Action learning is a continued process of learning and reflection with the support of a group of colleagues, working on real issues. The action learning method is increasingly used to bring innovation to many different fields of work. The principles of action learning can achieve improvement and transformation in a wide range of applications and disciplines, including professional training and educational contexts. This book is a comprehensive guide to action learning which maintains an accessible, practical focus throughout. It is packed with useful resources, including case studies and ideas for workshop sessions. Key topics covered include: * action learning in professional and educational settings * setting up, facilitating and evaluating an action learning programme * the roles and skills required to practice successfully * use of action learning in relation to the individual, the group and the organization * the role of reflection; and action learning theory. Newcomers to the area of action learning will find this an essential introduction which can be put to use straight away, while more experienced practitioners seeking a deeper understanding will value the thorough analysis of action learning theory.

What is the economic justification of advertising? Is it a vital energizing force in industry, or does it represent a serious waste of money and effort? The great increase in the volume of publicity in modern times is causing people to wonder what its final outcome will be, and whether it is a development to be welcomed or regarded with suspicion. First published in 1934.

Asia has undergone rapid transformation over the past several decades as many countries have embraced new technologies and the processes of globalisation. Over this period the inflow of foreign capital into the region, the level of trade amongst these countries, and trade with other parts of the world has increased substantially. The ensuing economic growth has led to some significant changes in labour markets and the demand for skilled employees and their deployment within organisations. Focusing on a number of developed and developing Asian economies, this book explores the dynamics of workforce development and skill formation, and considers questions of both skills shortages and skills gaps. The book assesses the current state of training in the selected Asian economies, the weaknesses and strengths of their various training approaches, and what the present state of training means for the future economic development of these economies.

Despite calls for a more preventive and developmental mode of functioning, school counseling has tended to be driven by a reactive and sometimes crisis orientation. Like social workers and school, counseling, and clinical psychologists, school counselors typically function to alleviate deficits, often in a small percentage of the students they serve. Although this orientation has served school counselors well in many instances, it is not empowering, it does not serve all students, and it does not replace those deficits with the type of positive characteristics and abilities that schools are attempting to develop. This is the first book to provide a comprehensive look at the theory, research, and intervention strategies that comprise a strengths-based, developmental approach to school counseling. In keeping with ASCA recommendations, the Strengths-Based School Counseling (SBSC) framework discusses academic, personal/social and career development outcomes for all students at the elementary, middle and secondary school levels. Other key features include: integrative framework-SBSC builds upon contemporary research from a variety of areas: school counseling, developmental psychology, school psychology, education, positive psychology, resiliency, and social work. evidence-based interventions-detailed examples of successful evidence-based interventions and environments are presented at the elementary, middle, and high school levels for each major developmental area (academic, personal/social, and career) identified in ASCA's National Model. readability and pedagogy-beautifully written, the text includes lists of key points, tables of student strengths, illustrative examples, and student exercises.

Now in its fourth edition, this indispensable guide helps students to create their own personal development programme and build the skills and capabilities today's employers want. Step by step, it takes students from the initial stages of setting goals and defining success through to the application process for their dream job. Part 1 prompts students to think about what 'success' means to them and to think more deeply about what matters to them, what inspires them, and what will help them to achieve their long-term ambitions. This section also helps students to better manage their time, energies and resources so that they can achieve the kind of success they want. Part 2 shows students how to refine their people and task management skills, enabling them to become the effective communicators and problem-solvers that today's employers want. Part 3 develops students' creative and reflective thinking, thereby strengthening students' academic and professional abilities. Part 4 helps readers to reflect on what employers really want from job applicants and explains how they can take concrete action to improve their job prospects. Chapters contain guidance on how to put forward a strong application, how to make the best use of placements, and how to keep records so that students feel more in control during the application process. Internationally acclaimed study skills author Stella Cottrell provides students with the ingredients they need to create their own recipe for success. Whether you're just starting at college or university, or about to leave a postgraduate programme, Skills for Success will help you to think creatively and constructively about personal, academic and career goals. New to this Edition: - Contains increased coverage of different styles and models of leadership, and managing and leading teams - Includes more material on engaging with cultural difference - Provides students with guidance on looking after their mental health and wellbeing, to help reduce stress around planning for life after university - Features more insights and case studies from employers Accompanying online resources for this title can be found at bloomsburyonlineresources.com/skills-for-success. These resources are designed to support teaching and learning when using this textbook and are available at no extra cost.

Career Pathways is a system of organizing student learning interests and aptitudes around career fields. The model grew out of the federally funded National School-to-Work Opportunities Act (1994). Briefly, a career pathways high school starts with the career clusters, for students to align themselves with in high school. Depending on the school location and capacity, there are a variety of career clusters that are offered - engineering, health, science, art/design, writing, business, agriculture, etc. - and a curriculum is built around the individual pathway and career field - e.g. nurse - that the student chooses from within their career cluster. This is a student-oriented model of self-determination, in which students choose a curriculum area that matches their aptitudes and abilities. Core curriculum is still taught throughout each silo, so standardized testing is accommodated. Career pathways allow students to connect their learning from year to year, to practice their strengths and skills to prepare for transition to college or work, to work as teams, etc. It does not require a high school to overhaul their system, but instead shows how high schools can integrate the pathways model to work within a school and make it a more connected learning environment.

The last decade has given rise to a strong public discourse in most highly industrialized economies about the importance of a skilled workforce as a key response to the competitive dynamic fostered by economic globalisation. The challenge for different training regimes is twofold: attracting young people into the vocational training system while continuing to train workers already in employment. Yet, on the whole, most countries and their training systems have failed to reach those goals. How can we explain this contradiction? Why is vocational training seen to be an "old" institution? Why does vocational training not seem to be easily adapted to the realities of the 21st century? This book seeks to respond to these important questions. It does so through an in-depth comparative analysis of the vocational training systems in ten different countries: Australia, Canada, Denmark, France, Germany, Korea, Mexico, Morocco, the United Kingdom and the USA.

Developing a community service project for middle school students can be a daunting task, and coordinating the large number of contacts necessary for the project to be successful is often overwhelming. .Building Character through Community Service: Strategies to Implement the Missing Element in Education provides materials and guidance to simplify this process and ensure its success. Included are sample letters, worksheets, lesson plans, and other documents needed to set up a community service project, whether it is a one-day event or a yearlong activity. Suggestions for the timing of the activity, making connections with agencies, grouping students, recruiting chaperones, arranging for transportation and evaluation are presented, along with in-house activities, strategies for publicizing an event, and useful websites and references. This workbook is designed for middle and high school educators and administrators in public and private schools.

This book is the first that provides a comprehensive overview of the way countries, education systems and institutions have responded to the call for an integration of learning for work, citizenship and sustainability at the Second International Conference on Technical and Vocational Education which was held in Seoul in 1999. Discussions on the central theme of the Seoul Conference - lifelong learning and training for all, a bridge to the future - led to the conclusion that a new paradigm of both development and Technical and Vocational Education (TVET) was needed. This book showcases the wide range of international initiatives that have sought to put such exhortations into practice. It includes: case studies of national TVET policy reforms, reoriented curricula, sustainable campus management programs, and examples of innovative approaches to integrating learning in TVET with on-the-job training and in community service. It also focuses on the issues and challenges being faced and ways of moving forward. Case studies feature initiatives in a wide range of world regions and countries, and include authors from: UK, Germany, Finland, Canada, USA, Australia, South Africa, China, Republic of Korea, India, Pakistan and the Philippines.

In 1999, the International Olympic Committee approved far-reaching reforms to the appointment and terms of its members, the selection of host cities for the Olympic and Winter Olympic Games, the events on the Olympic Program, and the reporting of decisions and financial information. The reforms were initiated in response to the deep crises of legitimacy it faced because of the Salt Lake City doping scandal and ongoing accusations that it turned a blind eye to doping. This book assesses the implementation and effectiveness of those reforms ten years after. It draws upon the perspectives of Olympic scholars, Olympic athletes, and IOC members, including those who were directly involved in the reform process, and makes a number of recommendations about how the process of Olympic reform could be maintained and strengthened. As such, it provides an insightful and telling report card on the modern Olympic Movement in the first decade of the 21st century, and the presidency of Jacques Rogge. This book was originally published as a special issue of Sport in Society.

Apprenticeship or vocational training is a subject of lively debate. Economic historians tend to see apprenticeship as a purely economic phenomenon, as an 'incomplete contract' in need of legal and institutional enforcement mechanisms. The contributors to this volume have adopted a broader perspective. They regard learning on the shop floor as a complex social and cultural process, to be situated in an ever-changing historical context. The results are surprising. The authors convincingly show that research on apprenticeship and learning on the shop floor is intimately associated with migration patterns, family economy and household strategies, gender perspectives, urban identities and general educational and pedagogical contexts.

This book explores how changes in the new world economy are affecting the education of male and female workers. Authors from Australia, Africa, Brazil, Europe, North America, and South Korea use methodologies--such as literature reviews, case studies, legislative analysis, evaluations of model delivery systems, and demographic profiles--to examine the current efforts of a number of nations around the world to transform vocational education and training (VET) programs into gender equitable institutions where female students are able to obtain skills necessary for successful and economically viable lives. The cross-national perspectives in this volume illuminate the meaning of VET equity theory and practice in the new economy. Gender equity in education is constructed differently from place to place depending on a variety of factors, including economic development and cultural traditions. Starting from this understanding that gender and culture are multifaceted, historically situated, and constructed around dominant economic and institutional structures, class identities, and social positions, as well as discursive practices, the book addresses central questions, such as: *What roles do schools play in the global economy? *Is there a parallel between an increasingly globalized economy and a viable universal concept of education for work? *What is the effect of a nation's financial condition, political system, and global economic posture on its training policies? *Are educational equity issues heightened or submerged in the new economy? The comparative perspective helps readers to more clearly analyze both tensions that arise as capitalist changes in the new economy are contested, resisted, or accommodated--and the impact upon education. In the Afterword, the editors identify overarching themes emerging from the volume and illuminate various comparative perspectives on gender and the new economy. Globalizing Education for Work: Comparative Perspectives on Gender and the New Economy brings together important information and analysis for researchers, students, and teachers in education, women's studies, and sociology; for vocational education and training professionals; and for policymakers and policy analysts in governmental and nongovernmental organizations. It is well suited as a text for a range of graduate courses in the fields of comparative and international education, politics of education, vocational educational policy, gender and education, and sociology of education.

The institutional arrangements governing skill formation are widely seen as a key element in the institutional constellations defining 'varieties of capitalism' across the developed democracies. This book explores the origins and evolution of such institutions in four countries - Germany, Britain, the United States and Japan. It traces cross-national differences in contemporary training regimes back to the nineteenth century, and specifically to the character of the political settlement achieved among employers in skill-intensive industries, artisans, and early trade unions. The book also tracks evolution and change in training institutions over a century of development, uncovering important continuities through putative 'break points' in history. Crucially, it also provides insights into modes of institutional change that are incremental but cumulatively transformative. The study underscores the limits of the most prominent approaches to institutional change, and identifies the political processes through which the form and functions of institutions can be radically reconfigured over time.

This book is the first monograph to systematically introduce readers to technology and vocational education and training in ASEAN countries. It details the current state of development and key development trends regarding technology and vocational education and training in the ten ASEAN countries. For each ASEAN country, the book addresses the history, status quo, characteristics, reform and development trends in technology and vocational education and training. The content mainly focuses on technology and vocational education and training systems, vocational qualification frameworks, technology and vocational education and training related personnel, etc. All the latest data presented here is drawn from the newest official website and research reports, accurately reflecting the development status of ASEAN countries and helping us make better forecasts regarding its future. This book offers a valuable reference guide for academic research in technology and vocational education and training. It can also be used as a textbook for postgraduate courses in technology and vocational education and training, as well as training material for various vocational education teachers and managers.

The basic premise of this book is simple -- it brings together early childhood and cultural-studies professionals who are willing to provide a kaleidoscope of views capable of challenging the sanctity of the early childhood western lens. Marianne Block, Hedy Chang, Amos Hatch, Henry Giroux, Jan Jipson, Joe Kincheloe, Shirley Kessler, Sally Lubeck, Shirley Steinberg, Beth Blue Swadener, Nila Rinehardt, and Lourdes Diaz Soto call for a move toward the critical, toward the multicultural, toward the dialogic, toward the feminist, toward the personal, with the others, with the silenced, and in solidarity with multiple players.

This book discusses the role of knowledge in European transformation under a regional actors perspective. It brings together diverse contributions dealing with particular actors and cases. Besides the educational focus, the volume contains illustrative case studies of knowledge utilisation in the corporate sector. Its focus is on the Alps-Adriatic cross-border region in Central Europe with some international comparisons. Here the dense fabric of knowledge in regional societies is demonstrated empirically. Awareness of the importance of regions in socio-economic development is raised.

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.

First published in 1970, this book considers the alleged distinction between 'education for life' and 'education for work' and exposes the fallacies on which this and other similar distinctions are based. It shows that ideas on this subject are inextricably intertwined with wider views on the nature of culture, the limits of individual educability and the provision of educational opportunities. Indeed, Dr Entwistle argues that students need to be well informed of these issues in order to be in a strong enough position to face problems of education and social development that will occur during their working lives.

Preface. The Role of Globalization and Context on Workforce Education and Development, Jay W. Rojewski and Johanna Lasonen. A Conceptual Model of Workforce Education and Development Systems, Ken Gray and Paryono Paryono. Workforce Education and Development in East Asia and the Pacific, Ramlee Bin Mustapha.

Building a Global Learning Organization: Using TWI to Succeed with Strategic Workforce Expansion in the LEGO (R) Group describes how a multinational company developed a global structure for learning based on the TWI (Training Within Industry) program to create and sustain standardized work across multiple language and cultural platforms. In this book, Shingo Prize-winning author Patrick Graupp collaborates with two practitioners who performed the planning and implementation of the LEGO Group's worldwide Learning Organization. The book outlines the organizational and planning models used by the LEGO Group to create the internal ability to give and receive tacit skills and knowledge. Describing how and why TWI is used as the foundation for success in knowledge transfer across diverse languages and cultures, it provides step-by-step guidance on how to establish a solid organizational foundation for your own Learning Organization. Providing expert insight into the work of culture change, the book explains how to work with people to create motivation for moving to a new system of learning. It details the critical elements that made the implementation at the LEGO Group a success, identifies the stumbling blocks they encountered along the way, and explains how they were overcome. Case studies describe in detail what these efforts looked and felt like in actual application. The TWI program has long been recognized for its ability to generate results. After reading this book, you will gain valuable insight into how your organization-whether large or small, national or international-can integrate this timeless tool into your operating structure and your daily culture.

Estonia, Latvia, and Lithuania, among the newest member states of the European Union, are part of the "Copenhagen process," the EU 's training and education initiative. These nations have enjoyed special attention in European Vocational Education and Training (VET) policy. This book reviews and analyses reforms in VET and its applications. The book will benefit researchers studying VET in the Baltic states, and in the broader context of internationalisation.

As one of the 'learned' professions requiring advanced learning and high principles, law enjoys a special standing in society. In return for its status and rank, the legal profession is expected to exhibit the highest levels of honesty, trust and morality, the very values which underpin the legal system itself. This, in turn, entrusts to legal education a particular problem of addressing, not only the substantive elements of the body of law, but a means through which the characteristics of the 'calling' of law are imparted and instilled. At a time when the very essence of the legal profession is under threat, this book calls for a realignment of the legal curriculum and pedagogies so as to emphasise the development of culture over industry; character over eloquence; and calling over skill. Chapters are grouped around the core content and key themes of Curiosity, Calling, Character and Conscientiousness, Contract, and Culture. The volume includes contributions from leading experts, drawn internationally and from other professional disciplines in order to present alternative approaches aimed at tackling common issues, providing insight, and provoking debate.

This book presents leading-edge perspectives and methodologies to address emerging issues of concern for professional learning in contemporary society. The conditions for professional practice and learning are changing dramatically in the wake of globalization, new modes of knowledge production, new regulatory regimes, and increased economic-political pressures. In the wake of this, a number of challenges for learning emerge: more practitioners become involved in interprofessional collaboration developments in new technologies and virtual workworlds emergence of transnational knowledge cultures and interrelated circuits of knowledge. The space and time relations in which professional practice and learning are embedded are becoming more complex, as are the epistemic underpinnings of professional work. Together these shifts bring about intersections of professional knowledge and responsibilities that call for new conceptions of professional knowing. Exploring what the authors call sociomaterial perspectives on professional learning they argue that theories that trace not just the social but also the material aspects of practice - such as tools, technologies, texts but also bodies and actions - are useful for coming to terms with the challenges described above. Reconceptualising Professional Learning develops these issues through specific contemporary cases focused on one of the book's three main themes: (1) professionals' knowing in practice, (2) professionals' work arrangements and technologies, or (3) professional responsibility. Each chapter draws upon innovative theory to highlight the sociomaterial webs through which professional learning may be reconceptualised. Authors are based in Australia, Canada, Italy, Norway, Sweden, and the USA as well as the UK and their cases are based in a range of professional settings including medicine, teaching, nursing, engineering, social services, the creative industries, and more. By presenting detailed accounts of these themes from a sociomaterial perspective, the book opens new questions and methodological approaches. These can help make more visible what is often invisible in today's messy dynamics of professional learning, and point to new ways of configuring educational support and policy for professionals.