Handbook of Vocational Education and Training Simon McGrath • Martin Mulder Joy Papier • Rebecca Suart Editors Handbook of Vocational Education and Training Developments in the Changing World of Work With 112 Figures and 107 Tables Editors Simon McGrath School of Education University of Nottingham Nottingham, UK Martin Mulder Social Sciences Group Wageningen University Wageningen, The Netherlands Joy Papier Institute for Post-School Studies University of the Western Cape Cape Town, South Africa Rebecca Suart School of Education University of Nottingham Nottingham, 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 2019 This work is subject to copyright All rights are reserved by the Publisher, whether the whole or part of the material 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 information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed The use of general descriptive names, registered names, trademarks, service marks, etc in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective 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 book are believed to be true and accurate at the date of publication Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made The publisher remains neutral with regard to jurisdictional claims in 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 Professor Emeritus, senior author of Curriculum Development in Vocational and Technical Education through five editions, for his worldwide inspirational leadership in the development of vocational education and training research Preface The field of vocational education and training (VET) studies is maturing rapidly, as is evident from the mushrooming of new journals, the expansion of the volume of research, and the widening of international cooperation by international VET institutions Increasing policy emphasis on VET, especially in developing contexts, indicates that there is a realization of the potential of VET for the socioeconomic and cultural development of nations and regions, and the impact it could have on the personal and professional lives of people across the globe While millions of learners participate in formal vocational learning at any moment in time, billions daily experience on-the-job training, learn craft skills in their families and communities, and are learning new skills, techniques, and knowledge online VET stakeholders are questioning the content of the curriculum, realizing that students need to be prepared for a future that is largely unknown, but is likely to be radically different The design of vocational education and training programs now focuses not only on work-related tasks and activities, but also on generic competencies like learning to learn, problem solving, critical thinking, innovation, and transformation Students have to be prepared, inter alia, to cope with change; to grow their knowledge, skill, and creativity; and to contribute to developing new products and processes In spite of the critical responsibilities attached to it though, vocational education remains marginalized in educational debates that privilege schooling, and more perversely higher education, which gets attention because of its status rather than scale With almost 100 chapters from an international group of authors, this VET handbook is a step toward redressing this imbalance It considers the changing worlds of work to which VET must respond, as well as insisting that VET should not be narrowly seen to cater only for the formal economy Issues of economies of care, the challenge of sustainability, planning, and finance are considered, as are the rise of private provision and the role of training in enterprises of varying sizes The handbook also considers the evolving nature of vocational learning and how this intersects with curriculum and instruction, with a particular emphasis on the major debates about competence that have characterized the field for a quarter century Since learning cannot be considered in isolation from teaching or the education of teachers and instructors, this is another strand of the handbook that flows into discussions on the measurement of both instruction and learning While the vii viii Preface learning-teaching dyad is of vital importance, recent years have seen a heightened interest in questions of wider learner support; hence, a section is directed to this growing debate Understanding that both scale and context matter, the handbook brings together chapters that examine these issues from the perspective of small-scale and detailed empirical work through to national and comparative surveys As well as reviewing what exists and the gaps therein, the handbook is future-focused in identifying promising new directions in research and development While this handbook is entirely new in its content, it builds on the groundwork done in the foregoing Springer handbook edited by Rupert McLean and David Wilson titled International Handbook of Education for the Changing World of Work: Bridging Academic and Vocational Learning It was precisely because that previous work covered so much ground so effectively that here we could take directions which reflect major shifts in VET research in the past decade We hope this handbook will inspire readers to reflect on the continuous improvement of VET policy development, international cooperation, teaching and learning, initial teacher education, continuing professional development, education innovation and administration, and research – all of which will ultimately lead to real improvement of vocational education and training practices Nottingham, UK Wageningen, The Netherlands Cape Town, South Africa Nottingham, UK July 2019 Simon McGrath Martin Mulder Joy Papier Rebecca Suart Contents Volume Part I The Changing World of Work Margarita Pavlova and Salim Akoojee Skills Forecasts in a Rapidly Changing World: Through a Glass Darkly Rob Wilson TVET Teaching in the Time of Digitization Mike Douse and Philip Uys 23 Skill India: New Skills Development Initiatives in India Anita Sharma and Kenneth King 39 Information and Communication Technologies (ICT) in VET in Russia: New Developments Tatiana Dobrydina, Nadezhda Usvyat, and Tatiana Shipilova 63 The International Quality Competition and Its Implications for Vocational Education and Training Felix Rauner 79 Informal Economies, Work-Based Learning, and Sustainable National Skills Development in Africa Salim Akoojee 103 Innovation Skills in Apprentice Training Ludger Deitmer Challenges to Agency in Workplaces and Implications for VET: Mechatronics Artisans in the Automotive Sector in South Africa Angelique Wildschut and Glenda Kruss 121 139 ix x Contents Migrants in the Labor Market: Implications for TVET Joyceline Alla-Mensah, Haya Fakoush, Simon McGrath, and Volker Wedekind 10 The Fourth Industrial Revolution: Trends and Impacts on the World of Work Sang Yun Kim 177 Greening of the Economy Through Partnerships: Issues and Impacts on Skills Development Margarita Pavlova 195 11 Part II Skills for Sustainable Human Development Lesley Powell 159 219 12 Transformative Learning in English Further Education Vicky Duckworth and Rob Smith 221 13 Analyzing PIAAC Through the Capability Approach Aurora Lopez-Fogues and Rosario Scandurra 237 14 Skills Development and TVET Policies in South Africa: The Human Capabilities Approach Siphelo Ngcwangu 259 Vocational Education and Training Beyond Human Capital: A Capability Approach Jean-Michel Bonvin 273 Enabling Vocational Lecturer Capacities Towards Sustainable Human Development: Towards Radical Revisioning Kathija Yassim, Neville Rudman, and Lucky Maluleke 291 15 16 17 Making a Life: Doing, Radical Humanism, and Agency David Balwanz 18 VET Contribution to Human Development Within a Context of Marginalization: The Case of Palestine Randa Hilal 323 Gaining More Than Just Vocational Skills: Evaluating Women Learners’ Aspirations Through the Capability Approach Rebecca Suart 351 Capability or Employability: Orientating VET Toward “Real Work” Lesley Powell and Simon McGrath 369 19 20 309 Contents 21 22 A Capability Approach to Entrepreneurship Education: Fostering Recognition and Community Care to Address Inequalities for Marginalized Youth Joan DeJaeghere A Political-Economy Orientation in TVET’s Project-Based Learning Methodologies for Sustainable Development Emilia Szekely Part III Planning and Reforming Skills Systems Robert Palmer 23 24 25 26 27 28 29 30 31 xi 393 413 431 Financing Technical and Vocational Skills Development Reform Robert Palmer 433 TVET Reform and Qualifications Frameworks: What Is Known About What They Can and Can’t Do? Stephanie Allais 455 TVET Financing and Employer’s Ownership in Skills Training for an Emerging Workforce Santosh Mehrotra and Ashutosh Pratap Singh 473 Governance of Labor Market and Skills Intelligence as Driver of VET Reform Konstantinos Pouliakas and Antonio Ranieri 491 Role of ICT in Enhancing Scale, Quality, and Reach of TVET in India Ajay Balakrishnan, Srividya Sheshadri, Akshay Nagarajan, R Unnikrishnan, Sreeram Kongeseri, and Rao R Bhavani National Policy Framework Development for Workplace-Based Learning in South Africa Ronel Blom Integrating Work-Based Learning into Formal VET: Towards a Global Diffusion of Apprenticeship Training and the Dual Model? Markus Maurer 513 533 551 Careers Guidance and Job Placement Services: The Missing Link Between Education and Employment Muriel H Dunbar 569 Financing Skills for Work in Post-2015: Mobilizing the Private Sector Ana Rosa Gonzalez-Martinez and Ben Gardiner 585 xii 32 Contents Enhancing Permeability Between Vocational and Tertiary Education Through Corporate Learning Thomas Schröder and Peter Dehnbostel 33 Vocational Student Organizations and Student Success Chris Zirkle and Jeremy Jeffery 34 Skill Mismatch Research: Skill Dimensions in Vocational Education and Training Seung Il Na Part IV Private Training Markets Michael Gessler, Larissa Holle, and Susanne Peters 35 603 627 645 675 Concepts of Apprenticeship: Strengths, Weaknesses, and Pitfalls Michael Gessler 677 36 Executive Learning and Development Marco Sampietro 711 37 Informal Workplace Learning Heta Rintala, Petri Nokelainen, and Laura Pylväs 729 38 Antecedents of Team Learning Distilled from Both Qualitative and Quantitative Research Renate Wesselink 743 Human Resources Management and Human Resources Development Jürgen Radel 765 39 40 Governing Adult Education Policy Development in Europe Marcella Milana and Gosia Klatt 41 The Changing Role of the Corporate Trainer: The Shift from “Training” to “Talent Development” William J Rothwell, Jae Young Lee, and Patricia Macko 813 Public Education Institutions as Providers of Private Training Programs: Degree Apprenticeships in the United Kingdom John P Wilson 829 42 43 Motivation and Engagement of Learners in Organizations Christof Nägele and Barbara E Stalder 44 Technical and Vocational Education and Training in Smalland Medium-Sized Enterprises Harry Matlay and Rob F Poell 789 847 863 xx About the Editors and is an honorary member of the Vocational Education and Training Research Network of the European Educational Research Association (since 2011) Furthermore, he has several more awards from Dutch, American, Asian, and other European organizations Martin Mulder has served, and still serves, on a number of editorial committees of international journals and held various leadership positions in national, European, American, and world educational research associations He has presented his work widely in Europe, the Americas, Africa, and Asia Currently, he is a member of the Academic Board of NCOI and an independent consultant in the field of education and training He maintains his own website www mmulder.nl Joy Papier is the director of the Institute for PostSchool Studies (IPSS) in the Faculty of Education at the University of the Western Cape (UWC), Cape Town, South Africa The Institute undertakes training and development of adult educators and TVET college lecturers, post-schooling research, and policy analysis in the vocational, adult education, and higher education sectors Prof Papier has been active in education, policy, and development for about 25 years, as a school teacher, university teacher educator, trainer, development worker, and researcher She holds an MPhil (University of the Western Cape), an MEd (Harvard), and a PhD from the University of Pretoria Her current research interests include TVET teacher education, TVET policy and development, vocational curricula policy, and workplace and institutional cultures She has published on vocational and general teacher education in several academic journals, presented at conferences and on public panels, participates in national government task teams, and is an external examiner for numerous postgraduate dissertations in the field of post-schooling Prof Papier was recently appointed South African National Research Chair in Post-School Studies: TVET, and is co-chair of the African Union commission expert group on TVET About the Editors xxi Rebecca Suart is a Postdoctoral Researcher in TVET at the Centre for Education Research Innovation She completed her Ph.D at the University of Nottingham, and her research focuses on VET systems within the English Further Education sector for adult learners More specifically, her focus is on gender and social inequalities, learner aspirations, learning careers, capabilities, and human development approaches Additionally, her research interests include post-compulsory vocational education, pre-teaching degrees, management and leadership, and supporting learners Rebecca has worked within vocational skills training at various Further Education colleges in England for more than 15 years She has held several positions, including vocational lecturer and curriculum management of a broad range of vocational specialisms from fashion to catering Rebecca is particularly proud of her work on skills competitions She set up two Further Education Skills Competition Council committees to plan and host competitions across the UK These competitions proved to be so successful that they provided entrants and medal winners at World Skills competitions About the Section Editors The Changing World of Work Margarita Pavlova The Education University of Hong Kong Hong Kong, Hong Kong Salim Akoojee University of the Witwatersrand Johannesburg, South Africa University of Nottingham Nottingham, UK xxiii xxiv About the Section Editors Skills for Sustainable Human Development Lesley Powell Centre for Critical Studies in Higher Education Transformation (CriSHET) Nelson Mandela University Port Elizabeth, South Africa Planning and Reforming Skills Systems Robert Palmer University of Nottingham Nottingham, UK Private Training Markets Michael Gessler Institute Technology and Education (ITB) University of Bremen Bremen, Germany About the Section Editors xxv Larissa Holle Universität Bremen Bremen, Germany Susanne Peters Universität Bremen Bremen, Germany Vocational Learning Karen Evans UCL Institute of Education University College London London, UK xxvi About the Section Editors Natasha Kersh UCL Institute of Education University College London London, UK Competence and Excellence R Kirby Barrick Department of Agricultural Communication University of Florida Gainesville, FL, USA Measuring Learning and Instructional Performance Esther Winther Vocational Education and Training Universität Duisburg-Essen Duisburg, Germany Education and About the Section Editors xxvii Supporting Learners Joy Papier Institute for Post-School Studies, University of the Western Cape Cape Town, South Africa VET Teacher/Trainer Education Volker Wedekind School of Education University of Nottingham Nottingham, UK University of the Witwatersrand Johannesburg, South Africa 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 of Education, 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 of Johannesburg, 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 xxx Contributors Jean-Michel Bonvin Institute of Demography and Socioeconomics, University of Geneva, Geneva, Switzerland Edith Braun Teaching and Learning in Higher Education, Justus-Liebig Universitaet, 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 Development, University of Minnesota, Minneapolis, MN, USA Viola Deutscher Economic and Business Education, Vocational Training, University 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 Contributors xxxi 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 State University, 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 HELIX Competence Centre, Linköping University, Linköping, Sweden Hugh Guthrie Centre for Vocational and Educational Policy, University of Melbourne, Melbourne, VIC, Australia Roger Harris University of South Australia, Adelaide, SA, Australia Gerald Heidegger Berufsbildungsinstitut Arbeit und Technik (biat), EuropaUniversität 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 xxxii Contributors Kenneth King Emeritus Professor, University of Edinburgh, Edinburgh, UK Gosia Klatt Melbourne Graduate School of Education, The University of Melbourne, Carlton, VIC, Australia Daniel Klein International Centre for Higher Education Research Kassel (INCHER-Kassel), Kassel University, Kassel, Germany Sreeram Kongeseri 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 Pennsylvania State University, State College, PA, USA Elenice M Leite São Paulo, Brazil Yujing Li Vocational and Technical Education Academy of Jilin Engineering Normal University, Changchun, China Sai Loo UCL Institute of Education, University College London, London, UK Aurora Lopez-Fogues INGENIO (CSIC-UPV), Universitat Politècnica de València, Valencia, Spain Patricia Macko Department of Learning and Performance Systems, The Pennsylvania 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 Simon McGrath School of Education, University of Nottingham, Nottingham, UK Santosh Mehrotra Jawaharlal Nehru University, Delhi, India Christian Michaelis Faculty of Economic Sciences, Georg-August-University of Göttingen, Göttingen, Germany Maria-Cristina Migliore Institute of Economic and Social Research of Piedmont (IRES-Piemonte), Torino, Italy Marcella Milana University of Verona, Verona, Italy Contributors xxxiii 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, Great Zimbabwe University, Masvingo, Zimbabwe Seung Il Na Vocational Educational and Workforce Development, Seoul National University, 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 and Socialization, Solothurn, Switzerland Seamus Needham Institute for Post-School Studies, University of the Western Cape, Cape Town, South Africa Siphelo Ngcwangu Sociology Department, 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, and HELIX Competence Centre, Linköping University, Linköping, Sweden Wiebke Petersen Institute of Vocational Education and Training and General Education (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 xxxiv Contributors Konstantinos Pouliakas Department for Skills and Labour Market, European Centre 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 – Management and Law, HTW Berlin, University of Applied Sciences for Engineering and Economics, Berlin, Germany Antonio Ranieri Department for Learning and Employability, European Centre for the 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, The Pennsylvania State University, State College, PA, USA Neville Rudman Nelson Mandela University, Port Elizabeth, South Africa Marco Sampietro Leadership, Organization and HRM Knowledge Group, SDA Bocconi 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 University, 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 Contributors xxxv 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, Birmingham City University, Birmingham, UK Barbara E Stalder Bern University of Teacher Education, Institute of Upper Secondary Education, Bern, Switzerland Rebecca Suart School of Education, University of Nottingham, Nottingham, UK Murari Suvedi Department of Community Sustainability, Michigan State University, East Lansing, MI, USA Emilia Szekely Center for Complexity Sciences, National Autonomous University of 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-uponTyne, 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 Swiss Graduate 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 xxxvi Contributors Kristina Wiemann Chair of Economics and Business Education and German Research 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), Cape Town, 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 DuisburgEssen, Duisburg, Germany Kathija Yassim University of Johannesburg, Johannesburg, South Africa Dayong Yuan Institute of Vocational and Adult Education at Beijing Academy of Educational 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