Vocational education and training (VET) have a key role to play in raising skill levels and improving a society’s productivity. In this important new book, a team of international experts argue that too often national VET policy has been formulated in ignorance of historical and political developments in other countries and without proper consideration of the social objectives that it might help achieve.
Examining a wide range of contrasting international approaches and development strategies, this book demonstrates the central role of the state in implementing an effective system of VET and assesses the extent to which different VET policies can promote equality in the labour market and social justice. Key themes include:
- the broader educational and social aims of VET
- the nature of learning in vocational contexts
- the historical development of VET in the UK, US, Australia, France, Germany, the Netherlands and elsewhere.
Including a full range of case-studies and practical examples, this book is essential reading for all students, researchers and practitioners with an interest in vocational education and training, industrial and labour relations or social policy.
Table of Contents
1. Introduction Part A: Historical Developments 2. The Role of the State in Vocational Education: A Political Analysis of the History of vocational education in the Netherlands 3. Vocational Education in France: A Turbulent History and Peripheral Role 4. The German Philosophy of Vocational Education 5. The Emergence and Reinforcement of Class and Gender Divisions in Vocational Education Part B: Contrasting Approaches to VET 6. School Reform in America: Can Dewey’s Ideas Save High School Vocational Education? 7. Under American Influence?: The Making of Modern German Training in Large Berlin Enterprises at the Beginning of the 20th Century 8. Towards a New Paradigm of Vocational Learning 9. 14-19 and Lifelong Learning: Distinguishing between Academic and Vocational Learning Part C: Valuing VET 10. Vocational Education, Work and the Aims of Economic Activity 11. Social Justice and Vocational Education 12. The Multiple Paradoxes of State Power in the English Education and Training System 13. New Developments in Continuing Vocational Education and Training Reform in France 14. Workers’ Education in the Twentieth Century British Labour Movement: Class, Union and Role
Linda Clarke is Professor of European Industrial Relations at the Westminster Business School, University of Westminster, where she undertakes research on training, skills, wage and labour relations in Europe, particularly in the construction sector. Her publications include: A Blueprint for Change: construction skills training in Britain (1998) and, as co-editor, The Dynamics of Wage Relations in the New Europe (2000).
Christopher Winch is Professor of Educational Philosophy and Policy at King’s College, London. He has wide-ranging interests in the Philosophy of Education and in the aims, content and pedagogy of vocational education. His publications include The Philosophy of Human Learning (1998), Education, Work and Social Capital (2000) and Education, Autonomy and Critical Thinking (2005).