Titlebook: Vocational Education; Purposes, Traditions Stephen Billett Book 2011 Springer Science+Business Media B.V. 2011 Stephen Billett.defining voc

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書目名稱Vocational Education影響因子(影響力)




書目名稱Vocational Education影響因子(影響力)學(xué)科排名




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




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




書目名稱Vocational Education被引頻次




書目名稱Vocational Education被引頻次學(xué)科排名




書目名稱Vocational Education年度引用




書目名稱Vocational Education年度引用學(xué)科排名




書目名稱Vocational Education讀者反饋




書目名稱Vocational Education讀者反饋學(xué)科排名

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Positioning Vocational Education,y delineating something of its scope, diversity and commonalities. Consequently, this chapter seeks initially to position the discussion on vocational education and how it should be considered as a distinct field of education. This goal is realised by establishing a set of parameters through which v

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Vocations,, it proposes that vocations are personally founded and premised on individuals’ interests and needs that arise through their personal histories or ontogenies, albeit shaped and bounded by both societal and brute factors. However, the sources, form and standing of individuals’ vocations are shaped b

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Occupations,. The identification of, preparation for and ongoing development of individuals’ participation in paid employment (i.e. occupations) stand as the most common, although not exclusive object of vocational education. To understand how we should consider and conceptualise occupations in the present day,

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Purposes of Vocational Education,anding of how this sector of education should be organised and enacted to meet these purposes and on what bases vocational education provisions should be appraised. The previous chapters discuss the concepts of vocations and occupations as key premises to consider the purposes, forms, organisation a

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The Provision of Vocational Education,ntally shaped by decision-making of different kinds and by individuals and institutions positioned differently within and outside this field of education. To elaborate on this decision-making and its implications for a consideration of vocational education, this chapter utilises the three conception

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Vocational Education in Prospect,tional sector, then a broader base of engagement, discretion and decision-making needs to be enacted. This engagement is necessary in the development of all facets of vocational education provisions: (i) the identification and description of the educational intents (i.e. aims, goals and objectives)

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