Na aankoop zijn ze direct beschikbaar op je Kobo e-reader en op je smartphone of tablet met de gratis bol. Uitgever: Springer. Samenvatting This book discusses how the Dutch vocational education system has undergone significant waves of reform driven by global imperatives, national concerns and governmental policy goals.
Like elsewhere, the impetuses for these reforms are directed to generating a more industry-responsive, locally-accountable and competence-based vocational education system. Each wave of reforms, however, has had particular emphases, and directed to achieve particular policy outcomes. Yet, they are more than mere versions of what had or is occurring elsewhere. They are shaped by specific national imperatives, sentiments and localised concerns.
Consequently, whilst this book elaborate what constitutes the contemporary provision of vocational education in the Netherlands also addresses a broader concern of how vocational education systems become formed, manifested within nation states, and then are transformed through particular imperatives, institutional arrangement and localised factors. So, the readers of this book whilst learning much about the Dutch vocational education system will also come to identify and engage with a selection of contributions that inform factors that situate, shape and transform vocational education systems.
Such a focus seems important given an era when there are concerns to standardise and make uniform educational provisions, often for administrative or political imperatives. The first part sets out conceptions of professionalism at work, how professions, work and learning can be understood, and examines the kinds of institutional practices organized for developing occupational capacities. The second part focuses on procedural issues associated with learning for and through professional practice, and how assessment of professional capacities might progress.
The key premise of this Handbook is that during both initial and ongoing professional development, individual learning processes are influenced and shaped through their professional environment and practices. Moreover, in turn, the practice and processes of learning through practice are shaped by their development, all of which are required to be understood through a range of research orientations, methods and findings.
This Handbook will appeal to academics working in fields of professional practice, including those who are concerned about developing these capacities in their students. In addition, students and research students will also find this Handbook a key reference resource to the field. Integrating practice-based experiences into higher education by Stephen Billett 11 editions published between and in English and held by WorldCat member libraries worldwide This book advances understandings about and practices for effectively integrating practice-based e.
This issue is becoming of increasing salient because higher education programs globally are increasingly focussing on preparing students for specific occupations. Such imperatives are reflected in the cooperative education movement in North America, the foundation degree programs of the United Kingdom, the work integrated learning approach within Australian higher education and initiatives in a range of other countries. There are clear and growing expectations that graduates from such should be able to move smoothly into being effective in their occupational practice.
These expectations rise from the imperatives and interest of government, employers, community and students themselves. The book achieves a number of important goals. Firstly, it identifies and delineates the educational worth of students and engagement in practice-based experiences and their integration within their programs of study. Secondly, it advances conceptions of the integration of such experiences that is essential to inform how these programs might be enacted. Thirdly, drawing on the findings of two teaching fellowships, it proposed bases and propositions for how experiences in higher education programs might be organised and augmented to support effective learning.
Fourthly pedagogic practices seen to be effective in maximising the learning from those practice experiences and integrating them within the curriculum are identified and discussed. Fifthly, a particular focus is given to students' personal epistemologies and how these might be developed and directed towards supporting effective learning within practice settings and the integration of that learning in their university programs. Francophone perspectives of learning through work : conceptions, traditions and practices by L Filliettaz 7 editions published in in English and held by WorldCat member libraries worldwide This book generates a comprehensive account of ways in which practice-based learning has been conceptualized in the Francophone context.
Learning for occupations, and the educational and practice-based experiences supporting it are the subject of increased interest and attention globally. Governments, professional bodies, workplaces and workers are now looking for experiences that support the initial and ongoing development of occupational capacities. Consequently, more attention is being given to workplaces as sites for this learning. This focus on learning through work has long been emphasised in the Francophone world, which has developed distinct traditions and conceptions of associations between work and learning.
These include ergonomics and professional didactics.
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Yet, whilst being accepted and of long standing in the Francophone world, these conceptions and traditions, and the practices supporting them are little known about or understood in the Anglophone world, which is the do. Practice-based learning in higher education : Jostling cultures by Monica Kennedy 6 editions published in in English and held by WorldCat member libraries worldwide This book discusses and elaborates on how practice-based pedagogy can effectively co-exist with the practices and interests of academia.
In doing so, it lays bare the tensions between learning in workplace practices and the cultures that contribute to the complex relationships required for successful implementation in higher education. It does so in an attempt to resolve an approach within which university students may enjoy the learning inherent in the practice of work whilst pursuing robust higher education qualifications.
The contributions here variously explore the epistemologies, structures, politics, histories and rituals that both support and constrain opportunity and success in students? They illuminate the issues, practices and factors that shape the processes and outcome of educational efforts to integrate experiences in both practice and educational settings, each of which has their own distinct cultures, practice within their communities.
Promoting : international perspectives and practices 3 editions published in in English and held by WorldCat member libraries worldwide This book offers an international perspective on the growing interest worldwide in lifelong learning, particularly as it relates to learning beyond compulsory education and initial occupational preparation: across working life. Much of this interest is driven by key social and economic imperatives associated with the changing requirements of work and working life, the transformation of many occupations and lengthening working lives.
The concerns in lifelong learning are also associated with individuals being able to engage in learning about cultural and social topics and practices that they had not so far. It is important to understand how this learning can be assessed, recognized and certified. Many in workforces across the world learn much of the knowledge that is required to maintain their employability through that work.
Yet, that learning and that competency remains without recognition and certification while this could be particularly helpful for individuals seeking to sustain their employability or to extend their work into new occupations or workplaces. The first section of this book sets out the overall project and outlines the key concepts and issues.
It illustrates why there is a need for promoting and recognizing lifelong learning and explains some of the terminology, concepts and key considerations. The second section informs about a range of policies and practices that are currently being deployed or have been deployed across a range of countries within Europe, Scandinavia and Asia.
The last section comprises of contributions emphasizing the ways in which the assessment of workers learning takes place in different occupational contexts and different cultural contexts. Billett S. In: Wegener C. Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham. Palesy, D. Billett, S Developing domains of occupational competence: Workplaces and learner agency in Mulder, M. Cham: Springer International Publishing Switzerland.
Billett, S Aprendizajemimetico mediante actividades e interacciones cotdianas en el trabajo in Gairin, J Ed Aprendizaje situado y aprendizaje conectado: Implicaciones parael trabajo pp. C hoy, S. Billett, S Learning through writing: Mimetic processes in action, in Writing for professional development, Betrancourt, M.
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Betrancourt, M. Billett, S Positioning personal mediation as being central to workplace learning. Billett, S Historical bases for appraising vocational education systems. Understanding learning for and through work: Contributions from Francophone perspectives, In L. Billett Eds. Billett Ed. Conceptualising and connecting Francophone perspectives on learning through and for practice.
Billett, S The practices of using and integrating practice-based learning in higher education, in Practice-based learning in higher education: Jostling cultures eds Kennedy, M. Billett, S Technical and vocational learning. Routledge, London. Billett, S Interdependence on the boundaries between working and learning, in Harteis, C. Cleland, J. Billett, S Mediating learning at work: Personal mediations of social and brute facts in Harteis, C. Billett, S Conceptualising lifelong learning in contemporary times, in Halttunen, T.
Billett, S Learning through practice: beyond informal and towards a framework for learning through practice. Revisiting global trends in TVET: reflections on theory and practice. Billett, S Practice-based learning and professional education: pursuing quality and sustainability, in Higgs, J. In Higgs, J. Ryan, J. Experiences of school transitions: Policies, practice and participants pp. Beltermann, E.
Chapter 33 Part 1 pp. Chapter 78 Part 23, pp. Part 7, Chapter 34 , pp. Part 12, Chapter 79, pp. H et al, Employee-driven innovation: A new approach. Palgrave-MacMillan, pp. Billett, S Vocational education and training, culture and self: Dominant interests, diverse traditions and globalised time, in S. Billett, S Workplace curriculum: practice and propositions, in F. Zegwaard eds. World Association for Cooperative Education Inc. Newton, J. Billett, S, Integrating experiences in workplace and university settings: A conceptual perspective, in Billett, S and Henderson, A eds Developing Learning Professionals: Integrating experiences in university and practice settings pp.
Billett, S Learning vocational practice in relative social isolation: The epistemological and pedagogic practices of small business operators.