Search Results for
"learning"

Examines the dual system of vocational education and training in Germany and points out that the system is more than just an alternative training arrangement. Draws on the five major features which underlie the principle of the dual system (dualism of learning venues, legalism and public responsibility for vocational training, the principle of self-government, private commitment to training and the vocational principle) and assesses training which goes beyond the scope of individual companies as well as specific job requirements. Compares these specific features with training in Britain. Concludes that the German system of training provision may solve qualification problems, but is unlikely to provide a basis for emulation elsewhere in Europe. © 1997, MCB UP Limited

Analyses the present condition of, and future possibilities for, the professionalization of those who work in vocational education and training in the UK. Argues that for the UK, as for other European countries, a high quality system of vocational education and training (VET) is a precondition for both a competitive economy and democratic society. Begins with a description of the current state and status of VET in the UK, and charts the legacy of 18 years of neo-liberal conservative government and its implications for the position of VET professionals. Identifies the new demands being made on VET professionals by changes in the global economy and develops a model of the VET professional as a connective specialist for responding to these demands. Explores two aspects of the model - pedagogy and the role of new technologies (telematics in particular) - in some detail. Finally, considers some of the political and economic policies needed for such a model to be implemented. © 1997, MCB UP Limited

The EUROPROF project has as a broad aim the development of new programmes for the education of vocational education and training (VET) professionals. To achieve this aim the project has developed a new methodology of collaborative research between researchers in different regions and countries. The project has explored the influence of regional development on vocational education and training. Looks at the development of the Dutch vocational education and training system and the motivation and possibilities for cross-border co-operation between The Netherlands and Germany. Examines the different ideas and research traditions in different institutions and countries as a basis for mutual learning and collaboration. © 1997, MCB UP Limited

Knowledge for solving problems must be related to conditions and attainable goals which represent the functions of such knowledge. In an experiment structurally varied learning tasks were used. Their effects on conditionalizing and functionalizing rule knowledge of car mechanics in a domain of technical calculation were measured. Problem oriented learning tasks requiring the generation of information necessary for applying the rules promoted the conditionalizing of such knowledge better than conventional problems and worked examples as learning tasks. These results contribute to promote knowledge generating active learning within the scope of a constructivistically oriented instruction.

This paper explores the transformative potential of cultural change in one locale for other cultural worlds, examining how participants in a particular cultural transformation may become influential when positioned as strategic agents in other contexts. A collaborative action research study in teacher education is described, in which mature-age trainee teachers of technology studies (who had previously been trades people) initially reproduced significant aspects of their former workplace culture within classes at an institute of education. Ways of enabling cultural production to generate a more open learning climate are described and analysed, particularly the use of narrative as a resource for cultural change. Links between changes in culture, knowledgeable skill levels and identities within a learning group, and subsequent innovations made elsewhere, are also discussed. Such links are related to questions of learning transfer and implications for vocational education are explored. © 1997 Taylor & Francis Group, LLC.

[No abstract available]

Over the past few years, an initiative called the National Qualifications Framework (NQF) has been unfolding in South Africa. The NQF has as its vision the integration of education and training and the creation of mechanisms through which all learners can receive accreditation for their learning, irrespective of where such learning takes place, and can progress through the education and training system. The passage of the SAQA Act in 1995, and the establishment of the SAQA Board in 1996 provided the framework for the implementation of the NQF. The success or failure of the NQF will depend largely on the extent to which it addresses the major challenges facing South Africa, not only in terms of education and training but also the need to cope with the economic imperatives of society through the conquest of poverty, hunger and unemployment. This paper explores the extent to which the NQF addresses these issues by examining it in relation to "out-of-school youth". The paper begins by providing the background and origins of the NQF. It is argued that the NQF has its origins in a web of interlocking local and international economic ideological, social and political concerns. The paper then considers some of the key proposals of the NQF for the restructuring of education and training, and finally focus on implications for youth.