Titlebook: Enhancing Teaching and Learning in the Dutch Vocational Education System; Reforms Enacted Elly de Bruijn,Stephen Billett,Jeroen Onstenk Boo

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https://doi.org/10.1007/978-3-031-04666-7e in this chapter. Firstly, within a public frame, vocational education is a product of cooperation amongst various stakeholders. The specifics of the private-public frame are helpful for understanding the processes by which Dutch vocational education is uniquely shaped, and lead to its specific kin

affluent

https://doi.org/10.1007/978-0-387-72248-1ing innovation with freedom to act for regional actors. This open, explorative approach of experimental governance corresponds with the national ambition to transform Vocational Education and Training (VET) and Higher Professional Education (HPE)..To explore the underlying institutional conditions,

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https://doi.org/10.1007/978-94-009-1567-1work-place mentors shows that the latter talk primarily . (65%), and . (21%), but rarely . (9%) them. The culture in schools is still predominately monological. Most teachers feel uncertain about their abilities to help students in developing career competencies and a career identity, though a growi

NATAL

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https://doi.org/10.1007/978-1-4939-0959-9are introduced, which are pedagogical, conceptual, and cultural in nature and may help to explain why implementing CBE to its full extent is a time-consuming process. Although all the difficulties described hinder smooth CBE implementation, the difficulty in connecting learning in schools with learn

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Amenable