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In this volume, the authors treat flexibility as a system
characteristic of Vocational Education and Training (VET), in
analyzing key conditions for flexibility:
-economic context of VET and the organizational and institutional
design of VET;
-educational tools and resources for the flexibility of delivery
and pathways at national level;
-VET professionals as promoters of flexibility, mobility, and
transferability.
Flexibility seems to be the core concept of economic and
educational change in our time. The promise of solutions to many
problems at the individual, institutional, and national level
evokes as much controversy as acclaim. This might be related to the
different perspectives of actors and researchers involved in
problem-solving in Vocational Education and Training (VET), where,
on the one hand, solutions should be sought in key qualifications
and transferability, in changing teaching and learning processes,
while, on the other, political, institutional, organisational, and
professional conditions are seen as the key interventions to build
a responsive workforce on the basis of a re-engineered VET system.
Consequently, flexibility in connection with vocational education
and training and the labour market has several divergent
connotations. In this volume, we treat flexibility as a system
characteristic of VET in analyzing key conditions for flexibility:
- economic context of VET and the organisational and institutional
design of VET; - educational tools and resources for the
flexibility of delivery and pathways at national level; - VET
professionals as promoters of flexibility, mobility, and
transferability. Systemic flexibility is seen as a promising
educational answer to hyper-innovation and changing economic
conditions in the emerging knowledge-based economy. Individuals,
local communities, and VET systems should be able to adapt
effectively to changing conditions in society, work, and labour
markets.
Social competences have played a crucial role in the international
search for generic, over-arching skills, key qualifications and
core competences since the 1970s. By the end of 1990, social
cohesion and integration had gained new momentum in this discourse
because of their importance for the functioning of global market
economy and industries. Moreover, the concept of social capital
affects and changes the role of social competences in vocational
and continuing education. This volume presents a collection of
papers which reflect and describe these changes and their
political, economical and pedagogical backgrounds and implications.
The topics include economisation of social competences, social
competences as key qualifications for employability and
entrepreneurship, social challenges in eroding welfare societies,
gender and social competences, and the ideological and economical
context of the social competences discourse.
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