Titlebook: Vocational Education; Purposes, Traditions Stephen Billett Book 2011 Springer Science+Business Media B.V. 2011 Stephen Billett.defining voc

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Vocational Education: A Field and Sector of Education,lum, the dimensions of the curriculum processes that are used to enact these aspirations and the factors that shape their enactment, the worth and standing of vocational education are able to be appraised. It follows, therefore, that these foundational premises are necessary priorities in delineatin

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Positioning Vocational Education,t and identifiable, the diverse forms of its institutions and the means by which it is organised and enacted tend to mask these commonalities. These diversities, however, offer cautions against making easy and unhelpful generalisations about this field and are evidence of its richness. Indeed, the f

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Development of Vocational Education Systems and Fields, organisation were framed by the particular institutional, social and economic imperatives. These same societal and economic transformations also generated growth in the range of occupations classified as professions, and whose preparation was seen as being required to be quite distinct (i.e. instit

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Purposes of Vocational Education,advanced that in many countries the formation of dedicated vocational education systems was associated with realising societal (i.e. national) imperatives. Typically, these imperatives were threefold: (i) the need for skilled workers, (ii) a more educated youth and (iii) the engagement of young peop

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The Provision of Vocational Education,to consider decision-making as a defining part of the curriculum process and also the provision of vocational education. These considerations are advanced through this chapter by considering in turn the intended, enacted and experienced curriculum.

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