Handbook of Vocational Education andTraining

Simon McGrath • Martin MulderJoy Papier • Rebecca SuartEditors

Handbook of VocationalEducation and TrainingDevelopments in the Changing World ofWork

With 112 Figures and 107 Tables

EditorsSimon McGrathSchool of EducationUniversity of NottinghamNottingham, UK

Martin MulderSocial Sciences GroupWageningen UniversityWageningen, The Netherlands

Joy PapierInstitute for Post-School StudiesUniversity of the Western CapeCape Town, South Africa

Rebecca SuartSchool of EducationUniversity of NottinghamNottingham, UK

ISBN 978-3-319-94531-6 ISBN 978-3-319-94532-3 (eBook)ISBN 978-3-319-94533-0 (print and electronic bundle)https://doi.org/10.1007/978-3-319-94532-3

© Springer Nature Switzerland AG 2019This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of thematerial is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation,broadcasting, reproduction on microfilms or in any other physical way, and transmission or informationstorage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodologynow known or hereafter developed.The use of general descriptive names, registered names, trademarks, service marks, etc. in this publicationdoes not imply, even in the absence of a specific statement, that such names are exempt from the relevantprotective laws and regulations and therefore free for general use.The publisher, the authors, and the editors are safe to assume that the advice and information in this bookare believed to be true and accurate at the date of publication. Neither the publisher nor the authors or theeditors give a warranty, expressed or implied, with respect to the material contained herein or for any errorsor omissions that may have been made. The publisher remains neutral with regard to jurisdictional claimsin published maps and institutional affiliations.

This Springer imprint is published by the registered company Springer Nature Switzerland AG.The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

In commemoration of Curtis Rensselaer Finch(1939–2018), Virginia Tech ProfessorEmeritus, senior author of CurriculumDevelopment in Vocational and TechnicalEducation through five editions, for hisworldwide inspirational leadership in thedevelopment of vocational education andtraining research.

Preface

The field of vocational education and training (VET) studies is maturing rapidly, asis evident from the mushrooming of new journals, the expansion of the volume ofresearch, and the widening of international cooperation by international VET insti-tutions. Increasing policy emphasis on VET, especially in developing contexts,indicates that there is a realization of the potential of VET for the socioeconomicand cultural development of nations and regions, and the impact it could have on thepersonal and professional lives of people across the globe.

While millions of learners participate in formal vocational learning at anymoment in time, billions daily experience on-the-job training, learn craft skills intheir families and communities, and are learning new skills, techniques, and knowl-edge online. VET stakeholders are questioning the content of the curriculum,realizing that students need to be prepared for a future that is largely unknown, butis likely to be radically different. The design of vocational education and trainingprograms now focuses not only on work-related tasks and activities, but also ongeneric competencies like learning to learn, problem solving, critical thinking,innovation, and transformation. Students have to be prepared, inter alia, to copewith change; to grow their knowledge, skill, and creativity; and to contribute todeveloping new products and processes. In spite of the critical responsibilitiesattached to it though, vocational education remains marginalized in educationaldebates that privilege schooling, and more perversely higher education, which getsattention because of its status rather than scale.

With almost 100 chapters from an international group of authors, this VEThandbook is a step toward redressing this imbalance. It considers the changingworlds of work to which VET must respond, as well as insisting that VET shouldnot be narrowly seen to cater only for the formal economy. Issues of economies ofcare, the challenge of sustainability, planning, and finance are considered, as are therise of private provision and the role of training in enterprises of varying sizes. Thehandbook also considers the evolving nature of vocational learning and how thisintersects with curriculum and instruction, with a particular emphasis on the majordebates about competence that have characterized the field for a quarter century.Since learning cannot be considered in isolation from teaching or the education ofteachers and instructors, this is another strand of the handbook that flows intodiscussions on the measurement of both instruction and learning. While the

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learning-teaching dyad is of vital importance, recent years have seen a heightenedinterest in questions of wider learner support; hence, a section is directed to thisgrowing debate.

Understanding that both scale and context matter, the handbook brings togetherchapters that examine these issues from the perspective of small-scale and detailedempirical work through to national and comparative surveys. As well as reviewingwhat exists and the gaps therein, the handbook is future-focused in identifyingpromising new directions in research and development.

While this handbook is entirely new in its content, it builds on the groundworkdone in the foregoing Springer handbook edited by Rupert McLean and DavidWilson titled International Handbook of Education for the Changing World ofWork: Bridging Academic and Vocational Learning. It was precisely because thatprevious work covered so much ground so effectively that here we could takedirections which reflect major shifts in VET research in the past decade.

We hope this handbook will inspire readers to reflect on the continuous improve-ment of VET policy development, international cooperation, teaching and learning,initial teacher education, continuing professional development, education innovationand administration, and research – all of which will ultimately lead to real improve-ment of vocational education and training practices.

Nottingham, UK Simon McGrathWageningen, The Netherlands Martin MulderCape Town, South Africa Joy PapierNottingham, UK Rebecca SuartJuly 2019

viii Preface

Contents

Volume 1

Part I The Changing World of Work . . . . . . . . . . . . . . . . . . . . . . . . . 1Margarita Pavlova and Salim Akoojee

1 Skills Forecasts in a Rapidly Changing World: Through a GlassDarkly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Rob Wilson

2 TVET Teaching in the Time of Digitization . . . . . . . . . . . . . . . . . . 23Mike Douse and Philip Uys

3 Skill India: New Skills Development Initiatives in India . . . . . . . . 39Anita Sharma and Kenneth King

4 Information and Communication Technologies (ICT) in VETin Russia: New Developments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Tatiana Dobrydina, Nadezhda Usvyat, and Tatiana Shipilova

5 The International Quality Competition and Its Implications forVocational Education and Training . . . . . . . . . . . . . . . . . . . . . . . . 79Felix Rauner

6 Informal Economies, Work-Based Learning, and SustainableNational Skills Development in Africa . . . . . . . . . . . . . . . . . . . . . . 103Salim Akoojee

7 Innovation Skills in Apprentice Training . . . . . . . . . . . . . . . . . . . . 121Ludger Deitmer

8 Challenges to Agency in Workplaces and Implications for VET:Mechatronics Artisans in the Automotive Sector inSouth Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139Angelique Wildschut and Glenda Kruss

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9 Migrants in the Labor Market: Implications for TVET . . . . . . . . 159Joyceline Alla-Mensah, Haya Fakoush, Simon McGrath, andVolker Wedekind

10 The Fourth Industrial Revolution: Trends and Impacts on theWorld of Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177Sang Yun Kim

11 Greening of the Economy Through Partnerships: Issues andImpacts on Skills Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195Margarita Pavlova

Part II Skills for Sustainable Human Development . . . . . . . . . . . . 219Lesley Powell

12 Transformative Learning in English Further Education . . . . . . . . 221Vicky Duckworth and Rob Smith

13 Analyzing PIAAC Through the Capability Approach . . . . . . . . . . 237Aurora Lopez-Fogues and Rosario Scandurra

14 Skills Development and TVET Policies in South Africa:The Human Capabilities Approach . . . . . . . . . . . . . . . . . . . . . . . . 259Siphelo Ngcwangu

15 Vocational Education and Training Beyond Human Capital:A Capability Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273Jean-Michel Bonvin

16 Enabling Vocational Lecturer Capacities Towards SustainableHuman Development: Towards Radical Revisioning . . . . . . . . . . . 291Kathija Yassim, Neville Rudman, and Lucky Maluleke

17 Making a Life: Doing, Radical Humanism, and Agency . . . . . . . . 309David Balwanz

18 VET Contribution to Human Development Within a Context ofMarginalization: The Case of Palestine . . . . . . . . . . . . . . . . . . . . . 323Randa Hilal

19 Gaining More Than Just Vocational Skills: Evaluating WomenLearners’ Aspirations Through the Capability Approach . . . . . . . 351Rebecca Suart

20 Capability or Employability: Orientating VET Toward“Real Work” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369Lesley Powell and Simon McGrath

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21 A Capability Approach to Entrepreneurship Education: FosteringRecognition and Community Care to Address Inequalities forMarginalized Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393Joan DeJaeghere

22 A Political-Economy Orientation in TVET’s Project-BasedLearning Methodologies for Sustainable Development . . . . . . . . . 413Emilia Szekely

Part III Planning and Reforming Skills Systems . . . . . . . . . . . . . . . 431Robert Palmer

23 Financing Technical and Vocational Skills DevelopmentReform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433Robert Palmer

24 TVET Reform and Qualifications Frameworks: What Is KnownAbout What They Can and Can’t Do? . . . . . . . . . . . . . . . . . . . . . . 455Stephanie Allais

25 TVET Financing and Employer’s Ownership in Skills Trainingfor an Emerging Workforce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 473Santosh Mehrotra and Ashutosh Pratap Singh

26 Governance of Labor Market and Skills Intelligence as Driverof VET Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 491Konstantinos Pouliakas and Antonio Ranieri

27 Role of ICT in Enhancing Scale, Quality, and Reach of TVETin India . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 513Ajay Balakrishnan, Srividya Sheshadri, Akshay Nagarajan,R. Unnikrishnan, Sreeram Kongeseri, and Rao R. Bhavani

28 National Policy Framework Development for Workplace-BasedLearning in South Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 533Ronel Blom

29 Integrating Work-Based Learning into Formal VET: Towards aGlobal Diffusion of Apprenticeship Training and theDual Model? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 551Markus Maurer

30 Careers Guidance and Job Placement Services: The MissingLink Between Education and Employment . . . . . . . . . . . . . . . . . . 569Muriel H. Dunbar

31 Financing Skills for Work in Post-2015: Mobilizing the PrivateSector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 585Ana Rosa Gonzalez-Martinez and Ben Gardiner

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32 Enhancing Permeability Between Vocational and TertiaryEducation Through Corporate Learning . . . . . . . . . . . . . . . . . . . . 603Thomas Schröder and Peter Dehnbostel

33 Vocational Student Organizations and Student Success . . . . . . . . . 627Chris Zirkle and Jeremy Jeffery

34 Skill Mismatch Research: Skill Dimensions in VocationalEducation and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 645Seung Il Na

Part IV Private Training Markets . . . . . . . . . . . . . . . . . . . . . . . . . . . 675Michael Gessler, Larissa Holle, and Susanne Peters

35 Concepts of Apprenticeship: Strengths, Weaknesses, andPitfalls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 677Michael Gessler

36 Executive Learning and Development . . . . . . . . . . . . . . . . . . . . . . 711Marco Sampietro

37 Informal Workplace Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 729Heta Rintala, Petri Nokelainen, and Laura Pylväs

38 Antecedents of Team Learning Distilled from Both Qualitativeand Quantitative Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 743Renate Wesselink

39 Human Resources Management and Human ResourcesDevelopment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 765Jürgen Radel

40 Governing Adult Education Policy Development in Europe . . . . . 789Marcella Milana and Gosia Klatt

41 The Changing Role of the Corporate Trainer: The Shift from“Training” to “Talent Development” . . . . . . . . . . . . . . . . . . . . . . . 813William J. Rothwell, Jae Young Lee, and Patricia Macko

42 Public Education Institutions as Providers of Private TrainingPrograms: Degree Apprenticeships in the United Kingdom . . . . . 829John P. Wilson

43 Motivation and Engagement of Learners in Organizations . . . . . . 847Christof Nägele and Barbara E. Stalder

44 Technical and Vocational Education and Training in Small-and Medium-Sized Enterprises . . . . . . . . . . . . . . . . . . . . . . . . . . . . 863Harry Matlay and Rob F. Poell

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45 Inclusion of Unemployed People at Social Risk and PrivateTraining Markets in Ireland, Portugal, and Spain . . . . . . . . . . . . . 877Jesús A. Alemán Falcón and María A. Calcines Piñero

46 The Brazilian Vocational Education and Training “Nonsystem”:The Alliance Between Public Funding and PrivateManagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 901Elenice M. Leite

47 E-Learning at the Workplace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 923Graham Attwell

Volume 2

Part V Vocational Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 949Karen Evans and Natasha Kersh

48 Vocational Learning: Fresh Perspectives . . . . . . . . . . . . . . . . . . . . 951Karen Evans

49 Shaping Occupational Biography and Working Conditions:A Pedagogical Principle in Different VET Systems . . . . . . . . . . . . 963Gerald Heidegger and Wiebke Petersen

50 Students’ Vocational Learning: Enabling Conditions for PuttingKnowledge to Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 983Maria Gustavsson and Daniel Persson Thunqvist

51 Older Workers’ Vocational Learning: Taking Activities andPersonal Senses into Account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1001Maria-Cristina Migliore

52 Creativity Development and Vocational Learning . . . . . . . . . . . . . 1019Antje Barabasch

53 Working and Learning from a Bernsteinian Perspective . . . . . . . . 1037Sai Loo

54 Developments in Research on Vocational Learning: A Perspectivefrom China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1053Yujing Li and Dayong Yuan

55 Facilitating Lifelong Learning Through Vocational Education andTraining: Promoting Inclusion and Opportunities for YoungPeople in the UK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1071Natasha Kersh and Nathalie Huegler

56 Past and Present Developments in Vocational Learning inEastern Europe: The Case of Hungary . . . . . . . . . . . . . . . . . . . . . 1089Andrea Laczik and Éva Farkas

Contents xiii

57 Cultural Diversity and Vocational Education and Training . . . . . . 1107Marianne Teräs

58 Knowledge, Practice, and Workplace Learning . . . . . . . . . . . . . . . 1121Jim Hordern

59 Generalizing from Qualitative Research: A ReconceptualizationBased on Vocational Learning Examples . . . . . . . . . . . . . . . . . . . . 1135John Guenther and Ian H. Falk

Part VI Competence and Excellence . . . . . . . . . . . . . . . . . . . . . . . . 1153R. Kirby Barrick

60 Competence and Excellence in Vocational Education andTraining . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1155R. Kirby Barrick

61 Foundations of Competence-Based Vocational Education andTraining . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1167Martin Mulder

62 Attributes of Vocational Excellence . . . . . . . . . . . . . . . . . . . . . . . . 1193Murari Suvedi and Ramjee Ghimire

63 Recognizing and Developing Vocational Excellence ThroughSkills Competitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1205Susan James Relly and Ewart Keep

64 Competency Proficiency Scaling . . . . . . . . . . . . . . . . . . . . . . . . . . . 1219Vidmantas Tūtlys, Jonathan Winterton, and Giuseppe Tacconi

65 Skills Competitions for Promoting Vocational Excellence . . . . . . . 1239Petri Nokelainen, Laura Pylväs, and Heta Rintala

66 Educating for Vocational Excellence . . . . . . . . . . . . . . . . . . . . . . . . 1251Ruhi Tyson

67 Twenty-First Century Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1267Catherine A. DiBenedetto

68 Intercultural Competence: Toward Global Understanding . . . . . . 1283Laura Pylväs and Petri Nokelainen

Part VII Measuring Learning and Instructional Performance . . . . 1297Esther Winther

69 A Conceptual Framework for Authentic Competence Assessmentin VET: A Logic Design Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1299Viola Deutscher and Esther Winther

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70 Assessing Learning Outcomes in Vocational Education . . . . . . . . . 1313Hamish Coates

71 Performance-Based Tests: Using Role Plays to AssessCommunication Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1329Edith Braun, Ulrike Schwabe, and Daniel Klein

72 Competence-Based Tests: Measurement Challenges of CompetenceDevelopment in Vocational Education and Training . . . . . . . . . . . 1339Christian Michaelis and Susan Seeber

73 Self-Assessment for Learning in Vocational Education andTraining . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1359Ernesto Panadero, Daniel Garcia, and Juan Fraile

74 Assessment Through Simulated Conversations: Applications inMedical and Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . 1371Johannes Bauer, Martin Gartmeier, and Anne B. Wiesbeck

75 Self-Assessment and Self-Reflection to Measure and ImproveSelf-Regulated Learning in the Workplace . . . . . . . . . . . . . . . . . . . 1389Mariëtte H. van Loon

76 Electronic Portfolios Enhanced with Learning Analytics at theWorkplace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1409Marieke van der Schaaf

77 Spelling Assessment, Learning, and Instruction in VET . . . . . . . . 1429Tessa Daffern

78 Professional Competence Assessment Diagnostics as anInstrument for Quality Assurance in TVET . . . . . . . . . . . . . . . . . . 1445Zhiqun Zhao and Yingyi Zhou

Part VIII Supporting Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1469Joy Papier

79 Realizing Standards of Practice in VET . . . . . . . . . . . . . . . . . . . . . 1471Maggie Gregson and Brian Todd

80 Supporting Vocational and Technical Learning in Post-16Education in England . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1493Jaswinder K. Dhillon

81 Competence Diagnostics and Competency Development inVocational Education and Training . . . . . . . . . . . . . . . . . . . . . . . . 1507Felix Rauner

82 Supporting TVET Learners’ Success with Peer-FacilitatedLearning and Active Citizenship . . . . . . . . . . . . . . . . . . . . . . . . . . 1535Nick Zepke

Contents xv

83 Vocational Diversification and Influences of Social Class andGender in Educational Decision-Making: The Case of UniversityTechnical Colleges in England . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1549Ann-Marie Bathmaker

84 Development of Occupational Competence in Technical andVocational Education and Training (TVET) College Students:Role of Assessment Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1565Patricia Jacobs

85 Student Support Structures for Transitioning from Vocational toUniversity Education: A South African Case Study . . . . . . . . . . . . 1581Seamus Needham

86 Systematizing Student Support Services in TVET Colleges:Progressing from Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1593Joy Papier and Tim McBride

Part IX VET Teacher/Trainer Education . . . . . . . . . . . . . . . . . . . . . . 1609Volker Wedekind

87 Vocational Teachers’ Knowledge, Experiences, and Pedagogy . . . 1611Sai Loo

88 The Importance of VET Teacher Professionalism: An AustralianCase Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1627Erica Smith

89 Professional Development of Vocational Teachers in Zimbabwe:The Past, Present, and Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1649Chenjerai Muwaniki and Volker Wedekind

90 Teachers’ Resilience in Vocational Education and Training(VET) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1667Viviana Sappa, Elena Boldrini, and Antje Barabasch

91 Vocational Teacher Preparation: The United States . . . . . . . . . . . . 1685Chris Zirkle

92 TVET Teachers in the Changing World: The Case of Russia . . . . 1701Anna Muraveva and Olga Oleynikova

93 Vocational Teachers and In-Company Trainers in Mexico:Under-Trained and Under Pressure . . . . . . . . . . . . . . . . . . . . . . . . 1717Kristina Wiemann

94 Teacher Training Education for VET Teachers in India . . . . . . . . 1733Matthias Pilz and Uma Gengaiah

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95 Vocational School Teacher Education in Switzerland: Roles,Responsibilities, and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1747Anna Keller and Antje Barabasch

96 Pedagogical Issues in Vocational Teachers’ Learning:The Importance of Teacher Development . . . . . . . . . . . . . . . . . . . . 1769Janet Hamilton Broad

97 VET Practitioner Education in Australia: Issues andApproaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1787Hugh Guthrie and Roger Harris

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1807

Contents xvii

About the Editors

Simon McGrath is UNESCO Chair in InternationalEducation and Development at the University of Not-tingham and extraordinary professor in the Faculty ofEducation at the University of the Western Cape. Hewas lead editor of the Routledge Handbook of Interna-tional Education and Development and has publishedextensively on education and development, as well asdoing policy work for a range of organizations, includ-ing UNESCO, ILO, UNDESA, EU, SADC, and theCommonwealth Secretariat. His most recent books areEducation for Development (Routledge, 2018) andSkills for Human Development (Routledge, 2019, withLesley Powell).

Martin Mulder is professor emeritus of education andpast chair of the Department of Education and Compe-tence Studies of Wageningen University, the Nether-lands. Most of his recent research is in the field ofcompetence-based vocational, professional and highereducation, and training and development. He recentlyedited Competence-Based Vocational and ProfessionalEducation: Bridging the Worlds of Work and Education(Springer, 2017). He (co)authored and edited numerousbooks and articles in peer-reviewed scientific researchjournals in the field of vocational education, highereducation, teacher education, science and engineeringeducation, technology-enhanced learning, management,entrepreneurship, and mainstream educational research.The work of Mulder has been widely acknowledged. Hereceived an Outstanding Reviewer Award of the Journalof Workplace Learning twice (2017 and 2018), theEuropean Researcher of Vocational Education andTraining Award by the European Commission (2016),

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and is an honorary member of the Vocational Educationand Training Research Network of the European Edu-cational Research Association (since 2011). Further-more, he has several more awards from Dutch,American, Asian, and other European organizations.Martin Mulder has served, and still serves, on a numberof editorial committees of international journals andheld various leadership positions in national,European, American, and world educational researchassociations. He has presented his work widely inEurope, the Americas, Africa, and Asia. Currently,he is a member of the Academic Board of NCOIand an independent consultant in the field of educationand training. He maintains his own website www.mmulder.nl

Joy Papier is the director of the Institute for Post-School Studies (IPSS) in the Faculty of Education atthe University of the Western Cape (UWC), Cape Town,South Africa. The Institute undertakes training anddevelopment of adult educators and TVET college lec-turers, post-schooling research, and policy analysis inthe vocational, adult education, and higher educationsectors. Prof. Papier has been active in education, policy,and development for about 25 years, as a school teacher,university teacher educator, trainer, developmentworker, and researcher. She holds an MPhil (Universityof the Western Cape), an MEd (Harvard), and a PhDfrom the University of Pretoria. Her current researchinterests include TVET teacher education, TVET policyand development, vocational curricula policy, and work-place and institutional cultures. She has published onvocational and general teacher education in several aca-demic journals, presented at conferences and on publicpanels, participates in national government task teams,and is an external examiner for numerous postgraduatedissertations in the field of post-schooling. Prof. Papierwas recently appointed South African NationalResearch Chair in Post-School Studies: TVET, and isco-chair of the African Union commission expert groupon TVET.

xx About the Editors

Rebecca Suart is a Postdoctoral Researcher in TVET atthe Centre for Education Research Innovation. She com-pleted her Ph.D. at the University of Nottingham, andher research focuses on VET systems within the EnglishFurther Education sector for adult learners. More spe-cifically, her focus is on gender and social inequalities,learner aspirations, learning careers, capabilities, andhuman development approaches. Additionally, herresearch interests include post-compulsory vocationaleducation, pre-teaching degrees, management and lead-ership, and supporting learners. Rebecca has workedwithin vocational skills training at various Further Edu-cation colleges in England for more than 15 years. Shehas held several positions, including vocational lecturerand curriculum management of a broad range of voca-tional specialisms from fashion to catering. Rebecca isparticularly proud of her work on skills competitions.She set up two Further Education Skills CompetitionCouncil committees to plan and host competitionsacross the UK. These competitions proved to be sosuccessful that they provided entrants and medal win-ners at World Skills competitions.

About the Editors xxi

About the Section Editors

The Changing World of Work

Margarita PavlovaThe Education University of Hong KongHong Kong, Hong Kong

Salim AkoojeeUniversity of the WitwatersrandJohannesburg, South Africa

University of NottinghamNottingham, UK

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Skills for Sustainable Human Development

Lesley PowellCentre for Critical Studies in Higher EducationTransformation (CriSHET)Nelson Mandela UniversityPort Elizabeth, South Africa

Planning and Reforming Skills Systems

Robert PalmerUniversity of NottinghamNottingham, UK

Private Training Markets

Michael GesslerInstitute Technology and Education (ITB)University of BremenBremen, Germany

xxiv About the Section Editors

Larissa HolleUniversität BremenBremen, Germany

Susanne PetersUniversität BremenBremen, Germany

Vocational Learning

Karen EvansUCL Institute of EducationUniversity College LondonLondon, UK

About the Section Editors xxv

Natasha KershUCL Institute of EducationUniversity College LondonLondon, UK

Competence and Excellence

R. Kirby BarrickDepartment of Agricultural Education andCommunicationUniversity of FloridaGainesville, FL, USA

Measuring Learning and Instructional Performance

Esther WintherVocational Education and TrainingUniversität Duisburg-EssenDuisburg, Germany

xxvi About the Section Editors

Supporting Learners

Joy PapierInstitute for Post-School Studies,University of the Western CapeCape Town, South Africa

VET Teacher/Trainer Education

Volker WedekindSchool of EducationUniversity of NottinghamNottingham, UK

University of the WitwatersrandJohannesburg, South Africa

About the Section Editors xxvii

Contributors

Salim Akoojee University of the Witwatersrand, Johannesburg, South Africa

University of Nottingham, Nottingham, UK

Jesús A. Alemán Falcón University of Las Palmas de Gran Canaria, Las Palmas,Spain

Stephanie Allais Centre for Researching Education and Labour, School ofEducation, University of the Witwatersrand, Johannesburg, South Africa

Joyceline Alla-Mensah University of Nottingham, Nottingham, UK

Graham Attwell Pontydysgu, Pontypridd, UK

Ajay Balakrishnan AMMACHI Labs, Amrita Vishwa Vidyapeetham, Amritapuri,India

David Balwanz Centre for Education Rights and Transformation, University ofJohannesburg, Johannesburg, South Africa

Antje Barabasch Swiss Federal Institute for Vocational Education and Training(SFIVET), Bern, Zollikofen, Switzerland

R. Kirby Barrick Department of Agricultural Education and Communication,University of Florida, Gainesville, FL, USA

Ann-Marie Bathmaker University of Birmingham, Birmingham, UK

Johannes Bauer Educational Research, University of Erfurt, Erfurt, Germany

Rao R. Bhavani AMMACHI Labs, Amrita Vishwa Vidyapeetham, Amritapuri,India

Ronel Blom The Da Vinci Institute of Technology Management, Johannesburg,South Africa

Elena Boldrini Swiss Federal Institute for Vocational Education and Training(SFIVET), Lugano, Switzerland

xxix

Jean-Michel Bonvin Institute of Demography and Socioeconomics, University ofGeneva, Geneva, Switzerland

Edith Braun Teaching and Learning in Higher Education, Justus-LiebigUniversitaet, Giessen, Germany

Janet Hamilton Broad Department of Education, Practice and Society, UCL,Institute of Education, London, UK

María A. Calcines Piñero University of Las Palmas de Gran Canaria, Las Palmas,Spain

Hamish Coates Institute of Education, Tsinghua University, Beijing, China

Tessa Daffern Faculty of Education, University of Canberra, Canberra, Australia

Peter Dehnbostel TU Dortmund University, Dortmund, Germany

Ludger Deitmer Institute Technology and Education, University of Bremen,Bremen, Germany

Joan DeJaeghere Department of Organizational Leadership, Policy and Develop-ment, University of Minnesota, Minneapolis, MN, USA

Viola Deutscher Economic and Business Education, Vocational Training, Univer-sity of Mannheim, Mannheim, Germany

Jaswinder K. Dhillon Institute of Education, University of Worcester, Worcester,UK

Catherine A. DiBenedetto Clemson University, Clemson, SC, USA

Tatiana Dobrydina Kemerovo State University, Kemerovo, Russia

Mike Douse Ennis, Clare, Ireland

Vicky Duckworth Faculty of Education, Edge Hill University, Ormskirk, UK

Muriel H. Dunbar Skills Development and Links to the Labour Market,Edinburgh, UK

Karen Evans UCL Institute of Education, University College London, London,UK

Haya Fakoush University of Nottingham, Nottingham, UK

Ian H. Falk Supervisory Board, Indonesian Biosecurity Foundation IBF, Bali,Denpasar, Indonesia

University Mahasaraswati, Bali, Denpasar, Indonesia

University Andi Djemma, Palopo, South Sulawesi, Indonesia

Éva Farkas Faculty of Education, University of Szeged, Szeged, Hungary

Juan Fraile Universidad Francisco de Vitoria, Madrid, Spain

xxx Contributors

Daniel Garcia Educational Psychology, Universidad Europea, Madrid, Spain

Ben Gardiner Cambridge Econometrics, Cambridge, UK

Martin Gartmeier Technical University of Munich, Munich, Germany

Uma Gengaiah Indira Gandhi National Open University, New Delhi, India

Michael Gessler Institute Technology and Education (ITB), University of Bremen,Bremen, Germany

Ramjee Ghimire Department of Community Sustainability, Michigan StateUniversity, East Lansing, MI, USA

Ana Rosa Gonzalez-Martinez Ecorys Nederland, Rotterdam, The Netherlands

Maggie Gregson School of Education, University of Sunderland, Sunderland, UK

John Guenther Batchelor Institute of Indigenous Tertiary Education, Darwin,Northern Territory, Australia

Maria Gustavsson Department of Behavioural Sciences and Learning, and HELIXCompetence Centre, Linköping University, Linköping, Sweden

Hugh Guthrie Centre for Vocational and Educational Policy, University ofMelbourne, Melbourne, VIC, Australia

Roger Harris University of South Australia, Adelaide, SA, Australia

Gerald Heidegger Berufsbildungsinstitut Arbeit und Technik (biat), Europa-Universität Flensburg, Flensburg, Schleswig-Holstein, Germany

Randa Hilal OPTIMUM for Consultancy and Training, Ramallah, Palestine

Jim Hordern Bath Spa University, Bath, UK

Nathalie Huegler UCL Institute of Education, University College London,London, UK

Patricia Jacobs Institute for Post School Studies, University of the Western Cape,Cape Town, South Africa

Susan James Relly University of Oxford, Oxford, UK

Jeremy Jeffery Bloomsburg University of Pennsylvania, Bloomsburg, PA, USA

Ewart Keep University of Oxford, Oxford, UK

Anna Keller Swiss Federal Institute for Vocational Education and Training(SFIVET), Bern, Zollikofen, Switzerland

Natasha Kersh UCL Institute of Education, University College London,London, UK

Sang Yun Kim POSCO Research Institute, Seoul, South Korea

Contributors xxxi

Kenneth King Emeritus Professor, University of Edinburgh, Edinburgh, UK

Gosia Klatt Melbourne Graduate School of Education, The University ofMelbourne, Carlton, VIC, Australia

Daniel Klein International Centre for Higher Education Research Kassel(INCHER-Kassel), Kassel University, Kassel, Germany

SreeramKongeseri AMMACHI Labs, Amrita Vishwa Vidyapeetham, Amritapuri,India

Glenda Kruss Human Sciences Research Council, Cape Town, South Africa

Andrea Laczik Department of Education, University of Oxford, Oxford, UK

Edge Foundation, London, UK

Jae Young Lee Department of Learning and Performance Systems, The Pennsyl-vania State University, State College, PA, USA

Elenice M. Leite São Paulo, Brazil

Yujing Li Vocational and Technical Education Academy of Jilin EngineeringNormal University, Changchun, China

Sai Loo UCL Institute of Education, University College London, London, UK

Aurora Lopez-Fogues INGENIO (CSIC-UPV), Universitat Politècnica deValència,Valencia, Spain

Patricia Macko Department of Learning and Performance Systems, The Pennsyl-vania State University, State College, PA, USA

Lucky Maluleke Nelson Mandela University, Port Elizabeth, South Africa

Harry Matlay Global Independent Research, Coventry, UK

Markus Maurer Zurich University of Teacher Education PHZH, Zurich,Switzerland

Tim McBride Institute for Post-School Studies, University of the Western Cape,Cape Town, South Africa

SimonMcGrath School of Education, University of Nottingham, Nottingham, UK

Santosh Mehrotra Jawaharlal Nehru University, Delhi, India

Christian Michaelis Faculty of Economic Sciences, Georg-August-University ofGöttingen, Göttingen, Germany

Maria-Cristina Migliore Institute of Economic and Social Research of Piedmont(IRES-Piemonte), Torino, Italy

Marcella Milana University of Verona, Verona, Italy

xxxii Contributors

Martin Mulder Social Sciences Group, Wageningen University, Wageningen,The Netherlands

Anna Muraveva Centre for Vocational Education and Training Studies, Moscow,Russia

Chenjerai Muwaniki Department of Adult and Continuing Education, GreatZimbabwe University, Masvingo, Zimbabwe

Seung Il Na Vocational Educational and Workforce Development, Seoul NationalUniversity, Seoul, Republic of Korea

Akshay Nagarajan AMMACHI Labs, Amrita Vishwa Vidyapeetham, Amritapuri,India

Christof Nägele University of Applied Sciences and Arts Northwestern Switzerland,School of Education, Institute Research and Development, Center for Learning andSocialization, Solothurn, Switzerland

Seamus Needham Institute for Post-School Studies, University of the WesternCape, Cape Town, South Africa

Siphelo Ngcwangu SociologyDepartment,University of Johannesburg, Johannesburg,South Africa

Petri Nokelainen Tampere University, Tampere, Finland

Olga Oleynikova Centre for Vocational Education and Training Studies, Moscow,Russia

Robert Palmer University of Nottingham, Nottingham, UK

Ernesto Panadero Departamento de Psicología Evolutiva y de la Educación,Universidad Autónoma de Madrid, Madrid, Spain

Joy Papier Institute for Post-School Studies, University of the Western Cape,Cape Town, South Africa

Margarita Pavlova The Education University of Hong Kong, Hong Kong,Hong Kong

Daniel Persson Thunqvist Department of Behavioural Sciences and Learning, andHELIX Competence Centre, Linköping University, Linköping, Sweden

Wiebke Petersen Institute of Vocational Education and Training and GeneralEducation (IBAP), Karlsruhe Institute of Technology (KIT), Karlsruhe, Germany

Matthias Pilz University of Cologne, Cologne, Germany

Rob F. Poell Department of Human Resource Studies, Tilburg University, Tilburg,Netherlands

Contributors xxxiii

Konstantinos Pouliakas Department for Skills and Labour Market, EuropeanCentre for the Development of Vocational Training (Cedefop), Thessaloniki, Greece

University of Aberdeen, Scotland, UK

IZA, Bonn, Germany

Lesley Powell Centre for Critical Studies in Higher Education Transformation(CriSHET), Nelson Mandela University, Port Elizabeth, South Africa

Laura Pylväs Tampere University, Tampere, Finland

Jürgen Radel Department 3 – Management and Law, HTW Berlin, University ofApplied Sciences for Engineering and Economics, Berlin, Germany

Antonio Ranieri Department for Learning and Employability, European Centre forthe Development of Vocational Training (Cedefop), Thessaloniki, Greece

University of Roma Tre, Rome, Italy

Felix Rauner FG Berufsbildungsforschung, Universität Bremen, Bremen, Germany

Heta Rintala Tampere University, Tampere, Finland

William J. Rothwell Department of Learning and Performance Systems, ThePennsylvania State University, State College, PA, USA

Neville Rudman Nelson Mandela University, Port Elizabeth, South Africa

Marco Sampietro Leadership, Organization and HRM Knowledge Group, SDABocconi School of Management, Milan, Italy

Viviana Sappa Swiss Federal Institute for Vocational Education and Training(SFIVET), Lugano, Switzerland

Rosario Scandurra Department of Sociology, Universitat Autònoma de Barcelona,Barcelona, Spain

Marieke van der Schaaf University Medical Centre Utrecht and Utrecht Univer-sity, Utrecht, The Netherlands

Center for Education and Department of Education, Utrecht University, Utrecht,The Netherlands

Thomas Schröder TU Dortmund University, Dortmund, Germany

Ulrike Schwabe Research Area Educational Careers and Graduate Employment,German Centre for Higher Education Research and Science Studies (DZHW),Hannover, Germany

Susan Seeber Faculty of Economic Sciences, Georg-August-University of Göttingen,Göttingen, Germany

Anita Sharma GIZ, New Delhi, India

xxxiv Contributors

Srividya Sheshadri AMMACHI Labs, Amrita Vishwa Vidyapeetham, Amritapuri,India

Tatiana Shipilova Novosibirsk State University of Economics and Management,Novosibirsk, Russia

Ashutosh Pratap Singh Indian School of Business, Hyderabad, India

Erica Smith Federation University Australia, Ballarat, VIC, Australia

Rob Smith Centre for the Study of Practice and Culture in Education, BirminghamCity University, Birmingham, UK

Barbara E. Stalder Bern University of Teacher Education, Institute of UpperSecondary Education, Bern, Switzerland

Rebecca Suart School of Education, University of Nottingham, Nottingham, UK

Murari Suvedi Department of Community Sustainability, Michigan StateUniversity, East Lansing, MI, USA

Emilia Szekely Center for Complexity Sciences, National Autonomous Universityof Mexico, Mexico City, Mexico

Giuseppe Tacconi University of Verona, Verona, Italy

Marianne Teräs Department of Education, University of Stockholm, Stockholm,Sweden

Brian Todd Training Department, SIEMENS Energy Services, Newcastle-upon-Tyne, UK

Vidmantas Tūtlys Vytautas Magnus University, Kaunas, Lithuania

Ruhi Tyson Stockholm University, Stockholm, Sweden

R. Unnikrishnan AMMACHI Labs, Amrita Vishwa Vidyapeetham, Amritapuri,India

Nadezhda Usvyat Altai State University, Barnaul, Russia

Philip Uys Learning Technologies, Charles Sturt University, Orange, NSW,Australia

Mariëtte H. van Loon Department of Developmental Psychology and SwissGraduate School for Cognition, Learning, and Memory, University of Bern, Bern,Switzerland

Volker Wedekind School of Education, University of Nottingham, Nottingham,UK

Renate Wesselink Education and Learning Sciences, Wageningen University,Wageningen, The Netherlands

Contributors xxxv

Kristina Wiemann Chair of Economics and Business Education and GermanResearch Center for Comparative Vocational Education and Training (G.R.E.A.T.),University of Cologne, Cologne, Germany

Anne B. Wiesbeck Technical University of Munich, Munich, Germany

Angelique Wildschut National Student Financial Aid Scheme (NSFAS), CapeTown, South Africa

University of Pretoria, Pretoria, South Africa

John P. Wilson Management School, University of Sheffield, Sheffield, UK

Department for Continuing Education, University of Oxford, Oxford, UK

Rob Wilson Warwick Institute for Employment Research, University of Warwick,Coventry, UK

Jonathan Winterton Taylor’s University, Subang Jaya, Malaysia

Esther Winther Vocational Education and Training, University of Duisburg-Essen, Duisburg, Germany

Kathija Yassim University of Johannesburg, Johannesburg, South Africa

Dayong Yuan Institute of Vocational and Adult Education at Beijing Academy ofEducational Sciences (BAES), Beijing, China

Nick Zepke Institute of Education, Massey University, Palmerston North,New Zealand

Zhiqun Zhao Institute of Vocational and Adult Education, Faculty of Education,Beijing Normal University, Beijing, China

Yingyi Zhou Institute of Vocational and Adult Education, Faculty of Education,East China Normal University, Shanghai, China

Chris Zirkle The Ohio State University, Columbus, OH, USA

xxxvi Contributors