In the light of changes the government has launched as part of its welfare to work initiatives, this text explores apprenticeship. The authors set the historical context and discuss the theoretical and practical aspects of acquiring the necessary knowledge and skills for competence. The Dearing Report has proposed a work related route for some students and this book focuses on a number of academic and professional perspectives on apprenticeship and its revival. The book concludes with a look at the future of apprenticeship.

Management Education and Humanities argues that management teachers and researchers seem to be increasingly dissatisfied with the way managers are usually educated in western countries. It claims that educational practices and methods would greatly benefit from reflection on the implicit assumptions and paradigms behind those practices, and debates the role that humanism and humanities might play in the formation of new managerial elites. The book examines three themes that have emerged as central to the contemporary debate on management education: the profession of management; humanism as a philosophy and worldview; and the humanities as an academic field where management schools could find new inspirations for curricula. All three themes are scrutinized in a frame of reference extended between two different points of view: the traditional view, with its tendency to idealize (and even sometimes romanticize) humanism, the humanities and management as a social function; and the 'past-modern' view, which is inclined to skepticism and to the deconstruction of social and cultural phenomena. Providing a lively account of this ongoing debate and exploring new trends and experiences in management education, this book will be invaluable reading for teachers, students and researchers of management, management strategy, and organizational behaviour.

Back cover
Language in Social Life Series
General Editor: Christopher N. Candlin, Chair Professor of Applied Linguistics, City University of Hong Kong, Hong Kong
Language in Social Life Series is a major series which highlights the importance of language to an understanding of issues of social and professional concern. It will be of practical relevance to all those wanting to understand how the ways we communicate both influence and are influenced by the structures and forces of contemporary social institutions.
Just as workers are confronting the rapidly changing practices of the restructured, technological workplace and the increasing convergence of working and learning, so those involved in any form of workplace education or training are also restructuring their focus, teaching methods and approaches. This book examines the conceptual and practical challenges facing education and training professionals in redefining their contribution to improving communication and learning at work.
Interweaving theory and commentary with actual case-studies, the book explores a multifaceted approach to workplace education which aims to develop individual workersA skills as well as integrating learning, language and cross-cultural issues into work, communication and management practices. It is a strategic, practical approach which draws on a range of applied linguistic and educational traditions and is informed by related disciplines such as cognitive and social psychology and organisational behaviour.
The book does not present formulae for success; rather it illustrates the complexities and challenges faced by educators as they learn to balance different, and oftenconflicting priorities.
Language and Literacy in Workplace Education: Learning at Work has been written with a wide audience in mind, from language and literacy professionals, Human Resources staff, vocational trainers, managers, as well as students of education and linguistics. The book is clearly presented, and takes care to explain specific educational or organisational terminology making the study accessible to newcomers to the field.
Giselle Mawer is a researcher and consultant in workplace education and training and has worked with a number of tertiary institutions, government departments and leading Australian and international enterprises.

Work now invariably requires a continual focus on learning: to improve productivity, to enhance the flexibility of employees and to develop and transform organizations. This volume brings together leading experts from the United States, Britain, Australia and New Zealand to critically evaluate the current debates on workplace learning and to propose directions for future developments in both research and practice. Topics covered include:

* expectations of learning at work into the twenty-first century
* learning theories, practice and performance implications
* the relationship between workplace learning and other forms of lifelong learning
* the international developments in competency-based approaches to learning and assessment
* the influence of language, power, culture and gender upon the 'construction' of learning.
Topical and informative, this volume will be an invaluable resource for students and researchers of training, HRD, continuing and adult education.

Work now invariably requires a continual focus on learning: to improve productivity, to enhance the flexibility of employees and to develop and transform organisations. The volume brings together leading experts from the United States, Britain, Australia and New Zealand to critically evaluate the current debates on workplace learning and propose directions for future developments in both research and practice.
Topics covered include:
* expectations about learning at work into the twenty-first century
* learning theories, practice and performance implications
* the relationship between workplace learning and other forms of lifelong learning
* the international developments in competency-based approaches to learning and assessment
* the influence of language, power, culture and gender upon the 'construction' of learning.

Most prisoners in the UK are required to work. Yet prison work is a relatively neglected subject in the existing literature on imprisonment and few studies have focused on the nature of prison work, prisoners' experience of it, and the extent to which it meets the need of rehabilitating prisoners.
Prisoners' Work and Vocational Training sheds new light on this crucial area in the work of prisons and examines:
*the nature of training received by prisoners
*the actual work they undertake
*how this relates to the world or work outside
*the role it plays in helping to secure employment on release.
Frances Simon employs a balance of qualitative and quantitative data, including first hand accounts from UK prisons, gathered during field research. Her book will be essential reading for all those studying criminology and prison studies and all professionals working with prisoners, including probation officers and social workers.

Most prisoners in the UK are required to work. Yet prison work is a relatively neglected subject in the existing literature on imprisonment and few studies have focused on the nature of prison work, prisoners' experience of it, and the extent to which it meets the need of rehabilitating prisoners.
Prisoners' Work and Vocational Training sheds new light on this crucial area in the work of prisons and examines:
*the nature of training received by prisoners
*the actual work they undertake
*how this relates to the world or work outside
*the role it plays in helping to secure employment on release.
Frances Simon employs a balance of qualitative and quantitative data, including first hand accounts from UK prisons, gathered during field research. Her book will be essential reading for all those studying criminology and prison studies and all professionals working with prisoners, including probation officers and social workers.

Those responsible for professional development in public and private-sector organizations have long had to deal with an uncomfortable reality. Billions of dollars are spent on formal education and training directed toward the development of job incumbents, yet the recipients of this training spend all but a fraction of their working life outside the training room--in meetings, on the shop floor, on the road, or in their offices. Faced with the need to promote "continuous learning" in a cost-effective manner, trainers, consultants, and educators have sought to develop ways to enrich the instructional and developmental potential of job assignments--to understand and facilitate the "lessons of experience."
Not surprisingly, social and behavioral scientists have weighed in on the subject of on-the-job learning, and one message of their research is quite clear. This message is that much of the knowledge people use to succeed on the job is acquired implicitly--without intention to learn or awareness of having learned. The common language of the workplace reflects an awareness of this fact as people speak of learning "by doing" or "by osmosis" and of professional "instinct" or "intuition." Psychologists, more careful if not clearer in their choice of words, refer to learning without intention or awareness as "implicit learning" and refer to the knowledge that results from this learning as "tacit knowledge."
Tacit Knowledge in Professional Practice explores implicit learning and tacit knowledge as they manifest themselves in the practice of six knowledge-intensive professions, and considers the implications of a tacit-knowledge approach for increasing the instructional and developmental impact of work experiences. This volume brings together distinguished practitioners and researchers in each of the six disciplines to discuss their own research and/or professional experience and to engage each other's views. It addresses professional practice in its totality -- from the technical to the interpersonal to the crassly commercial -- not simply a few aspects of practice that lend themselves to controlled study. Finally, this edited volume seeks to go beyond the enumeration of critical experiences to an understanding of the psychological mechanisms that underlie learning from experience in professional disciplines and, in so doing, to lay a foundation for innovations in professional education and training.

Those responsible for professional development in public and private-sector organizations have long had to deal with an uncomfortable reality. Billions of dollars are spent on formal education and training directed toward the development of job incumbents, yet the recipients of this training spend all but a fraction of their working life outside the training room--in meetings, on the shop floor, on the road, or in their offices. Faced with the need to promote "continuous learning" in a cost-effective manner, trainers, consultants, and educators have sought to develop ways to enrich the instructional and developmental potential of job assignments--to understand and facilitate the "lessons of experience."
Not surprisingly, social and behavioral scientists have weighed in on the subject of on-the-job learning, and one message of their research is quite clear. This message is that much of the knowledge people use to succeed on the job is acquired implicitly--without intention to learn or awareness of having learned. The common language of the workplace reflects an awareness of this fact as people speak of learning "by doing" or "by osmosis" and of professional "instinct" or "intuition." Psychologists, more careful if not clearer in their choice of words, refer to learning without intention or awareness as "implicit learning" and refer to the knowledge that results from this learning as "tacit knowledge."
Tacit Knowledge in Professional Practice explores implicit learning and tacit knowledge as they manifest themselves in the practice of six knowledge-intensive professions, and considers the implications of a tacit-knowledge approach for increasing the instructional and developmental impact of work experiences. This volume brings together distinguished practitioners and researchers in each of the six disciplines to discuss their own research and/or professional experience and to engage each other's views. It addresses professional practice in its totality -- from the technical to the interpersonal to the crassly commercial -- not simply a few aspects of practice that lend themselves to controlled study. Finally, this edited volume seeks to go beyond the enumeration of critical experiences to an understanding of the psychological mechanisms that underlie learning from experience in professional disciplines and, in so doing, to lay a foundation for innovations in professional education and training.

A central claim of this volume is that public policy in education and training can only be properly understood if it is seen in relation to prevailing economic and employment conditions. It has become increaslingly apparent that the neo-liberal economic policies pursued by Western governments during the 1980s and 1990s have led to a growing world-wide 'work crisis'. Unemployment levels, particularly in Europe, remain persistently high, and for those in employment, job insecurity and long working hours have become the norm. The response of UK governments has been to promote 'flexibility' in employment practices while proclaiming the importance of improving skill levels through education and training.
This volume challenges the adequacy of such an approach, and asks whether reliance on education and training reforms without additional political intervention in economic processes is capable of reversing current trends.
Issues covered in this reader include:
* the impact of globalization on employment trends
* neo-liberal and neo-Keynesian approaches to employment policy
* political reforms in education and training institutions
* the impact of flexibilization on private life and the family.
The two volumes in this series are readers for the Open University course Education, Training and the Future of Work, E837, a module of the MA in Education. The companion volume is Education, Training and the Future of Work II: Developments in Vocational Education and Training.
John Ahier is Lecturer in Education at the Open University. Geoff Esland is Director of the Centre for Sociology and Social Research at the Open University and Course team Chair of E837.

A central claim of this volume is that public policy in education and training can only be properly understood if it is seen in relation to prevailing economic and employment conditions. It has become increaslingly apparent that the neo-liberal economic policies pursued by Western governments during the 1980s and 1990s have led to a growing world-wide 'work crisis'. Unemployment levels, particularly in Europe, remain persistently high, and for those in employment, job insecurity and long working hours have become the norm. The response of UK governments has been to promote 'flexibility' in employment practices while proclaiming the importance of improving skill levels through education and training.
This volume challenges the adequacy of such an approach, and asks whether reliance on education and training reforms without additional political intervention in economic processes is capable of reversing current trends.
Issues covered in this reader include:
* the impact of globalization on employment trends
* neo-liberal and neo-Keynesian approaches to employment policy
* political reforms in education and training institutions
* the impact of flexibilization on private life and the family.
The two volumes in this series are readers for the Open University course Education, Training and the Future of Work, E837, a module of the MA in Education. The companion volume is Education, Training and the Future of Work II: Developments in Vocational Education and Training.
John Ahier is Lecturer in Education at the Open University. Geoff Esland is Director of the Centre for Sociology and Social Research at the Open University and Course team Chair of E837.

This volume focuses on the recent changes in education and training policy, mainly in the UK. The considerable developments of past years and the ways in which they have affected both education and training are examined. The contributors analyse the methods by which we educate our workforce, and look closely at the kind of training now offered to those in work.
The chapters in this reader cover:
* the role of the state
* how economic factors influence education
* national education and training policy
* the political factor.
Other countries including Germany are looked at, and there is reflection on the ways in which the 'new' industry led qualifications such as NVQs have fared. There is careful analysis as to how much the political climate of the time influenced developments.
There is thorough research to back up claims made throughout the book, and many practical examples are referred to. What emerges is an incisive examination of current trends in education and the workplace.

This volume critically examines definitions of informal learning, focusing on its application in a variety of workplace contexts. Informal learning has become an important issue as post-industrial workplaces seek to harness its productive potential. The book features: theories of informal learning; the unmasking of contemporary corporate rhetoric; the implications for accounts of workplace learning of poststructuralist and postmodern perspectives; case studies based on interviews with practising managers and HRM practitioners; and a glossary of key concepts and issues.

In this book, counsellors, trainers and supervisors discuss the tensions, conflicts and complexities involved in many of the aspects of being a trainer, being a trainee and the elements of counselling training itself. Through innovative research and lively first-hand accounts, "Balancing Acts" explores both individual trainer development and course design and management in counselling and other training contexts in the helping professions.
The first section of the book examines the balancing acts involved in being a trainer: managing the content of the training program, being responsive to the needs of groups and individuals and being accountable for the ethical protection of clients with whom trainees might work. Contributors go on to consider the various settings in which training takes place and the differences between training professionals and volunteers. The book concludes with the relayed experiences of three counsellors, and the personal growth and satisfaction that help themto survive as trainees.

Japan is regarded as a world leader in the field of education and training for improved economic performance. Yet success in Japan is often achieved by going against what is regarded as ideal practice elsewhere. This book offers the most comprehensive review available in English of the many facets of Japanese vocational education and training. Covering the system from primary education through to in job-training offered by companies, this book provides a detailed study of current practice giving equal emphasis to formal training in explicitly vocational courses, and informal training in factories, shops and offices.
The authors analyse the difference between substantive 'person-changing' training and mere 'ability-labelling.' They raise important questions, such as: To what extent does the need to package skills to provide convenient qualifications distort the actual training given? How efficient is it to rely on professional trainers to certify the acquisition of skills, rather than run separate testing systems?
The authors reveal how, in Japanese companies, employees are strongly motivated by pride in the successful execution of their jobs, and that much company training is carried out by colleagues.

Japan is regarded as a world leader in the field of education and training for improved economic performance. Yet success in Japan is often achieved by going against what is regarded as ideal practice elsewhere. This book offers the most comprehensive review available in English, fully updated from the first edition, of the many facets of Japanese vocational education and training. It covers the system from primary education through to in-job training offered by companies and provides a detailed study of current practice. This gives equal emphasis to formal training in explicitly vocational courses and informal training in factories, shops and offices.
The authors are also concerned to analyse the difference between substantive 'person-changing' training and mere 'ability-labelling'. They raise important issues such as: to what extent does the need to package skills to provide convenient qualifications distort the actual training given? How efficient is it to rely on professional trainers to certify the acquisition of skills, rather than run separate testing systems? In Japanese companies the authors have discovered that pride in doing the job well is often the strongest motivation, and that much company training is carried out by colleagues.

eBook available with sample pages: 0203015754

Examining pathways from creative education to work, and preparation for these pathways within higher education programs, in the light of long standing labour debates, this book explores the creative launch experiences, destinations, and contributions of graduates emerging into an enormously diverse and heterogeneous creative workforce. Coming from university degree programs that tend to focus on the development of specialist creative disciplinary skills, graduates emerge into the diverse workforce with fairly narrow career identities. With contributions ranging from quantitative analyses of large longitudinal data sets to in-depth qualitative cases, the book aims to provide a range of studies that speak to the complexity found in creative careers. This book was originally published as a special issue of the Journal of Education and Work.

This book, first published in 1966, is an introduction to the life and work of Georg Kerschensteiner, the pioneer of the modern German system of vocational education, a system which is largely responsible for Germany's remarkable industrial recovery and advancement after the Second World War. This title will be of interest to students of education and history.

Instructional design theory and practice has evolved over the past 30 years from an initial narrow focus on programmed instruction to a multidimensional field of study integrating psychology, technology, evaluation, measurement, and management. The growth of instructional design (ID) has occurred because of direct needs, problems, and goals from society. Its application in planning instruction first developed in the United States with the Department of Defense during World War II with the purpose of meeting immediate concerns for effective training of larger numbers of military personnel. From the beginning, ID has rapidly expanded into applications in industrial and executive training, vocational training, classroom learning, and professional education. Although ID has its roots in the U.S., applications and theoretical growth is an international activity. However, literature at the international level is still limited to either individual author contributions or collections primarily represented by single countries. As a result, there is no standard reference source that contains the rich variety of theories and applications to form the international foundation for the field. The goal of this two-volume set is to establish international foundations for ID theory, research, and practice within the framework of the two following objectives: * to identify and define the theoretical, research, and model foundations for ID, and * to bridge the gap between ID foundations and application. Volume I includes chapters on philosophical and theoretical issues on learning theory and ID models. Volume II provides an overview of the state of the art of solving ID problems. The contributors offer contrasting points of view which provide a rare opportunity to see the diversity and complexity in the field. The editorial committee has selected a wide range of internationally known authors to make presentations in the topic areas of the field.

Instructional design theory and practice has evolved over the past 30 years from an initial narrow focus on programmed instruction to a multidimensional field of study integrating psychology, technology, evaluation, measurement, and management. The growth of instructional design (ID) has occurred because of direct needs, problems, and goals from society. Its application in planning instruction first developed in the United States with the Department of Defense during World War II with the purpose of meeting immediate concerns for effective training of larger numbers of military personnel. From the beginning, ID has rapidly expanded into applications in industrial and executive training, vocational training, classroom learning, and professional education. Although ID has its roots in the U.S., applications and theoretical growth is an international activity. However, literature at the international level is still limited to either individual author contributions or collections primarily represented by single countries. As a result, there is no standard reference source that contains the rich variety of theories and applications to form the international foundation for the field. The goal of this two-volume set is to establish international foundations for ID theory, research, and practice within the framework of the two following objectives: * to identify and define the theoretical, research, and model foundations for ID, and * to bridge the gap between ID foundations and application. Volume I includes chapters on philosophical and theoretical issues on learning theory and ID models. Volume II provides an overview of the state of the art of solving ID problems. The contributors offer contrasting points of view which provide a rare opportunity to see the diversity and complexity in the field. The editorial committee has selected a wide range of internationally known authors to make presentations in the topic areas of the field.

This compelling volume presents the work of innovative researchers dealing with current issues in training and training effectiveness in work organizations. Each chapter provides an integrative summary of a research area with the goal of developing a specific research agenda that will not only stimulate thinking in the training field but also direct future research. By concentrating on new ideas and critical methodological and measurement issues rather than summarizing existing literature, the volume offers definitive suggestions for advancing the effectiveness of the training field.
Its chapters focus on emerging issues in training that have important implications for improving both training design and efficacy. They discuss various levels of analysis-- intra-individual, inter-individual, team, and organizational issues--and the factors relevant to achieving a better understanding of training effectiveness from these different perspectives. This type of coverage provides a theoretically driven scientist/practitioner orientation to the book.

Increasing international competition has put improvements in vocational training at the top of many nations' political agendas. This important book explores the economic analysis of training and relates it to the differing systems found in Western Europe and the United States. After an examination of the theoretical basis for increased emphasis on training the authors present a comparative analysis of the different systems employed in Germany, France, the United Kingdom and the United States. A number of common issues and problems are discussed, such as the relationship between schooling and training, the role of continuing training, retraining for the unemployed, and the position of women and disadvantaged groups in the labour market. A central theme is the differing policies pursued by governments. While recognizing the common concern with potential market failure in training, the authors also draw attention to the poor record of government-funded training in practice and to the dangers of excessive intervention as a result of pressure group activity. Although primarily aimed at students and teachers of economics, business studies and industrial relations, Training for Employment in Western Europe and the United States will be of interest to practitioners and all those concerned with policy issues arising in the training field.

The development of thinking skills which will improve learning and problem-solving performance at work is an important aim for vocational education and training. The best of workers - manual, technical, administrative, professional, scientific or managerial - have gained skills in problem solving. This book provides guidelines on how best to teach those problem-solving skills. Rebecca Soden argues that thinking skills are most effectively developed along with vocational competences, and offers practical strategies on which training sessions can be based.

This work analyzes the context of post-compulsory education and training through the stories of ten young people entering the world of youth training in Britain. In their re-examination of the ways in which young people make career decisions, the stories are grounded in policies emphasizing individual responsibility for education and training in a market built around neutral careers guidance. The book aims to show that current debates about education and training are often based on false assumptions about how people behave and interact with each other, and to help the reader understand the actions and perceptions of the young people in their care, as well as to reflect on his/her own professional practice.

Using case studies from schools and colleges, this book outlines different forms of assessment, highlights their purposes, and provides practical guidelines to their implementation.