International Handbook of Education for the Changing World of Work: Bridging Academic and Vocational Learning (Editorial Advisory Board: Unesco-Unevoc Handbooks and Book Series)(6 volume set)

Contents......Page 20
List of Figures......Page 40
List of Tables......Page 48
Contributors......Page 56
Foreword: TVET for the Sustainability of Human Kind......Page 70
Introduction......Page 74
Prologue: Skills Development in the Informal Sector of Sub-Saharan Africa......Page 114
VOLUME 1......Page 137
Part I: Overview......Page 139
1. The Pedagogical Roots of Technical Learning and Thinking......Page 141
2. A Conceptual Framework for Technical and Vocational Education and Training......Page 155
3. Towards Achieving TVET for All: The Role of the UNESCOUNEVOC International Centre for Technical and Vocational Education and Training......Page 177
4. TVET Glossary: Some Key Terms......Page 195
Part II: The Changing Context of Work and Education......Page 213
Section 1: Changing Workplace Requirements: Implication for Education......Page 215
I.1. Overview: Changing Economic Environment and Workplace Requirements: Implications for Re-Engineering TVET for Prosperity......Page 217
I.2. The Right to a New Utopia: Adult Learning and the Changing World of Work in an Era of Global Capitalism......Page 233
I.3. Decent Work for All: From ILO Initiative to a Global Goal......Page 247
I.4. Redefining Gender Roles in the Workforce......Page 265
I.5. Anticipation of Skill Requirements: European Activities and Approaches......Page 283
I.6. Redefining the Status of Occupations......Page 297
I.7. Changing Work, Work Practice: Consequences for Vocational Education......Page 311
I.8. Traditional and Transitional TVET Systems......Page 325
I.9. Partnering to Meet the Needs of a Changing Workplace......Page 339
I.10. Bridging the Learning Divide: A Study into Adult Learning and Peer Mediation in the Workplace......Page 355
Section 2: Education and Training in Informal Economies......Page 369
II.1. Overview: Education and Training in the Informal Sector......Page 371
II.2. Tinkering with the Tinker: Meeting Training Needs in the Informal Sector of Chad......Page 381
II.3. The Traditional Informal Apprenticeship System of West Africa as Preparation for Work......Page 397
II.4. Initiatives to Link TVET to Self-Employment in Ghana......Page 413
II.5. Criteria for Training Policy in the Informal Sector: Demands and Challenges in Latin America......Page 427
II.6. Informal Learning at Work: The Case of Working Children in Egypt......Page 443
II.7. Informal Learning and Work: From Genealogy and Definitions to Contemporary Methods and Findings......Page 455
II.8. New Learning Spaces in TVET: The Contribution of Social Partnerships......Page 469
II.9. Social and Cultural Aspects of Informal Sector Learning: Meeting the Goals of EFA......Page 485
VOLUME 2......Page 518
Part III: Education for the World of Work: National and Regional Perspectives......Page 520
Section 3: Reforming National Systems of Vocational Education and Training......Page 522
III.1. Overview: Changing National VET Systems through Reforms......Page 524
III.2. Latin America's Efforts in the Vocational Training of Young People from Poor Backgrounds......Page 538
III.3. Accountability and Career Technical Education (CTE) Policy: A Brief Review of Six States of the United States......Page 552
III.4. The Regional Perspective of Vocational Education and Training......Page 570
III.5. Vocational Education, Training Reform and Regional Integration in the Middle East......Page 586
III.6. The Influence of Qualifications Frameworks on the Infrastructure of VET......Page 598
III.7. Reforming Skills Development, Transforming the Nation: South African Vocational Education and Training Reforms, 1994–2005......Page 612
III.8. Reform of Vocational Education in the Russian Federation......Page 628
III.9. Vocational Education in the Netherlands: In Search of a New Identity......Page 642
III.10. Facilitating Policy-Learning: Active Learning and the Reform of Education Systems in Transition Countries......Page 658
Section 4: National Initiatives for Reengineering Education for the New Economy......Page 672
IV.1. Overview: Regional Reviews of TVET......Page 674
IV.2. To Vocationalize or Not to Vocationalize? Perspectives on Current Trends and Issues on TVET in Africa......Page 690
IV.3. TVET in the Asian Region: Issues, Concerns and Prospects......Page 706
IV.4. Transforming TVET Systems with the CPSC in the Asia and Pacific Region......Page 724
IV.5. European Action Programmes for Lifelong Learning......Page 742
IV.6. VET in the Baltic States: Analysis of Commonalities and Differences of Reforms in Estonia, Latvia and Lithuania......Page 756
IV.7. Education and Training Needs of Rural Communities: A Situational Analysis of Selected Villages in Fourteen Provinces of Fiji......Page 768
IV.8. Social Partnership in Vocational Education and Training in Lithuania: Challenges and Perspectives......Page 778
IV.9. Integrating Education and Work: The Status of Vocational Education in Brazil......Page 796
IV.10. China's Higher Technical and Vocational Education: Development and Reform......Page 808
IV.11. The Adoption and Adaptation of the Work-Team Concept in Urban Thai Workplaces......Page 818
IV.12. Globalization of the Labour Culture in the Republic of Korea: What 'Tripartite Relations' Mean for Workers......Page 832
IV.13. Involvement of Labour-Market Partners in TVET in the Russian Federation......Page 848
IV.14. Strengthening TVET to Achieve Lifelong Learning for All: Historical Snapshots and Recent Initiatives in Myanmar......Page 862
IV.15. Technical and Vocational Education and Training and Rural Development......Page 880
IV.16. An International TVET Programme Development by the International Baccalaureate Organization......Page 894
IV.17. A Profile of TVET in the Asia and Pacific Region: A Survey of Progress, Innovations and Promising Practices......Page 908
Section 5: Learning for Employment and Citizenship in Post-conflict Countries......Page 924
V.1. Overview: Vocational Education, Social Participation and Livelihoods in Post-Conflict Countries......Page 926
V.2. From Assessment to Planning: Hope for TVET in Uganda......Page 934
V.3. Linking TVET to Economic Opportunities in Post-Conflict Liberia......Page 946
V.4. Deepening the Divide: The Differential Impact of Protracted Conflict on TVET Versus Academic Education in Palestine......Page 958
V.5. Co-ordinated Programming for Skills Development and Livelihoods in Post-Conflict Societies: What Promise Does TVET Hold for Southern Sudan?......Page 972
V.6. Vocational Training in Post-War Sierra Leone and Liberia......Page 986
V.7. TVET and Community Re-Integration: Exploring the Connections in Sierra Leone's DDR Process......Page 994
V.8. TVET, Women and Conflict: Palestinians in the Lebanese Civil War......Page 1008
VOLUME 3......Page 1045
Part IV: The Management of TVET Systems......Page 1047
Section 6: Policy and Management of TVET Systems......Page 1049
VI.1. Overview: Navigating the Policy Landscape: Education, Training and Work......Page 1051
VI.2. Research for TVET Policy Development......Page 1073
VI.3. The Reform and Governance of Public TVET Institutions: Comparative Experiences......Page 1087
VI.4. National Versus Regional Policy Dimensions of TVET......Page 1103
VI.5. Planning for Education and Work: Alternatives and Issues......Page 1121
VI.6. South African Technikons and Policy Contestation over Academic Drift......Page 1143
VI.7. New Policy Actions and Government Roles: China's Reconstruction of TVET Systems Since the 1980s......Page 1159
VI.8. Some Generic Issues in TVET Management......Page 1171
VI.9. An Overview of Contemporary TVET Management Practice......Page 1185
Section 7: The Economics and Financing of TVET......Page 1209
VII.1. Overview: Issues and Options in Financing Technical and Vocational Education and Training......Page 1211
VII.2. Education, Skills, Sustainability and Growth: Complex Relations......Page 1219
VII.3. Financing Mechanisms and Instruments: A Conceptual and Operational Approach......Page 1233
VII.4. Financing Training Through Payroll Levies......Page 1257
VII.5. Financing Vocational Education and Training in South Africa......Page 1273
VII.6. Voucher-Financed Training for Small Businesses......Page 1289
VII.7. Employers' Participation in Training Finance: An Example from Brazil......Page 1305
VII.8. Funding Lifelong Learning from a Life-Course Perspective......Page 1319
VII.9. Economic Perspectives on Technical and Vocational Education and Training in Australia......Page 1337
Part V: Teacher Education for Vocational Education and Training......Page 1353
Section 8: The TVET Profession......Page 1355
VIII.1. Overview: The Technical and Vocational Education and Training Profession......Page 1357
VIII.2. Professionalization of VET Teachers and Lecturers and Practices in TVET Institutions in an International Perspective......Page 1367
VIII.3. Teachers, Instructors and Trainers: An Australian Focus......Page 1385
VIII.4. TVET Teacher-Training Requirements in the Russian Federation......Page 1401
VIII.5. TVET Teachers and Their Professionalization in China: A Problem Analysis......Page 1411
VIII.6. The Development of Training Modules for Instructors......Page 1425
VIII.7. Literacy and Learning: Are TVET Professionals Facilitators of Learning or Deliverers of Knowledge and Skills?......Page 1441
VIII.8. Vocational Education in the Private Sector in Brazil......Page 1453
VIII.9. TVET and Teacher-Training Curricula: A Developed National Perspective......Page 1467
VIII.10. Vocational Qualifications: The Role of Trade Unions as Negotiation Fora......Page 1475
VIII.11. Vocational Education and Development......Page 1489
VIII.12. A Technical and Vocational Teacher-Training Curriculum......Page 1501
VIII.13. Transforming Teachers’ Practice Through Action Learning......Page 1515
VIII.14. Professional Learning and TVET: Challenges and Perspectives for Teachers and Instructors......Page 1533
VIII.15. Industrial Attachments for Instructors in TVET Delivery......Page 1549
VIII.16. I Hate Left-Handers or Occupational Health and Safety Training......Page 1565
VIII.17. The Bologna Declaration and Emerging Models of TVET Teacher Training in Germany......Page 1575
VIII.18. Standards for Occupation-Directed Professional Development of TVET Personnel in Developing Countries......Page 1589
VIII.19. Curriculum Research and Design as a Subject of TVET Teacher Training: Practice and Experiences from Two International Projects......Page 1605
VOLUME 4......Page 1642
Part VI: Education for Work: Research, Curriculum Development and Delivery......Page 1644
Section 9: Research and Innovation......Page 1646
IX.1. Overview: TVET Research......Page 1648
IX.2. Methods of TVET Research......Page 1666
IX.3. TVET Research as an Aid to Improved Policy and Performance in TVET......Page 1674
IX.4. Repositioning the Role of Research in the Innovation of TVET......Page 1688
IX.5. TVET Research as a Dimension of Innovation......Page 1700
IX.6. Modellversuchsforschung: Pilot Project Research in Germany......Page 1710
IX.7. TVET and R&D Evaluation: The Potential for Optimizing TVET......Page 1726
IX.8. TVET Research Organizations and Scientific Communities: Challenges to the Institutionalization of TVET Research......Page 1740
IX.9. Qualifications Research......Page 1758
IX.10. Measuring Educational Quality in TVET......Page 1768
Section 10: Curriculum Development and Delivery......Page 1782
X.1. Overview: TVET Curriculum Development and Delivery......Page 1784
X.2. The Mutual Shaping of Work, Vocational Competence and Work-Process Knowledge......Page 1798
X.3. Situated Learning and Cognitive Apprenticeship......Page 1816
X.4. Curriculum Approaches and Participative Curriculum Development......Page 1832
X.5. The Deskilling and Upskilling Debate......Page 1844
X.6. The Pedagogy of Apprenticeship......Page 1858
X.7. Approaches to Designing TVET Curricula......Page 1874
X.8. Collaborative Work-Related Learning and Technology-Enhanced Learning......Page 1892
X.9. Action-Based TVET......Page 1904
X.10. Vocational Learning: Contributions of Workplaces and Educational Institutions......Page 1916
X.11. Work-Based Learning: An English Experience......Page 1930
X.12. Language Mastery Development within TVET for Professional Mobility......Page 1944
X.13. Why do German Companies Invest in Apprenticeship?......Page 1952
X.14. Workplace Learning: Metacognitive Strategies for Learning in the Knowledge Economy......Page 1968
X.15. Literacy, Design and Technology: New Contexts for Learning and Skills Development in South Africa......Page 1982
X.16. The Education Gospel and Vocationalism in an International Perspective: The Promises and the Limits of Formal Schooling......Page 1996
X.17. The Vocationalization of Secondary Education: The Relationships between Vocational and Technology Education......Page 2010
X.18. Valuing Experience as well as Knowledge in Schools......Page 2028
Section 11: Information and Communication Technologies (ICTs) in Vocational Education and Training......Page 2038
XI.1. Overview: The Growing Role of ICTs in Education and Training......Page 2040
XI.2. The Pedagogical Framework for On-Line Learning......Page 2052
XI.3. A Short Method for Building Web-Based Teaching and Learning Systems: the CPSC Experience......Page 2068
XI.4. ICT Application in TVET......Page 2084
XI.5. Technology and Leadership in the Fourth Wave of Environmental Changes with Ubiquitous Technology......Page 2100
XI.6. Knowledge Workforce Development for Computer-Supported Collaborative Work Environments......Page 2116
XI.7. The Role of ICTs and TVET in Rural Development and Poverty Alleviation......Page 2128
XI.8. Switched on: International Approaches to Skills Development through ICTs......Page 2140
XI.9. VOCED: The International Research Database on Vocational Education and Training......Page 2152
XI.10. What are the Limits of ICTs and Media in the Delivery of TVET? An Australian Focus......Page 2164
XI.11. Education System Profile: South Africa......Page 2176
XI.12. Integrating TVET with Open and Distance Learning: Taking Skills Training to the Doorstep......Page 2194
XI.13. Distance Education: The State of the Art in Career and Technical Education......Page 2208
VOLUME 5......Page 2247
Part VII: Learning for Life and Work: Bridging Academic and Vocational Education......Page 2249
Section 12: Participation in Formal Programmes of Learning and Skills Development......Page 2251
XII.1. Overview: Participation in Formal Programmes of Learning and Skills Development......Page 2253
XII.2. Access to TVET for All: An Essential Basis for Education for All......Page 2267
XII.3. The Challenges of TVET Global Monitoring......Page 2281
XII.4. Making Global Classifications of Types and Levels of TVET......Page 2294
XII.5. Trends and Issues in TVET across the Globe......Page 2309
XII.6. Statistical Overview of TVET across Educational Levels......Page 2323
XII.7. The Ethics of TVET Policy and Practice: Issues of Access and Quality......Page 2391
XII.8. Special Needs Education and TVET: The Perspective from the United States......Page 2405
Section 13: Education for the Changing Demands of Youth Employment......Page 2423
XIII.1. Overview: TVET for Youth......Page 2425
XIII.2. Skills Shortages, Over-Education and Unemployed Youth: An International Dilemma......Page 2439
XIII.3. New Directions for High-School Career and Technical Education in the United States......Page 2457
XIII.4. Occupations in Demand/Youth Employment......Page 2475
XIII.5. Pathways and Transitions from School to Work: Australian Experiences......Page 2491
XIII.6. School/Workplace Partnerships: A Case Study of Four Vocational Studies Programmes......Page 2507
XIII.7. Vocationalized Secondary Education......Page 2523
XIII.8. Vocational Guidance and Career Counselling in the European Union: Origins and Recent Trends......Page 2541
XIII.9. 'White-Collar' Work or a 'Technical' Career? The Ambitions of Fiji Final-Year School Students......Page 2557
XIII.10. 14–16 Year Olds Taking Vocational Courses in English Colleges: A Dumping Ground for the Disengaged or a Real Alternative?......Page 2571
XIII.11. Reconciling the Competing Policy Platforms in TVET? Promulgating 'the 6Es Plus Education' for Youth through Social Partnerships......Page 2585
Section 14: The Skills Debate in an Ageing Society......Page 2601
XIV.1. Overview: TVET in an Ageing Society......Page 2603
XIV.2. Policy Framework on the Retraining for Reskilling of Older Workers through Specialized TVET Programmes......Page 2613
XIV.3. Reskilling for All? The Changing Role of TVET in the Ageing Societies of Developing Countries......Page 2629
XIV.4. The Changing Context of TVET for the Workforce in India......Page 2645
XIV.5. The Reform of the TVET System in the Republic of Korea for an Ageing Society......Page 2659
XIV.6. Will We Run Out of Young Men? Implications of the Ageing of the Population for the Trades in Australia......Page 2673
XIV.7. The Ageing Labour Force and the Retraining of Workers in the Republic of Korea......Page 2685
XIV.8. Technical Entrepreneurship Development for the Aged......Page 2697
XIV.9. The Ageing TVET Workforce in Australia: Issues and Challenges......Page 2715
XIV.10. Working and Lifelong Learning among Older Workers (45+) in Japan: Implications for TVET......Page 2727
VOLUME 6......Page 2766
Part VIII: Lifelong Learning for Livelihoods and Citizenship......Page 2768
Section 15: Adult, Continuing and Lifelong Learning......Page 2770
XV.1. Overview: Adult Education for the Sustainability of Human Kind......Page 2772
XV.2. The Emergence of 'Workforce Development': Definition, Conceptual Boundaries and Implications......Page 2788
XV.3. The Challenge for ESD in TVET: Developing Core Sustainable Development Competencies and Collaborative Social Partnerships for Practice......Page 2804
XV.4. Key Competencies: Overall Goals for Competence Development: An International and Interdisciplinary Perspective......Page 2822
XV.5. Education and Training in the Context of Poverty Reduction......Page 2836
XV.6. Recognition, Validation and Accreditation of Non-Formal and Informal Learning and Experience: Results of an International Study......Page 2848
XV.7. Self-Directed Learning......Page 2866
XV.8. New Learning Strategies and Learning Cultures in Companies......Page 2880
XV.9. PLAR, Training and Efficient Labour Markets: The Canadian Experience......Page 2898
XV.10. Transformative Learning Theory and TVET......Page 2912
XV.11. The Implications of Cognitive Style to Adult Distance Education......Page 2930
XV.12. Competency, Meaningful Learning and Learning Styles in TVET......Page 2948
XV.13. Workplace Essential Skills in Policy and Practice: A Canadian Perspective......Page 2964
XV.14. Adult Numeracy forWork and Life: Curriculum and Teaching Implications of Recent Research......Page 2982
XV.15. An Innovative System of Vocational Training in the German IT Sector......Page 2998
Part IX: Assessment of Skills and Competencies......Page 3010
Section 16: Recognition, Certification, Accreditation and Quality Assurance in TVET......Page 3012
XVI.1. Overview: Competencies, Qualifications and Recognition......Page 3014
XVI.2. The Certification of Competencies......Page 3028
XVI.3. Modularization and Modular Delivery of TVET......Page 3044
XVI.4. Diverse Approaches to the Recognition of Competencies......Page 3062
XVI.5. How Do We Measure Up? Benchmarking the WorldSkills Competition......Page 3078
XVI.6. Validation of Educational Programmes: Comparing Models and Best Practices......Page 3092
XVI.7. Regional Accreditation and Certification of TVET Institutions......Page 3104
XVI.8. National Qualifications Frameworks: An Analytical Overview......Page 3118
XVI.9. Developing a National System of Vocational Qualifications......Page 3132
XVI.10. National Qualifications Frameworks in Africa......Page 3150
XVI.11 Implementing National Qualifications Frameworks: Problems and Possibilities......Page 3168
XVI.12. Labour Mobility and Mutual Recognition of Skills and Qualifications: The European Union and Australia/New Zealand......Page 3186
XVI.13. Quality Assurance in TVET in Romania......Page 3204
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