Career and technical education (CTE) is forced to be reactive. A good example is the fact that CTE cannot prepare students for jobs that do not exist. Outside forces create the demand for occupations and workers: CTE has to react to the demand. CTE must also respond and react to changes created by legislative mandates and administrative order. Due…

This paper explores how vocational, occupational, practical or indeed experiential education can assist in the development of "phronesis" or practical wisdom within the responsible learner. It proposes that formalized, institutionalized education might inhibit the development of phronesis in the quest for knowledge. We propose that…

Outlines the steps necessary to create a visual or performing arts program in a vocational school. (PD)

Describes and analyzes the emergence of lifelong learning as the central strategy in European Union education and training policies. Focuses on the development of European Union education and training programs, the emergence of lifelong learning on the policy agenda, and the White Paper "Teaching and Learning--Towards the Learning…

The pragmatist model of experiential learning in the form of work placements in industry provides opportunities for tertiary institutions to produce well-rounded graduates, possessing knowledge of workplace culture and values along with technical competencies. Work-based learning programmes provide graduates and leaders of tomorrow for a variety…

A working party of the Northern Ireland Department of Education has proposed a deluxe version of the Youth Opportunities Programme for the province, to reorganize secondary education and insure the right to continuous education or job training with full financial support up to age 18. (Author/SJL)

Purpose: The European Commission and social partner organisations at EU level encourage the lifelong development of qualifications and competence. This is reflected in many policy reports and reviews. This paper seeks to show the involvement of social partner organisations at the level of EU-funded competence development projects.…