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| 008 | 081104s2009 ne sb 001 0 eng d | ||
| 020 | _a9781402089626 (ebook) | ||
| 035 | _a(StDuBDS)AH26389815 | ||
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_aStDuBDS _beng _cStDuBDS _dUk _dStDuBDSZ _dUkPrAHLS |
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_aTowards integration of work and learning : _bstrategies for connectivity and transformation / _cMarja-Leena Stenstrom, Paivi Tynjala, editors. |
| 264 | 1 |
_aDordrecht ; _aLondon : _bSpringer, _cc2009. |
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| 300 | _axii, 251 p. | ||
| 336 |
_atext _2rdacontent |
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_acomputer _2rdamedia |
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_aonline resource _2rdacarrier |
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| 366 | _b20081021 | ||
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_aFormerly CIP. _5Uk |
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| 504 | _aIncludes bibliographical references and index. | ||
| 520 | 8 |
_aThis book examines learning taking place on the interface between education & working life at three levels: the individual learning processes; the organisational learning processes in educational institutions & work organisations; & the education system. _bMarja-Leena Stenstrom " and Pai " vi Tynjal " a " Changing Working Life as a Challenge to Education Recentmacro-leveltrends,suchaseconomicglobalisation,thedevelopm entofthe- formationsociety,changesinmethodsofproductionandtheorganisation ofwork,and the growing signi?cance of knowledge as a factor of production, have created a new context for the relationship between education and working life. In this new context, the use of work experience as an educational and learning strategy has become one ofthemostimportantdevelopmentsbothinvocationaleducationandtrain ing(VET) and in higher education. Although the tradition of making work an integral part of education has varied at different levels of the educational system, the challenges that systems of education currently face are very similar in many respects. These include thechallengeofequivalenceasregardsthelevelofacademicstandards,t hechallenge ofdevelopingpedagogicalpracticesfordifferentformsofwork-related learning,and the impact that work-related learning has on the identity of the educational orga- sation, the teacher, and the learner. The diversity of the systems through which work experience is realised, the varying levels of training of workplace trainers, and the lack of industrial experience of vocational school teachers have aroused discussion abouthowtoguaranteeandassessthequalityofthelearningtakingplacei ndifferent workplaces and of the work-based learning system as a whole. (See e. g. Boud & Solomon, 2001, p. 27; Grif?ths & Guile, 2004; Guile &Grif?ths, 2001. ) The key pedagogical question regarding collaboration between education and work is how to build a ?rm connection between theory and practice or abstract thinking and practical action - and between the development of general skills and speci?c vocational skills. |
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| 530 | _aAlso available in printed form ISBN 9781402089619 | ||
| 533 |
_aElectronic reproduction. _cAskews and Holts. _nMode of access: World Wide Web. |
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| 856 | 4 | 0 | _uhttp://www.vlebooks.com/vleweb/product/openreader?id=WestLondon&isbn=9781402089626 |
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