Coping with Complexity and Instability in the UK Vocational Training System1     

Gábor Halász 《European Journal of Education》2011,46(4):581-598

Vocational training systems that take the needs of the word of work seriously and maintain strong and dynamic connections with it are faced to growing complexity and instability. Some countries try to cope with this through creating new mediation mechanisms between the systems of training and work that allow higher level complexity while maintaining appropriate social control over the linkages between these systems. The training policy of the United Kingdom offers an interesting example for this. The key message of this article is that increasing complexity and high level instability may seriously impede the engagement of employers for training and human resource development but reducing it have to be made in a cautious way, so that it does not harm the achievement of the strategic goals of making training more demand-led, making it more responsive to the changing skills needs of companies and letting employers have a decisive role in determining the content of training and the way it is delivered. The skills policy of the United Kingdom is used as an example to illustrate the growing social complexity that characterise modern social systems, including vocational training, and one specific way of devising public policies based on new innovative forms of steering and regulating that enhance coping with complexity and instability.  相似文献   

How are action researchers contributing to knowledge democracy? A global perspective     

Lesley Wood  Mary McAteer  Jack Whitehead 《Educational Action Research》2019,27(1):7-21

ABSTRACT

Although action research has been widely recognized as an appropriate methodology for promoting the democratization of knowledge, it is not always conducted from an emancipatory and transformative paradigm. Using AR in a technical way, renders it no more than a researcher-driven, problem-solving heuristic that perpetuates the intellectual colonization of local knowledge. This begs the question: how can action researchers work in ways that are contextually and culturally relevant, and generate knowledge that enables people to take control of improving their own lives as they see fit? This paper presents a thematic analysis of the narrative reports from seven participatory workshops held around the world for the purpose of dialoging around this and related questions. Findings indicate that, generally, action researchers are indeed facing challenges on many personal, institutional and epistemic levels as they endeavor to promote knowledge derived from the principles of authentic participation and dialogue with those whom it is intended to benefit. However, the analysis also reveals creative responses of practitioners to these challenges. In keeping with the special issue theme, we offer this analysis as a starting point for further discussion around how we can mobilize knowledge for equitable social progress.  相似文献   

A ‘break with tradition’ in interwar teacher education   总被引：1，自引：0，他引：1  

Kay Whitehead 《Gender and education》2010,22(3):279-294

British teacher education in the interwar years was a contested field, dominated numerically by women but regulated by the Board of Education. The traditional perception of women’s residential training colleges was that they were autocratic and socially isolated. By focusing on Gipsy Hill Training College (GHTC), the first specialist training college for nursery school teachers, and its foundation principal, Lillian de Lissa, I challenge this perception. I explore the relationships between young women students’ social worlds, teacher educators’ understandings, teacher education curriculum and GHTC’s institutional culture. The main argument is that under de Lissa’s leadership GHTC was a socially and educationally progressive and democratic institution that focused on shaping students’ identities as women, teachers and citizens.  相似文献   

Failures, Cranks and Fads: Revisiting the Reading Debate     

Marian Whitehead 《English in Education》1992,26(1):3-14

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Limitations of high voltage insulation     

J.B. Whitehead  Ph.D. 《Journal of The Franklin Institute》1937

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Management guide to office automation : Joseph St. John Bate. London: Collins, 1987. viii + 228 pp. Paperback. ISBN 0 00 383353 4. £14.95     

J. Whitehead 《International Journal of Information Management》1987,7(4)

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Material things     

Hal Malehorn 《Early Childhood Education Journal》1977,4(4):36-38

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Material things     

Dr. Hal Malehorn 《Early Childhood Education Journal》1974,1(5):41-42

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Material things     

Hal Malehorn 《Early Childhood Education Journal》1976,3(3):36-37

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Innovative products     

Hal Malehorn 《Early Childhood Education Journal》1980,7(3):28-30

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