Titlebook: Key Qualifications in Work and Education; Wim J. Nijhof,Jan N. Streumer Book 1998 Springer Science+Business Media Dordrecht 1998 Integrati

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PET-scan

Qualifying for the futurebetween ‘Bildung’ (liberal education) and ‘Ausbildung’ (training) should pass away. When work is such a big part of human life, why should preparation for work not be part of general education? It seems that in recent years the pressure on both parts of the educational system to integrate, is rising

一起

The many meanings of occupational competence and qualificationrationalisation are widely believed to put new and strong demands on the occupational competence and qualification of the work force. As a consequence, during the last decade we have witnessed an increasing focus both in research and in the policy debate on HRD and work-based education and training

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CONE

脱水

New structures and new contents in Dutch vocational educationCompanies have to respond to changing market demands with regard to variety, flexibility and quality. In order to cope with these developments new production and organisational concepts are introduced which increase the autonomy and responsibility of workers by enriching jobs, integrating problem so

丧失

General versus vocational education - demarcation and integration. The increase of output in manufactories and in commerce made it necessary to develop some systematic form of schooling for business and technical purposes. These new approaches introduced the problem of how to embed the new schools, which started treating ‘realia’ (practical matters) within the ov

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jabber

Designing effective learning programs for the development of a broad occupational competenceas been a matter of considerable debate. In England and Wales, for example, the degree of emphasis given to core skills development has varied greatly over the past fifteen years. In the early 1980s a major development program, with national government and matched European funding, was undertaken, f

初学者

Generic skills at work: implications for occupationally-oriented educationy of workforce skills. Work organisation, for example, is increasingly characterised by the integration of traditionally separate functional roles (e.g. design, engineering, manufacturing); flatter organisational hierarchies with decentralisation of responsibility, and greater employee involvement.