Source:Journal of Vocational Education and Training
(1996)
This article examines how different forms of vocational knowledge are constructed from social sources. Using a Vygotskian framework it is claimed that in different ways vocational knowledge is shaped by history, community and ontogeny through microgenetic development. This process of ongoing problem…
Source:Journal of Vocational Education and Training
(1996)
A central claim made for National Vocational Qualifications (NVQs) concerns their role in providing the skills which employers and industry are said to need. This claim is challenged through the examination of a range of critical studies which indicate that employers are neither centrally involved i…
Source:British Journal of In-Service Education
(1996)
A Staff Development Forum for the post-16 sector has recently been established. It will examine the need for a more coherent approach to staff training and professional development, including the introduction of ‘national standards’ in the form of National Vocational Qualifications (NVQs). This pape…
Source:Research in Post-Compulsory Education
(1996)
1996 marks the 10th anniversary of the National Council for Vocational Qualifications, the body responsible for a national framework of competency-based education and training in the United Kingdom. Concurrently, the qualifications are being highlighted as they are developed at professional levels 4…
Source:Research in Post-Compulsory Education
(1996)
In 1990, Australian Federal and State Ministers responsible for vocational education and training (VET) established a framework for the implementation of competency-based training (CBT) in Australia. A target of substantial implementation by the end of 1993 was set. Charles Sturt University's Group …
Source:Journal of Vocational Education and Training
(1996)
This paper raises questions about the training debate today in Australia through its examination of the factors, among them the roles of government and professional associations, that influenced the development of engineering technician training and education in New South Wales in the 1950s and 1960…
The idea of competence has different meanings in ordinary, academic, and vocational education and training-practice. These meanings also have historical dimensions. That is, what is meant by competence has evolved over time, and has been constituted differently in different areas of practice. For in…
Source:International Journal of Phytoremediation
(1996)
In this paper, the transformative potential of exchanging stories of experience and practice among peers is explored. Drawing on a participatory action research study with beginning teachers in an internship system, the role of story-telling is traced, both as an obstacle and a contributor to profes…
