Rethinking vocational education
A case study in care
Bibliographic Data
| ID | 11425101 |
|---|---|
| Authors | Rebecca Soden (0000-0003-2657-0485, University of Strathclyde, corresponding author), John Halliday (University of Strathclyde) |
| Year | 2000 |
| Volume | 19 |
| Issue | 2 |
| Pages | 172-182 |
| Publication date | 2000-03-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Lifelong Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-1370 • E-ISSN: 1464-519X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02601370.2000.10750068 |
| OpenAlex | W2169023712 |
| Language | EN |
| Citations received | 2 |
| References cited | 7 |
The authors explain how development of employability and educational interest might be enhanced by a radically different division of labour between FECs (Further Education Colleges) and the institutions in which students live and work. They argue that, rather than looking for ways in which FECs could teach vocational knowledge in a more relevant way, the role of FECs might be to develop students’ educational interest through analytical reflection on their life and work. The authors tried out these ideas with 25 adult returners to formal education who hope to secure jobs as professional carers. The theoretical perspective known as situated learning is contrasted with one which implies that transfer of learning from classroom to workplaces is relatively unproblematic and that cognitive operations are relatively unaffected by culture
Division of labour · Employability · Mathematics education · Pedagogy · Perspective (graphical · Political science · Situated · Sociology · Vocational education · Work (physics · Higher Education and Employability · Higher Education Learning Practices · Innovative Education and Learning Practices · Psychology
| Citations per year | 0.09 |
|---|---|
| Citation span | 2004 - 2006 (3) |
| Highly cited | No |