Titlebook: Comparative Vocational Education Research; Enduring Challenges Matthias Pilz,Junmin Li Book 2020 Springer Fachmedien Wiesbaden GmbH, part

迅速

書目名稱Comparative Vocational Education Research影響因子(影響力)




書目名稱Comparative Vocational Education Research影響因子(影響力)學科排名




書目名稱Comparative Vocational Education Research網(wǎng)絡(luò)公開度




書目名稱Comparative Vocational Education Research網(wǎng)絡(luò)公開度學科排名




書目名稱Comparative Vocational Education Research被引頻次




書目名稱Comparative Vocational Education Research被引頻次學科排名




書目名稱Comparative Vocational Education Research年度引用




書目名稱Comparative Vocational Education Research年度引用學科排名




書目名稱Comparative Vocational Education Research讀者反饋




書目名稱Comparative Vocational Education Research讀者反饋學科排名

INCUR

978-3-658-29923-1Springer Fachmedien Wiesbaden GmbH, part of Springer Nature 2020

有毒

Crawling into Suborbit: The Baby Spaceplane,nform and shape competing strands of research and discourses of scholarship. Within comparative education, there are long-running debates over the pursuit of generalisable scientific principles or contextualised understanding; between the purposes of policy borrowing, problem solving or helping educ

orthopedist

Passenger Training and Training Facilities,l overview over the main characteristics of a particular VET system. However, comparing VET systems by typologies has been criticised as prejudice-driven because such typologies are often not the result of a comparison between national VET systems but rather their starting point. Moreover, through t

Mortal

Legal and Policy Dimension of UK Spaceports,n partnership implies here primarily a meso-level examination of organisational relations, boundaries and issues of power and control. Bernstein’s concepts of classification (strength of insulation between categories) and framing (locus of control) are used to sketch out possible relationships betwe

使高興

Marina Rauchenbacher,Katharina Serlesh to analyse initial and continuing vocational training in other countries. Specifically, when cooperating on developing and transferring TVET policies, the challenge is to quickly understand the diverse concepts of skills development and TVET in the respective partner countries. Firstly, we must co

使高興

https://doi.org/10.1007/978-3-030-28116-8nd evidence that it works elsewhere and on good reasons to suppose that it will work in the area of proposed implementation. This argument will be applied to three European VET policy tools, specifically European Qualification Framework (EQF), European Credit System for Vocational Education and Trai

眼界

Accede

Carol Baldassari,Sheila Lehman,Maxine Wolfen 1986 in the United Kingdom. Shortly after the implementation, the CBET approach was exported within the Commonwealth of Nations to New Zealand (starting in 1987; introduction of the New Zealand National Qualifications Framework in 1990/1991) and Australia (starting in 1990; introduction of the Aus

一窩小鳥