livingstone 2000). Informal learning goes on daily in a variety of everyday contexts: from the workplace to the home, and through technology and the mass media. © 2010 Elsevier Ltd. All rights reserved.
Informal learning is by far the most prevalent form of adult learning, and offers benefits to all age groups and people, including older workers, migrant groups and refugees, and people who are disengaged from learning. It is also of great benefit to small business who lack the resources to formally
…
Keywords:
Mentoring
Assessment
informal learning
migrants
On-the-job training
Workplace
guidance
Disengaged learners
8 Citations
10.1016/B978-0-08-044894-7.01585-2
Source:
International Encyclopedia of Education
(2010)
The training market is a market-like mechanism through which many governments organize publicly financed training programs, such as training for unemployed young people. A range of providers, including for-profit training companies, compete for public contracts. Relative to public administration, the potential benefits of the training market are lower costs and faster innovation. The potential losses include service quality, insofar as for-profit training providers exploit their informational advantage to increase profit by supplying low-quality services. Reputation effects, external inspection, and noneconomic motivation potentially curb such behavior. Low quality may also result from political incentives to the prioritization of quantity over quality. © 2010 Elsevier Ltd. All rights reserved.
The training market is a market-like mechanism through which many governments organize publicly financed training programs, such as training for unemployed young people. A range of providers, including for-profit training companies, compete for public contracts. Relative to public administration, th
…
Keywords:
vocational education motivation
Training
Professionalism
Incentives
service quality
market
inspection
Cost disease
Quasi-market
2 Citations
10.1016/B978-0-08-044894-7.00800-9
Source:
International Encyclopedia of Education
(2010)
Protracted armed conflict and violence leads to widespread destruction of already fragile education and training systems in developing countries and hampers their chances to participate in and benefit from globalization. Young people take up arms instead of learning employable skills. Once the conflict is (or at least seems to be) over, refugees and internally displaced people return home hoping to establish themselves in paid jobs or as self-employed. However, gainful employment is in short supply and the skills available do not suit the job opportunities that do exist. Some countries try to take the low starting point as a window of opportunity (a clean slate) to embark on ambitious reform of the education and training sector, but their success depends inter alia on the degree of security and stability that has been established, and the level of international investment for reconstruction available. The new systems tend to address the needs of a small formal sector and ignore development of skills in the informal sector in which the majority of people work. This article describes post-conflict developments in South Africa after apartheid, and Afghanistan after 23 years of war. © 2010 Elsevier Ltd. All rights reserved.
Protracted armed conflict and violence leads to widespread destruction of already fragile education and training systems in developing countries and hampers their chances to participate in and benefit from globalization. Young people take up arms instead of lear
…
Keywords:
Apprenticeship
VET
skills development
South Africa
Conflict
Informal sector
developing countries
war
Afghanistan
MSE
Opium
Post-conflict
Qualifications framework
Taliban
0 Citations
10.1016/B978-0-08-044894-7.00799-5
Source:
International Encyclopedia of Education
(2010)
A major policy goal for many governments in their vocational education and training (VET) systems is to make them more confident of employer facing. This article reviews the influence of business and industry on VET systems. The extent to which supporting structures facilitate or impede the effectiveness of industry's influence on the VET system is considered. Specifically, the article examines the use of employer-led sector bodies responsible for shaping training strategies in their occupational area; and the ability of employers to gain real purchase on VET systems through their relationship with VET providers, including the qualifications system. Finally, the article considers the role of employers in raising the demand for skills development. © 2010 Elsevier Ltd. All rights reserved.
A major policy goal for many governments in their vocational education and training (VET) systems is to make them more confident of employer facing. This article reviews the influence of business and industry on VET systems.
…
Keywords:
industry
vocational education and training (VET)Employer Engagement
responsiveness
providers
Learning and skills
Sector skills councils/bodies
1 Citations
10.1016/B978-0-08-044894-7.00813-7
Source:
International Encyclopedia of Education
(2010)
First, some definitions, structural aspects, and varieties of apprenticeship are outlined. Second, different theoretical approaches to apprenticeship are emphasized - anthropological, philosophical, and psychological. Two dynamic perspectives on the dynamics of the learning process in apprenticeship are presented: a person-centered versus a decentered approach. Different conceptions of the nature of apprenticeship learning are described such as learning in a community of practice, learning through participation in practice, bodily learning and imitation, and learning through assessment of practice. Finally, some reasons for the current interest in apprenticeship are discussed. © 2010 Elsevier Ltd. All rights reserved.
First, some definitions, structural aspects, and varieties of apprenticeship are outlined. Second, different theoretical approaches to apprenticeship are emphasized - anthropological, philosophical, and psychological. Two dynamic perspectives on the dynamics of the learning process in apprenticeship
…
Keywords:
vocational education Legitimate peripheral participation
Skills
Situated learning
Tacit knowledge
community of practice
Apprenticeship learning
cognitive apprenticeship
Learning by doing
Imitation
7 Citations
10.1016/B978-0-08-044894-7.00465-6
Source:
International Encyclopedia of Education
(2010)
This article analyzes issues such as the scope, scale, and coherence within technical and vocational education and training (TVET) and across different sectors within particular countries to demonstrate the complexity of TVET policy formulation. It is argued in the article that tensions between the pressures for global uniformity and regional specificity should be considered by policymakers. It is also argued that any attempt to develop a universal set of principles for policy development should be adopted with caution, particularly due to differences in the labor-market structures across the countries. Two types of theories are proposed to provide the basis for understanding how educational policy could be planned. They are the high-skills thesis and life-based learning which provide the basis for macro- and micro-levels planning. © 2010 Elsevier Ltd. All rights reserved.
This article analyzes issues such as the scope, scale, and coherence within technical and vocational education and training (TVET) and across different sectors within particular countries to demonstrate the complexity of TVE
…
Keywords:
skills development
lifelong learning
work-based learning
Africa
Technical and vocational education and training
Labour market
Globalisation
Australia
England
economic development
Life-based learning
education and workHigh-skills
Policy making/formulation
Policy planning and development
1 Citations
10.1016/B978-0-08-044894-7.00811-3
Source:
International Encyclopedia of Education
(2010)
vocational teacher education is explored and distinguished from other forms of teacher education . The many varieties of vocational education , ranging from state controlled to market oriented, are deeply intertwined with national traditions and culture. Different admission requirements and a complex steering system set it apart from conventional teacher education because of its origin in a work context, whereas subject-specialist teaching emerges from a scientific knowledge area. This factor, which affects learning material and place of training, requires vocational teacher education to be multidisciplinary, activity- and problem-oriented, while posing unique challenges in grading and quality control. A hidden work-cultural transfer also occurs. Two trends are indicated: an increasing academization and a resurgence of the apprenticeship model. © 2010 Elsevier Ltd. All rights reserved.
vocational teacher
education is explored and distinguished from other forms of teacher
education . The many varieties of
vocational
Keywords:
Apprenticeship
Training
vocational education apprentice
Professional
grading
Teacher
technical
Work-based
academization
admission
Mark-setting
School-based
1 Citations
10.1016/B978-0-08-044894-7.00686-2
Source:
International Encyclopedia of Education
(2010)
The main focus of this article is the dual system in Germany. The dual system here consists of a traditional pattern of skill formation which goes back to the medieval mode of apprenticeship training. This means that training is workplace-led and predominantly practical although there is a vocational school involved in the training process. In Germany, other traits, such as the vocational principle and a special kind of public regulation, define a learning culture which differs from most other countries, including England and Australia. On the one hand, the strength of the apprenticeship system implies borderlines to other subsystems, such as full-time vocational education and training (VET). On the other hand, it does not offer individually tailored VET programs, which exist in Anglo-Saxon countries, but resembles the VET systems of Denmark in some respects. © 2010 Elsevier Ltd. All rights reserved.
The main focus of this article is the dual system in Germany. The dual system here consists of a traditional pattern of skill formation which goes back to the medieval mode of apprenticeship training. This means that training is workplace-led and predominantly practical although there is a
Keywords:
Apprenticeship
VET
Germany
Dual system
vocational schoolinitial training
Australia
England
Denmark
CBT
Continuation school
Full-time VET
Practice firms
vocational principle
21 Citations
10.1016/B978-0-08-044894-7.00803-4
Source:
International Encyclopedia of Education
(2010)
Competency-based approaches have dominated vocational -education systems in many countries in recent decades. The introduction of this approach has been justified by the desire of education to meet the needs of industry better - though many educationalists have been critical of this approach, assuming that it neglects the role of knowledge in occupational performance. However, there is not one single understanding of how to conceptualize competence. A common misunderstanding of competence is to link it exclusively to the performance of tasks. Another approach is to think of competence as the generic attributes that underpin performance. A preferred way is to link these two approaches and to see competence in terms of knowledge, abilities, skills, and dispositions displayed in the context of an appropriate sample of professional/vocational tasks. In recent years, the Organization for Economic Cooperation and Development (OECD) has mounted a research project to determine the competencies that are needed for a successful life in the current century and international standardized tests such as Program for International Student Assessment (PISA) have also adopted a competency approach. Nevertheless, many issues, for example, the relation of curriculum to competencies remain unresolved. Notwithstanding these issues, competency approaches are flourishing in a large number of countries at the present time in both vocational and professional education . © 2010 Elsevier Ltd. All rights reserved.
Competency-based approaches have dominated
vocational -
education systems in many countries in recent decades. The introduction of this approach has been justified by the desire of
education
Keywords:
vocational education educational policy
Competency-based education
Impact of international agencies on education
28 Citations
10.1016/B978-0-08-044894-7.00790-9
Source:
Journal of Vocational Education and Training
(2010)
Use was made of adapted problem-based learning (PBL) practical exercises to address the disengagement of apprentices with the existing assembly-style electronic laboratory programme. Apprentices perceived the traditional routines as having little real-world relevance. This detracted from the value and benefit to them of the practical component of the subject. The object of the research was to gauge the value of any beneficial changes that may occur in the overall learning experience, resulting from the use of the PBL style exercises, as seen by the apprentices themselves. A single-cycle action research methodology was used. The apprentices received the new format very positively and responded well to the new environment. While particular areas were identified as requiring improvement, the outcome was very encouraging and indicates that the adapted PBL format, significantly developed and refined, is worth pursuing as a delivery strategy option for apprentice course provision. © 2010 The vocational Aspect of education Ltd.
Use was made of adapted problem-based learning (PBL) practical exercises to address the disengagement of apprentices with the existing assembly-style electronic laboratory programme. Apprentices perceived the traditional routines as having little real-world relevance. This detracted from the value a
…
Keywords:
workplace learning
pedagogy
Curriculum innovation
vocational education and trainingLearning Theory
4 Citations
10.1080/13636820.2010.533789
