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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.
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