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International Handbook of Education for the Changing World of Work

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Table of Contents

  1. Altmetric Badge
    Book Overview
  2. Altmetric Badge
    Chapter 1 The Pedagogical Roots of Technical Learning and Thinking
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    Chapter 2 A Conceptual Framework for Technical and Vocational Education and Training
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    Chapter 3 Towards Achieving TVET for All: The Role of the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training
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    Chapter 4 TVET Glossary: Some Key Terms
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    Chapter 5 Overview: Changing Economic Environment and Workplace Requirements: Implications for Re-Engineering TVET for Prosperity
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    Chapter 6 The Right to a New Utopia: Adult Learning and the Changing World of Work in an Era of Global Capitalism
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    Chapter 7 Decent Work for All: From ILO Initiative to a Global Goal
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    Chapter 8 Redefining Gender Roles in the Workforce
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    Chapter 9 Anticipation of Skill Requirements: European Activities and Approaches1
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    Chapter 10 Redefining the Status of Occupations
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    Chapter 11 International Handbook of Education for the Changing World of Work
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    Chapter 12 Traditional and Transitional TVET Systems
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    Chapter 13 Partnering to Meet the Needs of a Changing Workplace
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    Chapter 14 Bridging the Learning Divide: A Study into Adult Learning and Peer Mediation in the Workplace
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    Chapter 15 Overview: Education and Training in the Informal Sector
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    Chapter 16 Tinkering with the Tinker: Meeting Training Needs in the Informal Sector of Chad
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    Chapter 17 The Traditional Informal Apprenticeship System of West Africa as Preparation for Work
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    Chapter 18 Initiatives to Link TVET to Self-Employment in Ghana
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    Chapter 19 Criteria for Training Policy in the Informal Sector: Demands and Challenges in Latin America
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    Chapter 20 Informal Learning at Work: The Case of Working Children in Egypt
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    Chapter 21 Informal Learning and Work: From Genealogy and Definitions to Contemporary Methods and Findings
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    Chapter 22 New Learning Spaces in TVET: The Contribution of Social Partnerships
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    Chapter 23 Social and Cultural Aspects of Informal Sector Learning: Meeting the Goals of EFA
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    Chapter 24 Overview: Changing National VET Systems through Reforms
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    Chapter 25 Latin America’s Efforts in the Vocational Training of Young People from Poor Backgrounds
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    Chapter 26 Accountability and Career Technical Education (CTE) Policy: A Brief Review of Six States of the United States
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    Chapter 27 The Regional Perspective of Vocational Education and Training
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    Chapter 28 Vocational Education, Training Reform and Regional Integration in the Middle East
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    Chapter 29 The Influence of Qualifications Frameworks on the Infrastructure of VET
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    Chapter 30 Reforming Skills Development, Transforming the Nation: South African Vocational Education and Training Reforms, 1994–2005
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    Chapter 31 Reform of Vocational Education in the Russian Federation
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    Chapter 32 Vocational Education in the Netherlands: In Search of a New Identity
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    Chapter 33 Facilitating Policy-Learning: Active Learning and the Reform of Education Systems in Transition Countries
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    Chapter 34 Overview: Regional Reviews of TVET
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    Chapter 35 To Vocationalize or Not to Vocationalize? Perspectives on Current Trends and Issues on TVET in Africa
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    Chapter 36 TVET in the Asian Region: Issues, Concerns and Prospects
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    Chapter 37 Transforming TVET Systems with the CPSC in the Asia and Pacific Region
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    Chapter 38 European Action Programmes for Lifelong Learning
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    Chapter 39 VET in the Baltic States: Analysis of Commonalities and Differences of Reforms in Estonia, Latvia and Lithuania
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    Chapter 40 Education and Training Needs of Rural Communities: A Situational Analysis of Selected Villages in Fourteen Provinces of Fiji
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    Chapter 41 Social Partnership in Vocational Education and Training in Lithuania: Challenges and Perspectives
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    Chapter 42 Integrating Education and Work: The Status of Vocational Education in Brazil
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    Chapter 43 China’s Higher Technical and Vocational Education: Development and Reform
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    Chapter 44 The Adoption and Adaptation of the Work-Team Concept in Urban Thai Workplaces
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    Chapter 45 Globalization of the Labour Culture in the Republic of Korea: What ‘Tripartite Relations’ Mean for Workers
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    Chapter 46 Involvement of Labour-Market Partners in TVET in the Russian Federation
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    Chapter 47 Strengthening TVET to Achieve Lifelong Learning for All: Historical Snapshots and Recent Initiatives in Myanmar
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    Chapter 48 Technical and Vocational Education and Training and Rural Development
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    Chapter 49 An International TVET Programme Development by the International Baccalaureate Organization
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    Chapter 50 A Profile of TVET in the Asia and Pacific Region: A Survey of Progress, Innovations and Promising Practices
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    Chapter 51 Overview: Vocational Education, Social Participation and Livelihoods in Post-Conflict Countries
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    Chapter 52 From Assessment to Planning: Hope for TVET in Uganda
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    Chapter 53 Linking TVET to Economic Opportunities in Post-Conflict Liberia
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    Chapter 54 Deepening the Divide: The Differential Impact of Protracted Conflict on TVET Versus Academic Education in Palestine
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    Chapter 55 Co-ordinated Programming for Skills Development and Livelihoods in Post-Conflict Societies: What Promise Does TVET Hold for Southern Sudan?
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    Chapter 56 Vocational Training in Post-War Sierra Leone and Liberia
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    Chapter 57 TVET and Community Re-Integration: Exploring the Connections in Sierra Leone’s DDR Process
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    Chapter 58 TVET, Women and Conflict: Palestinians in the Lebanese Civil War
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    Chapter 59 Overview: Navigating the Policy Landscape: Education, Training and Work
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    Chapter 60 Research for TVET Policy Development
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    Chapter 61 The Reform and Governance of Public TVET Institutions: Comparative Experiences
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    Chapter 62 National Versus Regional Policy Dimensions of TVET
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    Chapter 63 Planning for Education and Work: Alternatives and Issues
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    Chapter 64 South African Technikons and Policy Contestation over Academic Drift
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    Chapter 65 New Policy Actions and Government Roles: China’s Reconstruction of TVET Systems Since the 1980s
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    Chapter 66 Some Generic Issues in TVET Management
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    Chapter 67 An Overview of Contemporary TVET Management Practice
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    Chapter 68 Overview: Issues and Options in Financing Technical and Vocational Education and Training
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    Chapter 69 Education, Skills, Sustainability and Growth: Complex Relations
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    Chapter 70 Financing Mechanisms and Instruments: A Conceptual and Operational Approach
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    Chapter 71 Financing Training Through Payroll Levies
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    Chapter 72 Financing Vocational Education and Training in South Africa
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    Chapter 73 Voucher-Financed Training for Small Businesses
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    Chapter 74 Employers’ Participation in Training Finance: An Example from Brazil
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    Chapter 75 Funding Lifelong Learning from a Life-Course Perspective
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    Chapter 76 Economic Perspectives on Technical and Vocational Education and Training in Australia
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    Chapter 77 Overview: The Technical and Vocational Education and Training Profession
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    Chapter 78 Professionalization of VET Teachers and Lecturers and Practices in TVET Institutions in an International Perspective
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    Chapter 79 Teachers, Instructors and Trainers: An Australian Focus
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    Chapter 80 TVET Teacher-Training Requirements in the Russian Federation
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    Chapter 81 TVET Teachers and Their Professionalization in China: A Problem Analysis
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    Chapter 82 The Development of Training Modules for Instructors
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    Chapter 83 Literacy and Learning: Are TVET Professionals Facilitators of Learning or Deliverers of Knowledge and Skills?
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    Chapter 84 Vocational Education in the Private Sector in Brazil
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    Chapter 85 TVET and Teacher-Training Curricula: A Developed National Perspective
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    Chapter 86 Vocational Qualifications: The Role of Trade Unions as Negotiation Fora
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    Chapter 87 Vocational Education and Development
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    Chapter 88 A Technical and Vocational Teacher-Training Curriculum
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    Chapter 89 International Handbook of Education for the Changing World of Work
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    Chapter 90 Professional Learning and TVET: Challenges and Perspectives for Teachers and Instructors
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    Chapter 91 Industrial Attachments for Instructors in TVET Delivery
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    Chapter 92 I Hate Left-Handers or Occupational Health and Safety Training
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    Chapter 93 The Bologna Declaration and Emerging Models of TVET Teacher Training in Germany
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    Chapter 94 Standards for Occupation-Directed Professional Development of TVET Personnel in Developing Countries
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    Chapter 95 Curriculum Research and Design as a Subject of TVET Teacher Training: Practice and Experiences from Two International Projects
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    Chapter 96 Overview: TVET Research
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    Chapter 97 Methods of TVET Research
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    Chapter 98 TVET Research as an Aid to Improved Policy and Performance in TVET
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    Chapter 99 Repositioning the Role of Research in the Innovation of TVET
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    Chapter 100 TVET Research as a Dimension of Innovation
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    Chapter 101 Modellversuchsforschung: Pilot Project Research in Germany
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    Chapter 102 TVET and R&D Evaluation: The Potential for Optimizing TVET
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    Chapter 103 TVET Research Organizations and Scientific Communities:1 Challenges to the Institutionalization of TVET Research
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    Chapter 104 Qualifications Research
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    Chapter 105 Measuring Educational Quality in TVET
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    Chapter 106 Overview: TVET Curriculum Development and Delivery
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    Chapter 107 The Mutual Shaping of Work, Vocational Competence and Work-Process Knowledge
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    Chapter 108 Situated Learning and Cognitive Apprenticeship
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    Chapter 109 Curriculum Approaches and Participative Curriculum Development
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    Chapter 110 The Deskilling and Upskilling Debate
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    Chapter 111 The Pedagogy of Apprenticeship
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    Chapter 112 Approaches to Designing TVET Curricula
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    Chapter 113 Collaborative Work-Related Learning and Technology-Enhanced Learning
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    Chapter 114 Action-Based TVET
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    Chapter 115 Vocational Learning: Contributions of Workplaces and Educational Institutions
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    Chapter 116 Work-Based Learning: An English Experience
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    Chapter 117 Language Mastery Development within TVET for Professional Mobility
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    Chapter 118 Why do German Companies Invest in Apprenticeship?
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    Chapter 119 Workplace Learning: Metacognitive Strategies for Learning in the Knowledge Economy
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    Chapter 120 Literacy, Design and Technology: New Contexts for Learning and Skills Development in South Africa
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    Chapter 121 The Education Gospel and Vocationalism in an International Perspective: The Promises and the Limits of Formal Schooling
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    Chapter 122 International Handbook of Education for the Changing World of Work
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    Chapter 123 Valuing Experience as well as Knowledge in Schools
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    Chapter 124 Overview: The Growing Role of ICTs in Education and Training
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    Chapter 125 The Pedagogical Framework for On-Line Learning
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    Chapter 126 A Short Method for Building Web-Based Teaching and Learning Systems: the CPSC Experience
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    Chapter 127 ICT Application in TVET
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    Chapter 128 Technology and Leadership in the Fourth Wave of Environmental Changes with Ubiquitous Technology
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    Chapter 129 Knowledge Workforce Development for Computer-Supported Collaborative Work Environments
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    Chapter 130 The Role of ICTs and TVET in Rural Development and Poverty Alleviation
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    Chapter 131 Switched on: International Approaches to Skills Development through ICTs
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    Chapter 132 VOCED: The International Research Database on Vocational Education and Training
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    Chapter 133 What are the Limits of ICTs and Media in the Delivery of TVET? An Australian Focus
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    Chapter 134 Education System Profile: South Africa
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    Chapter 135 Integrating TVET with Open and Distance Learning: Taking Skills Training to the Doorstep
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    Chapter 136 Distance Education: The State of the Art in Career and Technical Education
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    Chapter 137 Overview: Participation in Formal Programmes of Learning and Skills Development
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    Chapter 138 Access to TVET for All: An Essential Basis for Education for All
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    Chapter 139 The Challenges of TVET Global Monitoring
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    Chapter 140 Making Global Classifications of Types and Levels of TVET
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    Chapter 141 Trends and Issues in TVET across the Globe
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    Chapter 142 Statistical Overview of TVET across Educational Levels
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    Chapter 143 International Handbook of Education for the Changing World of Work
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    Chapter 144 Special Needs Education and TVET: The Perspective from the United States
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    Chapter 145 Overview: TVET for Youth
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    Chapter 146 Skills Shortages, Over-Education and Unemployed Youth: An International Dilemma
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    Chapter 147 New Directions for High-School Career and Technical Education in the United States
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    Chapter 148 Occupations in Demand/Youth Employment
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    Chapter 149 Pathways and Transitions from School to Work: Australian Experiences
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    Chapter 150 School/Workplace Partnerships: A Case Study of Four Vocational Studies Programmes1
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    Chapter 151 Vocationalized Secondary Education
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    Chapter 152 Vocational Guidance and Career Counselling in the European Union: Origins and Recent Trends
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    Chapter 153 ‘White-Collar’ Work or a ‘Technical’ Career? The Ambitions of Fiji Final-Year School Students
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    Chapter 154 14–16 Year Olds Taking Vocational Courses in English Colleges: A Dumping Ground for the Disengaged or a Real Alternative?
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    Chapter 155 Reconciling the Competing Policy Platforms in TVET? Promulgating ‘the 6Es Plus Education’ for Youth through Social Partnerships
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    Chapter 156 Overview: TVET in an Ageing Society1
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    Chapter 157 Policy Framework on the Retraining for Reskilling of Older Workers through Specialized TVET Programmes1
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    Chapter 158 International Handbook of Education for the Changing World of Work
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    Chapter 159 The Changing Context of TVET for the Workforce in India
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    Chapter 160 The Reform of the TVET System in the Republic of Korea for an Ageing Society
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    Chapter 161 Will We Run Out of Young Men? Implications of the Ageing of the Population for the Trades in Australia
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    Chapter 162 The Ageing Labour Force and the Retraining of Workers in the Republic of Korea1
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    Chapter 163 Technical Entrepreneurship Development for the Aged1
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    Chapter 164 The Ageing TVET Workforce in Australia: Issues and Challenges^1
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    Chapter 165 Working and Lifelong Learning among Older Workers (45+) in Japan: Implications for TVET
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    Chapter 166 Overview: Adult Education for the Sustainability of Human Kind
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    Chapter 167 The Emergence of ‘Workforce Development’: Definition, Conceptual Boundaries and Implications
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    Chapter 168 The Challenge for ESD in TVET: Developing Core Sustainable Development Competencies and Collaborative Social Partnerships for Practice
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    Chapter 169 Key Competencies: Overall Goals for Competence Development: An International and Interdisciplinary Perspective
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    Chapter 170 Education and Training in the Context of Poverty Reduction
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    Chapter 171 Recognition, Validation and Accreditation of Non-Formal and Informal Learning and Experience: Results of an International Study
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    Chapter 172 Self-Directed Learning
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    Chapter 173 New Learning Strategies and Learning Cultures in Companies
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    Chapter 174 PLAR, Training and Efficient Labour Markets: The Canadian Experience
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    Chapter 175 Transformative Learning Theory and TVET
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    Chapter 176 The Implications of Cognitive Style to Adult Distance Education
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    Chapter 177 Competency, Meaningful Learning and Learning Styles in TVET
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    Chapter 178 Workplace Essential Skills in Policy and Practice: A Canadian Perspective
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    Chapter 179 Adult Numeracy for Work and Life: Curriculum and Teaching Implications of Recent Research
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    Chapter 180 An Innovative System of Vocational Training in the German IT Sector
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    Chapter 181 Overview: Competencies, Qualifications and Recognition
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    Chapter 182 The Certification of Competencies
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    Chapter 183 Modularization and Modular Delivery of TVET
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    Chapter 184 Diverse Approaches to the Recognition of Competencies
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    Chapter 185 How Do We Measure Up? Benchmarking the WorldSkills Competition
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    Chapter 186 Validation of Educational Programmes: Comparing Models and Best Practices1
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    Chapter 187 Regional Accreditation and Certification of TVET Institutions
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    Chapter 188 National Qualifications Frameworks: An Analytical Overview
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    Chapter 189 Developing a National System of Vocational Qualifications
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    Chapter 190 National Qualifications Frameworks in Africa
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    Chapter 191 Implementing National Qualifications Frameworks: Problems and Possibilities
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    Chapter 192 Labour Mobility and Mutual Recognition of Skills and Qualifications: The European Union and Australia/New Zealand
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    Chapter 193 Quality Assurance in TVET in Romania
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Title
International Handbook of Education for the Changing World of Work
Published by
Springer Netherlands, January 2009
DOI 10.1007/978-1-4020-5281-1
ISBNs
978-1-4020-5280-4, 978-1-4020-5281-1
Editors

Dr. Rupert Maclean, David Wilson

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 570 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 4 <1%
Malaysia 2 <1%
Spain 2 <1%
Italy 1 <1%
South Africa 1 <1%
Bulgaria 1 <1%
Indonesia 1 <1%
Singapore 1 <1%
Greece 1 <1%
Other 1 <1%
Unknown 555 97%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 116 20%
Student > Master 97 17%
Lecturer 48 8%
Student > Doctoral Student 37 6%
Researcher 25 4%
Other 98 17%
Unknown 149 26%
Readers by discipline Count As %
Social Sciences 190 33%
Arts and Humanities 36 6%
Business, Management and Accounting 35 6%
Engineering 31 5%
Computer Science 23 4%
Other 90 16%
Unknown 165 29%