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Archaeology International
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International Handbook of Education for the Changing World of Work
Informal Learning and Work: From Genealogy and Definitions to Contemporary Methods and Findings
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Author(s):
Peter H. Sawchuk
Publication date
(Print):
2009
Publisher:
Springer Netherlands
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Informal learning in the workplace
Michael Eraut *
(2010)
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Transformations at work: identity and learning
Margaret Somerville
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Stephen Billett *
(2010)
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Critiquing workplace learning discourses: Participation and continuity at work
Stephen Billett
(2016)
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Publication date (Print):
2009
Pages
: 319-331
DOI:
10.1007/978-1-4020-5281-1_21
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b0e4beec-875a-4e58-80af-5bcdd9ea75ba
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Book chapters
pp. 5
The Pedagogical Roots of Technical Learning and Thinking
pp. 19
A Conceptual Framework for Technical and Vocational Education and Training
pp. 41
Towards Achieving TVET for All: The Role of the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training
pp. 59
TVET Glossary: Some Key Terms
pp. 81
Overview: Changing Economic Environment and Workplace Requirements: Implications for Re-Engineering TVET for Prosperity
pp. 97
The Right to a New Utopia: Adult Learning and the Changing World of Work in an Era of Global Capitalism
pp. 111
Decent Work for All: From ILO Initiative to a Global Goal
pp. 129
Redefining Gender Roles in the Workforce
pp. 147
Anticipation of Skill Requirements: European Activities and Approaches1
pp. 161
Redefining the Status of Occupations
pp. 175
Changing Work, Work Practice: The Consequences for Vocational Education
pp. 188
Traditional and Transitional TVET Systems
pp. 203
Partnering to Meet the Needs of a Changing Workplace
pp. 219
Bridging the Learning Divide: A Study into Adult Learning and Peer Mediation in the Workplace
pp. 235
Overview: Education and Training in the Informal Sector
pp. 245
Tinkering with the Tinker: Meeting Training Needs in the Informal Sector of Chad
pp. 261
The Traditional Informal Apprenticeship System of West Africa as Preparation for Work
pp. 277
Initiatives to Link TVET to Self-Employment in Ghana
pp. 291
Criteria for Training Policy in the Informal Sector: Demands and Challenges in Latin America
pp. 307
Informal Learning at Work: The Case of Working Children in Egypt
pp. 319
Informal Learning and Work: From Genealogy and Definitions to Contemporary Methods and Findings
pp. 333
New Learning Spaces in TVET: The Contribution of Social Partnerships
pp. 349
Social and Cultural Aspects of Informal Sector Learning: Meeting the Goals of EFA
pp. 365
Overview: Changing National VET Systems through Reforms
pp. 379
Latin America’s Efforts in the Vocational Training of Young People from Poor Backgrounds
pp. 393
Accountability and Career Technical Education (CTE) Policy: A Brief Review of Six States of the United States
pp. 411
The Regional Perspective of Vocational Education and Training
pp. 427
Vocational Education, Training Reform and Regional Integration in the Middle East
pp. 439
The Influence of Qualifications Frameworks on the Infrastructure of VET
pp. 453
Reforming Skills Development, Transforming the Nation: South African Vocational Education and Training Reforms, 1994–2005
pp. 469
Reform of Vocational Education in the Russian Federation
pp. 483
Vocational Education in the Netherlands: In Search of a New Identity
pp. 499
Facilitating Policy-Learning: Active Learning and the Reform of Education Systems in Transition Countries
pp. 515
Overview: Regional Reviews of TVET
pp. 531
To Vocationalize or Not to Vocationalize? Perspectives on Current Trends and Issues on TVET in Africa
pp. 547
TVET in the Asian Region: Issues, Concerns and Prospects
pp. 565
Transforming TVET Systems with the CPSC in the Asia and Pacific Region
pp. 583
European Action Programmes for Lifelong Learning
pp. 597
VET in the Baltic States: Analysis of Commonalities and Differences of Reforms in Estonia, Latvia and Lithuania
pp. 609
Education and Training Needs of Rural Communities: A Situational Analysis of Selected Villages in Fourteen Provinces of Fiji
pp. 619
Social Partnership in Vocational Education and Training in Lithuania: Challenges and Perspectives
pp. 637
Integrating Education and Work: The Status of Vocational Education in Brazil
pp. 649
China’s Higher Technical and Vocational Education: Development and Reform
pp. 659
The Adoption and Adaptation of the Work-Team Concept in Urban Thai Workplaces
pp. 673
Globalization of the Labour Culture in the Republic of Korea: What ‘Tripartite Relations’ Mean for Workers
pp. 689
Involvement of Labour-Market Partners in TVET in the Russian Federation
pp. 703
Strengthening TVET to Achieve Lifelong Learning for All: Historical Snapshots and Recent Initiatives in Myanmar
pp. 721
Technical and Vocational Education and Training and Rural Development
pp. 735
An International TVET Programme Development by the International Baccalaureate Organization
pp. 749
A Profile of TVET in the Asia and Pacific Region: A Survey of Progress, Innovations and Promising Practices
pp. 767
Overview: Vocational Education, Social Participation and Livelihoods in Post-Conflict Countries
pp. 775
From Assessment to Planning: Hope for TVET in Uganda
pp. 787
Linking TVET to Economic Opportunities in Post-Conflict Liberia
pp. 799
Deepening the Divide: The Differential Impact of Protracted Conflict on TVET Versus Academic Education in Palestine
pp. 813
Co-ordinated Programming for Skills Development and Livelihoods in Post-Conflict Societies: What Promise Does TVET Hold for Southern Sudan?
pp. 827
Vocational Training in Post-War Sierra Leone and Liberia
pp. 835
TVET and Community Re-Integration: Exploring the Connections in Sierra Leone’s DDR Process
pp. 849
TVET, Women and Conflict: Palestinians in the Lebanese Civil War
pp. 869
Overview: Navigating the Policy Landscape: Education, Training and Work
pp. 891
Research for TVET Policy Development
pp. 905
The Reform and Governance of Public TVET Institutions: Comparative Experiences
pp. 921
National Versus Regional Policy Dimensions of TVET
pp. 939
Planning for Education and Work: Alternatives and Issues
pp. 961
South African Technikons and Policy Contestation over Academic Drift
pp. 977
New Policy Actions and Government Roles: China’s Reconstruction of TVET Systems Since the 1980s
pp. 989
Some Generic Issues in TVET Management
pp. 1003
An Overview of Contemporary TVET Management Practice
pp. 1029
Overview: Issues and Options in Financing Technical and Vocational Education and Training
pp. 1037
Education, Skills, Sustainability and Growth: Complex Relations
pp. 1051
Financing Mechanisms and Instruments: A Conceptual and Operational Approach
pp. 1075
Financing Training Through Payroll Levies
pp. 1091
Financing Vocational Education and Training in South Africa
pp. 1107
Voucher-Financed Training for Small Businesses
pp. 1123
Employers’ Participation in Training Finance: An Example from Brazil
pp. 1137
Funding Lifelong Learning from a Life-Course Perspective
pp. 1155
Economic Perspectives on Technical and Vocational Education and Training in Australia
pp. 1174
Overview: The Technical and Vocational Education and Training Profession
pp. 1185
Professionalization of VET Teachers and Lecturers and Practices in TVET Institutions in an International Perspective
pp. 1203
Teachers, Instructors and Trainers: An Australian Focus
pp. 1219
TVET Teacher-Training Requirements in the Russian Federation
pp. 1229
TVET Teachers and Their Professionalization in China: A Problem Analysis
pp. 1243
The Development of Training Modules for Instructors
pp. 1259
Literacy and Learning: Are TVET Professionals Facilitators of Learning or Deliverers of Knowledge and Skills?
pp. 1271
Vocational Education in the Private Sector in Brazil
pp. 1285
TVET and Teacher-Training Curricula: A Developed National Perspective
pp. 1293
Vocational Qualifications: The Role of Trade Unions as Negotiation Fora
pp. 1307
Vocational Education and Development
pp. 1319
A Technical and Vocational Teacher-Training Curriculum
pp. 1333
Transforming Teachers’ Practice Through Action Learning
pp. 1351
Professional Learning and TVET: Challenges and Perspectives for Teachers and Instructors
pp. 1367
Industrial Attachments for Instructors in TVET Delivery
pp. 1383
I Hate Left-Handers or Occupational Health and Safety Training
pp. 1393
The Bologna Declaration and Emerging Models of TVET Teacher Training in Germany
pp. 1407
Standards for Occupation-Directed Professional Development of TVET Personnel in Developing Countries
pp. 1423
Curriculum Research and Design as a Subject of TVET Teacher Training: Practice and Experiences from Two International Projects
pp. 1442
Overview: TVET Research
pp. 1461
Methods of TVET Research
pp. 1469
TVET Research as an Aid to Improved Policy and Performance in TVET
pp. 1483
Repositioning the Role of Research in the Innovation of TVET
pp. 1495
TVET Research as a Dimension of Innovation
pp. 1505
Modellversuchsforschung: Pilot Project Research in Germany
pp. 1521
TVET and R&D Evaluation: The Potential for Optimizing TVET
pp. 1535
TVET Research Organizations and Scientific Communities:1 Challenges to the Institutionalization of TVET Research
pp. 1553
Qualifications Research
pp. 1563
Measuring Educational Quality in TVET
pp. 1578
Overview: TVET Curriculum Development and Delivery
pp. 1593
The Mutual Shaping of Work, Vocational Competence and Work-Process Knowledge
pp. 1611
Situated Learning and Cognitive Apprenticeship
pp. 1627
Curriculum Approaches and Participative Curriculum Development
pp. 1639
The Deskilling and Upskilling Debate
pp. 1653
The Pedagogy of Apprenticeship
pp. 1669
Approaches to Designing TVET Curricula
pp. 1687
Collaborative Work-Related Learning and Technology-Enhanced Learning
pp. 1699
Action-Based TVET
pp. 1711
Vocational Learning: Contributions of Workplaces and Educational Institutions
pp. 1725
Work-Based Learning: An English Experience
pp. 1739
Language Mastery Development within TVET for Professional Mobility
pp. 1747
Why do German Companies Invest in Apprenticeship?
pp. 1763
Workplace Learning: Metacognitive Strategies for Learning in the Knowledge Economy
pp. 1777
Literacy, Design and Technology: New Contexts for Learning and Skills Development in South Africa
pp. 1791
The Education Gospel and Vocationalism in an International Perspective: The Promises and the Limits of Formal Schooling
pp. 1805
The Vocationalization of Secondary Education: The Relationships between Vocational and Technology Education
pp. 1823
Valuing Experience as well as Knowledge in Schools
pp. 1834
Overview: The Growing Role of ICTs in Education and Training
pp. 1847
The Pedagogical Framework for On-Line Learning
pp. 1863
A Short Method for Building Web-Based Teaching and Learning Systems: the CPSC Experience
pp. 1879
ICT Application in TVET
pp. 1895
Technology and Leadership in the Fourth Wave of Environmental Changes with Ubiquitous Technology
pp. 1911
Knowledge Workforce Development for Computer-Supported Collaborative Work Environments
pp. 1923
The Role of ICTs and TVET in Rural Development and Poverty Alleviation
pp. 1935
Switched on: International Approaches to Skills Development through ICTs
pp. 1947
VOCED: The International Research Database on Vocational Education and Training
pp. 1959
What are the Limits of ICTs and Media in the Delivery of TVET? An Australian Focus
pp. 1971
Education System Profile: South Africa
pp. 1989
Integrating TVET with Open and Distance Learning: Taking Skills Training to the Doorstep
pp. 2003
Distance Education: The State of the Art in Career and Technical Education
pp. 2025
Overview: Participation in Formal Programmes of Learning and Skills Development
pp. 2039
Access to TVET for All: An Essential Basis for Education for All
pp. 2053
The Challenges of TVET Global Monitoring
pp. 2067
Making Global Classifications of Types and Levels of TVET
pp. 2081
Trends and Issues in TVET across the Globe
pp. 2095
Statistical Overview of TVET across Educational Levels
pp. 2163
The Ethics of TVET Policy and Practice: Issues of Access and Quality
pp. 2177
Special Needs Education and TVET: The Perspective from the United States
pp. 2195
Overview: TVET for Youth
pp. 2211
Skills Shortages, Over-Education and Unemployed Youth: An International Dilemma
pp. 2229
New Directions for High-School Career and Technical Education in the United States
pp. 2247
Occupations in Demand/Youth Employment
pp. 2263
Pathways and Transitions from School to Work: Australian Experiences
pp. 2279
School/Workplace Partnerships: A Case Study of Four Vocational Studies Programmes1
pp. 2295
Vocationalized Secondary Education
pp. 2313
Vocational Guidance and Career Counselling in the European Union: Origins and Recent Trends
pp. 2329
‘White-Collar’ Work or a ‘Technical’ Career? The Ambitions of Fiji Final-Year School Students
pp. 2343
14–16 Year Olds Taking Vocational Courses in English Colleges: A Dumping Ground for the Disengaged or a Real Alternative?
pp. 2357
Reconciling the Competing Policy Platforms in TVET? Promulgating ‘the 6Es Plus Education’ for Youth through Social Partnerships
pp. 2375
Overview: TVET in an Ageing Society1
pp. 2385
Policy Framework on the Retraining for Reskilling of Older Workers through Specialized TVET Programmes1
pp. 2401
Reskilling for All? The Changing Role of TVET in the Ageing Societies of Developing Countries\protect\endnote{First published in Karmel, T.; Maclean, R., eds. 2007. Technical and vocational education and training in an ageing society: expert meeting proceedings. Adelaide, Australia: NCVER.}
pp. 2417
The Changing Context of TVET for the Workforce in India
pp. 2431
The Reform of the TVET System in the Republic of Korea for an Ageing Society
pp. 2445
Will We Run Out of Young Men? Implications of the Ageing of the Population for the Trades in Australia
pp. 2457
The Ageing Labour Force and the Retraining of Workers in the Republic of Korea1
pp. 2469
Technical Entrepreneurship Development for the Aged1
pp. 2487
The Ageing TVET Workforce in Australia: Issues and Challenges^1
pp. 2499
Working and Lifelong Learning among Older Workers (45+) in Japan: Implications for TVET
pp. 2521
Overview: Adult Education for the Sustainability of Human Kind
pp. 2537
The Emergence of ‘Workforce Development’: Definition, Conceptual Boundaries and Implications
pp. 2553
The Challenge for ESD in TVET: Developing Core Sustainable Development Competencies and Collaborative Social Partnerships for Practice
pp. 2571
Key Competencies: Overall Goals for Competence Development: An International and Interdisciplinary Perspective
pp. 2585
Education and Training in the Context of Poverty Reduction
pp. 2597
Recognition, Validation and Accreditation of Non-Formal and Informal Learning and Experience: Results of an International Study
pp. 2615
Self-Directed Learning
pp. 2629
New Learning Strategies and Learning Cultures in Companies
pp. 2647
PLAR, Training and Efficient Labour Markets: The Canadian Experience
pp. 2661
Transformative Learning Theory and TVET
pp. 2679
The Implications of Cognitive Style to Adult Distance Education
pp. 2697
Competency, Meaningful Learning and Learning Styles in TVET
pp. 2713
Workplace Essential Skills in Policy and Practice: A Canadian Perspective
pp. 2731
Adult Numeracy for Work and Life: Curriculum and Teaching Implications of Recent Research
pp. 2747
An Innovative System of Vocational Training in the German IT Sector
pp. 2763
Overview: Competencies, Qualifications and Recognition
pp. 2777
The Certification of Competencies
pp. 2793
Modularization and Modular Delivery of TVET
pp. 2811
Diverse Approaches to the Recognition of Competencies
pp. 2827
How Do We Measure Up? Benchmarking the WorldSkills Competition
pp. 2841
Validation of Educational Programmes: Comparing Models and Best Practices1
pp. 2853
Regional Accreditation and Certification of TVET Institutions
pp. 2867
National Qualifications Frameworks: An Analytical Overview
pp. 2881
Developing a National System of Vocational Qualifications
pp. 2899
National Qualifications Frameworks in Africa
pp. 2917
Implementing National Qualifications Frameworks: Problems and Possibilities
pp. 2935
Labour Mobility and Mutual Recognition of Skills and Qualifications: The European Union and Australia/New Zealand
pp. 2953
Quality Assurance in TVET in Romania
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