Conceptualizing the Transition from Education to Work as Vocational Practice: Lessons from the UK's Creative and Cultural Sector

Autor/in	Guile, David
Titel	Conceptualizing the Transition from Education to Work as Vocational Practice: Lessons from the UK's Creative and Cultural Sector
Quelle	In: British Educational Research Journal, 35 (2009) 5, S.761-779 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Job Skills; Educational Policy; Labor Market; Education Work Relationship; Vocational Education; Educational Principles; Educational Environment; Policy Analysis; Art; Creative Activities; Educational Methods; Educational Practices; Foreign Countries; Misconceptions; United Kingdom + Suchen Sie Ihr Suchwort? Produktive Fertigkeit; Politics of education; Bildungspolitik; Labour market; Arbeitsmarkt; Ausbildung; Berufsbildung; Bildungsprinzip; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politikfeldanalyse; Arts; Kunst; Educational method; Erziehungsmethode; Bildungspraxis; Ausland; Missverständnis; Großbritannien
Abstract	The paper argues that: (1) the demise of "occupational" and "internal" and the spread of "external" labour markets in growth areas of UK economy such as the creative and cultural sector, coupled with the massification of higher education which has created a new type of post-degree "vocational need", means that the transition from education to work should be re-thought as the development of vocational practice rather than the acquisition of qualifications; and (2) in order to re-think transition as the development of vocational practice it is necessary to eviscerate the legacy of the "traditional" conception of practice in UK educational policy. The paper reviews a number of alternative social scientific conceptions of practice, formulates more multi-faceted conceptions of vocational practice, and discusses their implications for UK and EU educational policy. (Contains 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10