Today, a substantial portion of higher education is provided outside of the traditional universities in non-university institutions with a multitude of varied characteristics.
This book is the first that provides a comprehensive overview of the way countries, education systems and institutions have responded to the call for an integration of learning for work, citizenship and sustainability at the Second International Conference on Technical and Vocational Education which was held in Seoul in 1999.
The Turbulence of Learning to Publish As researchers, we learned about working together and collaborating across multiple dimensions of space, time and our own identities.
CONCEPTUALISING CHALLENGES AND NEGOTIATIONS FOR WOMEN IN HIGHER EDUCATION 1 2 3 Pamela Cotterill , Sue Jackson and Gayle Letherby 1 2 3 Staffordshire University; Birkeck, University of London; University of Plymouth INTRODUCTION Despite the historical tradition of academia as a male space (Evans, 1995; Abbott et al, 2005; Stanley, 1997; Letherby, 2003) it is possible to argue that the expansion of higher education in the 1980s and 1990s benefited women more than it did men.
In recent year, efforts to understand learning for and throughout working life have moved away from a focus on workplace training to concerns about learning as a component and outcome of engaging in work and work-related activities and interactions.
In these complex and challenging times, students, teachers and employers are all interested in the development of generic abilities as these typically make the difference between good and indifferent employees, successful and unsuccessful learners.
The aim of this Handbook is to review the developments that have occurred in Technical and vocational education and training (TVET) and that may help improve the field.
This edited volume on Identities at Work brings together international theory and empirical research that deals with continuity and change of identity formation processes at work under conditions of modern working processes and labour market flexibility.
This book aims to provide a fresh account of the changing nature of work and how workers are changing as result of the requirements of contemporary working life.
Work-related learning can be broadly seen to be concerned with all forms of education and training closely related to the daily work of (new) employees, and is increasingly playing a central role in the lives of individuals, groups or teams and the agenda's of organizations.
In Sub-Sahara Africa, the sector of informal micro-enterprises (IMEs) is already employing a large share of the labour force in both urban and rural areas.
Teaching about technology, at all levels of education, can only be done properly when those who teach have a clear idea about what it is that they teach.
In advancing the vision of adult learning articulated at the International Conference on Adult Education (CONFINTEA V) held in Hamburg in 1997, the UNESCO Institute for Education has been conducting studies on the different areas and dimensions of 'Adult Learning and the Changing World of Work'.
This book is based on the work of a European partnership, whose members came together from Belgium England Finland Germany Portugal and Greece with the support of funding from the EU Socrates Programme.
Global Production is the first book to provide a fully comprehensive overview of the complicated issues facing multinational companies and their global sourcing strategies.
Back to Business makes returning to the workforce accessible for anyone who believes that finding a decent job after taking a career break is impossible.
