An Imperative to Adjust? [electronic resource] :Skill Formation in England and Germany / by Joachim Wentzel.
by Wentzel, Joachim [author.]; SpringerLink (Online service).
Material type:
BookPublisher: Wiesbaden : VS Verlag für Sozialwissenschaften, 2011.Description: 322p. online resource.ISBN: 9783531927978.Subject(s): Social sciences | Political science | Social Sciences | Political Science | Education (general)DDC classification: 320 Online resources: Click here to access online
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Springer eBooksSummary: This book deals with education systems and the change observed within them alongside changes in the wider political economy. The research is conducted by way of a comparative case study of England and Germany. Extending the VoC approach, not only vocational education and training but also school education and higher education are analysed. The point of departure is the puzzling fact that the current reforms of the education systems of both countries are departing from the paths predicted by the VoC approach. The thesis thus argues against institutional path-dependency in the two countries, and in favour of an ideational approach based on discursive institutionalism. This book is essential reading for researchers in the social sciences, comparative political sciences and educational sciences.
| Item type | Current location | Call number | Status | Date due | Barcode |
|---|---|---|---|---|---|
| MAIN LIBRARY | JA1-92 (Browse shelf) | Available |
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| HM401-1281 Narrative Means to Journalistic Ends | LC189-214.53 Evaluating Evaluators | JA1-92 From Legislators to the End-User | JA1-92 An Imperative to Adjust? | HM401-1281 Workplace Learning | HM401-1281 Internationalism in the Olympic Movement | JA1-92 Local Direct Democracy in Europe |
This book deals with education systems and the change observed within them alongside changes in the wider political economy. The research is conducted by way of a comparative case study of England and Germany. Extending the VoC approach, not only vocational education and training but also school education and higher education are analysed. The point of departure is the puzzling fact that the current reforms of the education systems of both countries are departing from the paths predicted by the VoC approach. The thesis thus argues against institutional path-dependency in the two countries, and in favour of an ideational approach based on discursive institutionalism. This book is essential reading for researchers in the social sciences, comparative political sciences and educational sciences.
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