By W.J. Nijhof, Jittie Brandsma
This e-book takes up the talk approximately matching vocational schooling with the labour marketplace and exhibits development when it comes to theoretical types, instruments (transformation and matching processes), and studying environments. The strategies, exhibiting up the necessity for center or key abilities, the need of embedding studying abilities in genuine and guided studying environments, indicates a standpoint of analysis and developmen-tal paintings to be established in colleges and in places of work, to discover greater curricula for a greater skilling.
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Extra info for Bridging the Skills Gap between Work and Education
In the rest of part I I discuss these debates in more detail. 2 Identifying labour-market needs The first debate concerns how to identify the needs of the labour market as they relate to the content and organization of education. This presupposes that education should attempt to meet these needs: the extent to which education should attempt to serve the needs of the labour market, rather than of the individual, is one of the longest-running controversies in education. However those who engage in this controversy may often exaggerate, or at least misunderstand, the conflict between individual and labour-market needs.
The decisive difference between scenario la and this one is that the principle of equality now repre sents the basic idea for shaping activities. That is, for the shaping of social conditions and especially for the shaping of the educational system - but equality in opposing unity to its antithesis, individualism. The basic conditions for the above would be provided in the organized educational system by integrating all youth during the entire school phase of life. For those up to the age of 17, one can follow Hentig's suggestion (1982; see Bojanowski, Dedering & Heidegger, 1983): comprehensive school, a kind of prolonged 'primary school', up to the age of 14, then three years of relatively free activity at various places of learning.
1985) . lmplizites Wissen . Frankfurt. (Translation from "T he tacit dimen sion". (1966) . New York) . Rauner, F. (1986) . Elekt rotechnik Grundbildung: Uberlegungen zur Technikl ehre im Schwerpunkt Elektr otechnik der Kollegschule [Fundamental education of electrical engineering: Deliberations of technical theory with an emphasis on electrical engineering in adult educ ation] . Soest. Rauner, F. (1987) . Technikgestaltung, eine Leitidee fur die berufliche Bildun g [Technical development, a guiding principle for vocational training] .