This unique book explores school improvement policy - from its translation into national contexts and school networks to its implementation in leader and teacher practices in individual schools and classrooms within this network of schools and its impact on students' learning. It draws on multiple conceptual and theoretical resources to explore the complexities attached to a school improvement process in a network of schools in Australia. These conceptual and theoretical resources include discourse, practice, representation and network, concepts common to both policy research as well as studies of leadership and classroom practice. They lead to a more detailed understanding of the intersections between educational policy and intervention processes, and the complex reality of school processes and teaching practices. In the book we trace the implementation of school improvement policies through its multiple phases, levels and contexts. Our data-collection and analysis methods draw on a variety of perspectives in the way different players perceive their roles and the nature of the initiative and the ways in which these intersect. The research findings are used to seek productive approaches to school improvement that combine policy integrity with local flexibility. The book contributes to the school improvement literature through its exploration of tensions between global and systemic settings and local practices and histories.

Philosophers have warned of the perils of a life spent without reflection, but what constitutes reflective inquiry - and why it's necessary in our lives - can be an elusive concept. Synthesizing ideas from minds as diverse as John Dewey and Paulo Freire, theHandbook of Reflection and Reflective Inquiry presents reflective thought in its most vital aspects, not as a fanciful or nostalgic exercise, but as a powerful means of seeing familiar events anew, encouraging critical thinking and crucial insight, teaching and learning. In its opening pages, two seasoned educators, Maxine Greene and Lee Shulman, discuss reflective inquiry as a form of active attention (Thoreau's "wide-awakeness"), an act of consciousness, and a process by which people can understand themselves, their work (particularly in the form of life projects), and others. Building on this foundation, the Handbook analyzes through the work of 40 internationally oriented authors: - Definitional issues concerning reflection, what it is and is not; - Worldwide social and moral conditions contributing to the growing interest in reflective inquiry in professional education; - Reflection as promoted across professional educational domains, including K-12 education, teacher education, occupational therapy, and the law; - Methods of facilitating and scaffolding reflective engagement; - Current pedagogical and research practices in reflection; - Approaches to assessing reflective inquiry. Educators across the professions as well as adult educators, counselors and psychologists, and curriculum developers concerned with adult learning will find the Handbook of Reflection and Reflective Inquiry an invaluable teaching tool for challenging times.

This best-selling volume analyses different types of knowledge and know-how used by practising professionals in their work and how these different kinds of knowledge are acquired by a combination of learning from books, learning from people and learning from personal experience.; Drawing on various examples, problems addressed include the way theory changes and is personalized in practice, and how individuals form generalizations out of their practice. Eraut considers the meaning of client-centredness and its implications, and to what extent professional knowledge is based on intuition, understanding and learning. He considers the issue of competence versus knowledge and the effect of lifelong learning on the quality of practice.

eBook available with sample pages: 0203486013

Career Counselling And Guidance In The Workplace offers a practical framework within which the career counsellor can work. The text explains the role of the career counsellor within the organisation; discusses the key concepts that influence career behaviour; explains the use of counselling and guidance tools and techniques; offers insight into the profession and practice of career counselling; and provides guidance within an international and a South African context.

Integrating theoretical and practical perspectives, this book offers a comprehensive overview of career counselling and guidance services, practices, tools and techniques in an organisational context. It consists of five chapters, each of which has a summary, key terms and review and discussion questions.

This book investigates the integration of literary writing into work based or business writing. It proposes ways of how to help people with considerable work experience use literature to engage with the problems they face in their work. Many people like to read for pleasure, but their skills in reading could always be improved. This book makes an original contribution to the fields of education, work based learning and business by encouraging students to explore history, memoir, fiction, and non-fiction to model their own writing and widen their knowledge beyond the work place and their customary reading. Inside are onsite experiments with fiction and non-fiction prose that show how people in the workplace respond and grow from contact with significant literature and culture that relates broadly to their work. As a Coaching Master's student observes: "I have not been a prolific reader. It has been a weakness and a gap. I have probably read more in the last year [during the project course] than I have read in the past twenty years. So that says something. My ability to attend to what in a book has weight or relevance has markedly improved. In the past I banked largely on my opinions because not being a prolific reader, I had to. It can be incredibly empowering to see that there are so many assets outside of my own mind. When something comes up now, I tend to weigh it. I am more specific about how I use words."

This book tackles the latest challenges in education in the business sector, outlining how the students of the future must be taught to adapt to a highly fluid business environment in which their ability to acquire new skills and collaborate with others is more important than possessing facts. Taking its cue from the growing body of theory advocating multi-faceted and often multilingual education, the book focuses on 'competences' and collaborative, team-oriented, project-based learning. Beginning with a set of studies on the differences in individual learning and ways of supporting students, the volume moves on to a collection of papers on learning at the level of the group, which include material on team learning, and the sharing of knowledge in problem-based learning. The editors view these factors in education as an inevitable feature of pedagogy, reflecting the fact that knowledge, and its acquisition, is increasingly collaborative in our working lives, and especially in business. A final section applies the principles developed in the first two parts at an organizational level, evaluating the enormous implications these developments in our ideas about learning have for the educational institutions charged with teaching future generations. Combining research and theory with practical factors in business education and training, the volume provides wide-ranging perspectives on developing best practice in the sector.

Today, rapid change is a constant challenge in the workplace, and thousands of individuals need to be involved in continuous learning. Traditional training approaches, however, do not emphasise informal and incidental learning. Furthermore, since informal learning us seldom designed, learning outside of a structured experience may lead to mistaken or dysfunctional learning. Strategies for improving informal learning are urgently needed. This book, first published in 1990, responds to this need by taking a challenging look at many assumptions about workplace learning outside of the classroom and by proposing methods to improve it. They develop a theory of informal and incidental workplace learning based on current developments in training and human resource development which they illustrate with readable and illuminating case studies which tell vivid stories of adult education and human resource development practice. Informal and Incidental Learning in the Workplace is essential reading for researchers and practitioners of human resource development, and also for students of education and adult learning.

Imagined at their best, how might professions contribute most effectively to their local and global communities, and how could higher education support graduates/future professionals in making this contribution? The answer proposed in this book is to educate students for 'civic-mindedness', an overarching professional capability grounded in certain dispositions and qualities, ideals, types of knowledge and political emotions. 'Civic-mindedness', and its internal counterpart, the practitioner's self-cultivation, give rise to an engagement with professional practice that is authentic, civic and democratic. The tension between responsiveness or regard for others and regard for self is overcome by recognising that authentic professional identities are constructed through practices around shared purposes and ideals. Drawing on a wide range of theorists including Dewey, Arendt, and Nussbaum, professions are envisaged to play a vital role. Primarily professions support society's well-being by ensuring access to public goods, such as local and global justice, access to information, health, education, safety, housing, the beauty and sustaining power of the ecological environment, among others. Yet professions also protect the fundamental good of citizen participation in free deliberation and decision-making on issues affecting their lives. The book concludes with a vision of higher education that is transformative of graduates/professionals, pedagogies, professional practices and communities. Issues of increasing social awareness are a key concern for anyone involved in teaching professionals and this book, which builds best practice around a sound theoretical and philosophical framework, will prove both thought-provoking and practical in application.

Do you want to have a positive impact on the world? Do you want to have a successful career that makes a difference? In short... do you want to do Good Work? Let this step-by-step guide show you how. Packed with useful tools and exercises, this step-by-step guide will help you figure out your passion and purpose, and how to effectively harness it to make real and positive change - on the world, and on your career. Whether you want to battle climate change, promote diversity and inclusion, work in sustainability - or if you're not sure, but just want to leave things a little better at the end of every work day - let this book support you in turning that passion into action. Written by corporate responsibility consultant and certified coach Shannon Houde, this book is part career guide and part job search help - and all purpose-driven. From understanding what the 'purpose economy' is and how you fit into it, to what jobs to go for and how to land them, Good Work is the helping hand you need to make a career out of changing the world.

Involved in educating social work professionals? Overwhelmed and demoralised by the current climate of cuts to services and over-regulation? This unique book written by practice educators, students and academics offers hope. This collection of innovative approaches to social work placements addresses subjects including sustainability, student-led services, overseas placements, the value of the third-sector, supporting students from minority groups and the visual arts. The international and diverse contributions offer practical guidance and challenge conventional approaches to placement finding, teaching and assessment in field education. Written from a global social work perspective this is essential reading for anyone responsible for ensuring quality placements for future professionals.

Since the DCMS Creative Industries Mapping Document highlighted the key role played by creative activities in the UK economy and society, the creative industries agenda has expanded across Europe and internationally. They have the support of local authorities, regional development agencies, research councils, arts and cultural agencies and other sector organisations. Within this framework, higher education institutions have also engaged in the creative agenda, but have struggled to define their role in this growing sphere of activities. Higher Education and the Creative Economy critically engages with the complex interconnections between higher education, geography, cultural policy and the creative economy. This book is organised into four sections which articulate the range of dynamics that can emerge between higher education and the creative economy: partnership and collaboration across Higher Education institutions and the creative and cultural industries; the development of creative human capital; connections between arts schools and local art scenes; and links with broader policy directions and work. Chapter 9 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. https://s3-us-west-2.amazonaws.com/tandfbis/rt-files/docs/Open+Access+Chapters/9781138918733_oachapter9.pdf

Focusing on the Asia-Pacific region, which in recent years has been the engine of global economic growth , this volume surveys trends and prospects in technical and vocational education and training (TVET) with particular reference to achieving inclusive growth and the greening of economies. Underlying the increasing pressure for new models of TVET provision is the rapid pace of technological change, demand for a work force which is highly responsive to evolving needs and a transforming market place that calls for higher order skills and lifelong learning. The book proposes a re-engineered, modernized TVET system that fosters an innovative approach which enhances the employability of workers as well as the sustainability of their livelihoods. The book includes contributions from leading policy makers, researchers, and practitioners, including those in the private sector in analyzing and forecasting the most urgent priorities in skills development. The book argues for creative approaches to TVET design and delivery particularly with a view to improve job prospects , and meeting the goals of inclusion, sustainable development and social cohesion. Addressing issues such as the chronic mismatches between skills acquired and actual skills required in the work place, the volume proposes diversified approaches towards workforce development and partnerships with the private sector to improve the quality and relevance of skills development . The new imperatives created by 'greening' economies and responses required in skills development and training are addressed. Developing TVET is a high priority for governments in the Asia Pacific region as they seek to achieve long-term sustainable growth since the .continued success of their economic destinies depend on it. The volume also includes an emerging framework for skills development for inclusive and sustainable growth in the Asia and Pacific region.

Benefiting from the support and involvement of two major international research networks, this collection features the latest research findings in TVET. Members of INAP, the International Network on Innovative Apprenticeship, and VETNET, the Vocational Education and Training Network, have contributed key research findings to this detailed survey of the field. Featuring the inclusion of the internationally recognized memorandum released in April 2012 by the INAP Architecture Apprenticeship Commission, the volume covers a wealth of issues relating to technical and vocational education and training, including exemplar architectures such as successful school-to-work transitions, competence assessment and development models, and governance, including the role of stakeholders. The book provides many opportunities to explore in depth the scholarly debate on TVET, as well as to learn from positive international experiences. It aims to inform the practice of TVET professionals as much as the decision making of administrators.

Career Counselling: Techniques that work is a much-needed introductory text for all practitioners involved in primary, secondary and tertiary education, psychology and social work. It is also suitable for corporate coaches, academics, researchers, scholars and students interested in becoming familiar with career construction counselling for life designing. A unique feature of the title is that the work of an extensive range of international experts (theorists, researchers and practitioners) has been brought together in one publication. Representing the main schools of thought in career counselling today, this title identifies and reflects the growing global interest in innovative approaches to career counselling and, more particularly, Mark Savickas's career-story interview technique for career construction counselling. Career counselling: Techniques that work was inspired, firstly, by the ground-breaking work of and global response to Mark Savickas' publications and workshops on the life style approach to career counselling. Secondly, it was motivated by the increased emphasis on career counselling in training institutions. The contributors collectively meld traditional and contemporary traditions in the field of career counselling in this accessible, hands-on text that can be used to design the future lives of persons of all ages.

A "Learning Network" is a community of people who help each other to better understand and handle certain events and concepts in work or life. As a result - and sometimes also as an aim - participating in learning networks stimulates personal development, a better understanding of concepts and events, career development, and employability. "Learning Network Services" are Web services that are designed to facilitate the creation of distributed Learning Networks and to support the participants with various functions for knowledge exchange, social interaction, assessment and competence development in an effective way. The book presents state-of-the-art insights into the field of Learning Networks and Web-based services which can facilitate all kinds of processes within these networks.

Gute Lehre an Hochschulen hat in den vergangenen Jahren erheblich an Bedeutung gewonnen. Dies gilt angesichts hoher Studienabbruchquoten insbesondere in den Ingenieurswissenschaften. Um die Effekte guter Lehre auf die Lernergebnisse bei den Studierenden zu erfassen, fehlen jedoch bislang empirisch abgesicherte Instrumente. Dieser Band stellt aktuelle konzeptionelle und empirische Arbeiten vor und beleuchtet sie aus methodischer Sicht sowie mit Blick auf die didaktische Verwertung in der Hochschullehre. Good teaching at universities has considerably gained importance within the last years. This is especially relevant with regard to the high drop-out rates, above all in engineering sciences. At the moment, however, there is a lack of empirically valid instruments for the assessment of the impact of good teaching on the students' learning results. This volume presents current conceptual and empirical works with a focus on methodology and their didactical application in university teaching.

With the rapid globalization of higher education as well as related changes in social, political, economic, and other conditions over the last 25 years there have been ever increasing expectations for higher education, in general, and Engineering Education, in particular. These expectations are often expressed in terms of the need for Quality Assurance locally, regionally, and globally. In some cases, there is a long tradition of independence and self-regulation of higher education institutions and programs. In other contexts, there has been c- siderable governmental regulation and disciplinary direction over time. The authors in this volume represent essentially all continents and 15 different countries. The common issues that they raise and their accounts of past, present, and future ch- lenges provide a snapshot of the current state of Quality Assurance in higher edu- tion and Engineering Education. This volume begins with an overview of the history and background of Quality Assurance in higher education and Engineering Education over the last century. The discussion of the historical, philosophical, political, and social background of Quality Assurance sets the stage for the other chapters. Following this broad brush stoke introduction, in the next part of the book, authors describe the general issues and challenges facing Quality Assurance in the twenty-first century from both regional and national perspectives. These authors have extensive experience in the area of Quality Assurance and have observed its growth and develop first hand over many years.

This book discusses what constitutes vocational education as well as its key purposes, objects, formation and practices. In short, it seeks to outline and elaborate the nature of the project of vocational education. It addresses a significant gap in the available literature by providing a single text that elaborates the scope and diversity of the sector, its key objectives (i.e. vocations and occupations), its formation and development as an education sector, and the scope of its purposes and considerations in the curriculum. The volume achieves these objectives by discussing and defining the concept of vocational education as being that form of education that seeks to advise individuals about, prepare them for, and further develop their capacities to perform the kinds of occupations that societies require and individuals need to participate in-and through which they often come to define themselves. In particular, it discusses the distinctions between occupations as a largely social fact and vocations as being a socially shaped outcome assented to by individuals. As people identify closely with the kinds of occupations they engage in, the standing of, and the effectiveness of vocational education is central to individuals' well-being, competence and progress. Ultimately, this book argues that the provision of vocational education needs to realise important personal and social goals.

This book's original contribution to a crowded literature on work and learning will attract strong international interest. Its focus on the philosophy of learning at work brings a fresh perspective on a topic normally viewed through psychological, anthropological and sociological eyes. It assembles a host of internationally recognized scholars who reflect on the various philosophies of work-based learning. Full of distinctive and original contributions that provide perceptive insights into the subject, the work will be a practical support to teachers, trainers and researchers at the same time as it gives readers a clear philosophical grounding in learning at work. It is, however, not simply a book about philosophy, but a gazetteer of approaches to education in work that will sustain and inspire those who provide, engage in, and support the learning of new knowledge and skills in the workplace. With adaptability to new employment opportunities so vital to existing workers, the authors stand behind continued provision of work-based learning in the face of tightening economic constraints.

Given the emphasis on transforming professional work through the adoption of enquiry-based and trans-disciplinary approaches to service development, there is an urgent need for those involved in professional education to develop a robust understanding of how changes in practice occur. A more inclusive approach to the analysis of the processes involved across the varied and interrelated contexts in which they occur is thus very timely. In this book, Jenny Reeves sets out to explore the gap between the experience of professional learning as an interactive, dynamic and socially contextualised process, and descriptions that are often individualistic, overly linear and largely context-free. She makes the claim that this disjuncture is the outcome of modes of enquiry that concentrate on limited selections of the available data. Adopting a relational approach to describing practice-based professional development, including graphical means for exploring the spaces produced by the activity, provides a very different picture. It creates a basis for representing the complex movements, relationships and interactions between people and things that occur during professional learning. It also provides a productive approach to describing the exchange and creation of professional knowledge across different contexts over time. By building a picture of the ephemeral spaces and connections that educating activities produce, mapping relational space allows those engaged in professional education to think rather differently about how professional learning and changes in knowledge and practice may be understood, supported and developed.

This edited volume provides multidisciplinary and international insights into the policy, managerial and educational aspects of diverse students' transitions from education to employment. As employers require increasing global competence on the part of those leaving education, this research asks whether increasing multiculturalism in developed societies, often seen as a challenge to their cohesion, is in fact a potential advantage in an evolving employment sector. This is a vital and under-researched field, and this new publication in Springer's Technical and Vocational Education and Training series provides analysis both of theory and empirical data, submitted by researchers from nine nations including the USA, Oman, Malaysia, and countries in the European Union. The papers trace the origins of business demand for diversity in their workforce's skill set, including national, local and institutional contexts. They also consider how social, demographic, cultural, religious and linguistic diversity inform the attitudes of those seeking work-and those seeking workers. With clear suggestions for future research, this work on a topic of rising profile will be read with interest by educators, policy makers, employers and careers advisors.

Action leadership is a creative, innovative, collaborative and self-developed way to lead. It eschews the hierarchical structure usually associated with leadership and is based instead on the democratic values of freedom, equality, inclusion and self-realization. It take responsibility for, not control over, people through networking and orchestrating human energy towards a holistic outcome that benefits the common interest. Action leaders are passionate people who abide by the motto that "Learning does not mean to fill a barrel but rather to ignite a flame" in others. And in this time of rapid economic, political, technological, social and ecological changes, action leadership and action leaders are precisely what's needed to improve how people and organizations engage constructively to address the myriad complex issues challenging society at all levels. Action Leadership: Towards a Participatory Paradigm explains and illustrates how action leadership can be developed through participatory action learning and action research (PALAR). It addresses real-life issues by people who choose to work collaboratively towards shared goals while developing their learning, insights, knowledge, people skills and personal relationships through involvement in a PALAR project. The book provides a conceptual framework for action leadership and for the integrative, practical theory of PALAR; and examples of applications in higher education, management education for organization development, and community development. Readers are encouraged to adopt, adapt and further develop the evolving concepts of action leadership and PALAR in a participatory paradigm of learning, research and development.

This essential reference defines the principle and most commonly used terms found in engineering documents and drawings across multiple disciplines and explains them in plain, unambiguous English. Concise Dictionary of Engineering: A Guide to the Language of Engineering also distinguishes how some terms take on different meanings in different engineering contexts-critical knowledge when working on collaborative projects with diverse elements and colleagues. Based on an edition developed for researchers and technicians at Lockheed Martin, each entry in this volume is written in clear, everyday English without confusing jargon and "techno-speak." The book is ideal for students, professional engineers, industrial personnel, managers and anyone else who requires a solid understanding of the language of engineers.

Leaving school, whether to move on to training, work or education, is a fundamental rite of passage the world over. This volume draws on a wealth of international sources and studies in its analysis of the 'transitions' young students make as they move on from their secondary schooling. It identifies how these transitions are planned for by policymakers, enacted by school staff and engaged with by students themselves. With data from a range of nations with advanced industrial economies, the book delineates how the policies relating to these transitions need to be conceived and implemented, how the transitions themselves are negotiated by young people, and how they might be shaped to meet the varied needs of the students they are designed to help. The authors argue that the relationship, often complex, between what schools provide in the way of preparation, and the ways in which students take up what is on offer, is the crucial nexus for understanding the experience of transitions by young people, and for enhancing that experience. With a host of case studies of transition policies themselves, as well as evaluative data on how they were received by the school leavers whom they were designed for, this valuable addition to the educational literature deserves to be read by all those with roles in preparing the young for their journey into a complex adult world full of pitfalls as well as opportunity.