Learning for Life and/or Work: The Status Quo of Pre-Vocational Education in India, China, Germany and the USA

Autor/inn/en	Pilz, Matthias; Krisanthan, Balasundaram; Michalik, Bjoern; Zenner, Lea; Li, Jun
Titel	Learning for Life and/or Work: The Status Quo of Pre-Vocational Education in India, China, Germany and the USA
Quelle	In: Research in Comparative and International Education, 11 (2016) 2, S.117-134 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499916637173
Schlagwörter	Prevocational Education; Cross Cultural Studies; Foreign Countries; Role of Education; Compulsory Education; Curriculum Design; Interviews; Teacher Attitudes; Comparative Education; Educational Practices; Curriculum Implementation; Literacy; Money Management; Personality Traits; Secondary School Curriculum; Economics Education; Secondary School Teachers; China; Germany; India; United States + Suchen Sie Ihr Suchwort? Enterprise education; Vorberufliche Bildung; Cultural comparison; Kulturvergleich; Ausland; Bildungsauftrag; Schulpflicht; Lehrplangestaltung; Interviewing; Interviewtechnik; Lehrerverhalten; Vergleichende Erziehungswissenschaft; Bildungspraxis; Alphabetisierung; Schreib- und Lesefähigkeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Wirtschaftskunde; Deutschland; Indien; USA
Abstract	The role of pre-vocational education in general compulsory education has become increasingly relevant over recent years, with the international debate focussing particularly on its importance in school-to-work transitions. This study considers curriculum design and the implementation of pre-vocational education in four countries with radically different cultures: India, China, Germany and the USA. Using a theoretically framed concept of relevance to inform curriculum analysis, it compares the widely divergent content of curricula. In addition to this, interviews with teachers in all four countries flesh out how the curriculum is implemented in practice. The study, which is based on the "prescribed curriculum" and "enacted curriculum" approach, demonstrates that a range of factors means implementation varies widely from country to country but that teachers in all four countries focus in pre-vocational education on equipping students with life-skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01