Managing biosecurity is everybody s business. The book s multi-site, multi-sectoral research contributes to an holistic, evidence-based strategy for managing plant biosecurity in complex contexts. The intent is to provide a starting point for all stakeholders in the biosecurity endeavor policy personnel at all levels of governance, planners and regional developers, non-government organizations, community groups and individuals to plan localized strategies that fit national needs and constraints and the way people live their lives. In putting forward a strategy, we draw on many disciplines and cultural perspectives on a problem that is fundamentally a multidisciplinary and global issue. At the same time, the contributing researchers remain aware that such a strategy is always subject to local contextual factors and influences, indigenous and local knowledge and culture, and is regarded as a tool for planning, always subject to change.

Effective knowing and learning for vocational purposes must take account of the wide range of variables that impact on knowledge formation and that promote learning. In light of those many variables, the formal sector of technical and vocational education and training (TVET) must constantly ask itself what it could and should do to better provide vocational learning for those people likely to pursue learning via the informal sector. This book addresses that question. Vocational Learning: Innovative Theory and Practice discusses four theoretical aspects of vocational learning that support understanding of vocational learning processes and practices: the situations of vocational learning; the power and roles of social networks and identity in vocational learning; knowing and knowledge management processes; and the implications for pedagogic practices in both informal and formal TVET systems. The book provides an overview of a series of international examples of innovative approaches to vocational educational theory and practice, and it draws on empirical research to analyze the effects of those approaches. It includes unique insights into aspects of TVET for Indigenous peoples. With a discussion of policy implications for Europe, North America and Australia, this book is an instrumental tool to understand the underlying factors that generate effective educational and workforce outcomes through effective formal and informal learning.

Managing biosecurity is everybody's business. The book's multi-site, multi-sectoral research contributes to an holistic, evidence-based strategy for managing plant biosecurity in complex contexts. The intent is to provide a starting point for all stakeholders in the biosecurity endeavor - policy personnel at all levels of governance, planners and regional developers, non-government organizations, community groups and individuals - to plan localized strategies that 'fit' national needs and constraints and the way people live their lives. In putting forward a 'strategy', we draw on many disciplines and cultural perspectives on a problem that is fundamentally a multidisciplinary and global issue. At the same time, the contributing researchers remain aware that such a strategy is always subject to local contextual factors and influences, indigenous and local knowledge and culture, and is regarded as a tool for planning, always subject to change.

Effective knowing and learning for vocational purposes must take account of the wide range of variables that impact on knowledge formation and that promote learning. In light of those many variables, the formal sector of technical and vocational education and training (TVET) must constantly ask itself what it could and should do to better provide vocational learning for those people likely to pursue learning via the informal sector. This book addresses that question. Vocational Learning: Innovative Theory and Practice discusses four theoretical aspects of vocational learning that support understanding of vocational learning processes and practices: the situations of vocational learning; the power and roles of social networks and identity in vocational learning; knowing and knowledge management processes; and the implications for pedagogic practices in both informal and formal TVET systems. The book provides an overview of a series of international examples of innovative approaches to vocational educational theory and practice, and it draws on empirical research to analyze the effects of those approaches. It includes unique insights into aspects of TVET for Indigenous peoples. With a discussion of policy implications for Europe, North America and Australia, this book is an instrumental tool to understand the underlying factors that generate effective educational and workforce outcomes through effective formal and informal learning.