From Labour Market to Labour Process: Finding a Basis for Curriculum in TVET

Autor/in	Gamble, Jeanne
Titel	From Labour Market to Labour Process: Finding a Basis for Curriculum in TVET
Quelle	In: International Journal of Training Research, 14 (2016) 3, S.215-229 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.1080/14480220.2016.1254367
Schlagwörter	Labor Market; Vocational Education; Competency Based Education; Neoliberalism; Educational Sociology; Education Work Relationship; Curriculum Development; Case Studies; Curriculum Design; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Labour market; Arbeitsmarkt; Ausbildung; Berufsbildung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Neo-liberalism; Neoliberalismus; Bildungssoziologie; Erziehungssoziologie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Case study; Fallstudie; Case Study; Lehrplangestaltung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the sociology of education the relation between education and work is analysed in many ways and, since the rise of neoliberalism, increasingly in market terms. Skills are the dominant labour market currency, described in terms of competence profiles that seek to link educational qualifications directly to work. Contrary to the widespread appeal of competence-based curriculum approaches, this paper argues that the vocationalist impulse of the neoliberal era impacts as negatively on technical and vocational education (TVET) as it does on general education in its destruction of a basis for curriculum that includes knowledge and not only skills. The paper draws on a recent empirical study of labour processes in four industry sectors in South Africa to show why work-related curricula need to foreground knowledge not just in terms of its applied qualities but as a necessary ingredient of technical systems complexity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01