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dc.contributor.authorBillett, Stephen
dc.contributor.editorDernbach-Stolz, Stefanie
dc.contributor.editorEigenmann, Philipp
dc.contributor.editorKamm, Chantal
dc.contributor.editorKessler, Stefan
dc.date.accessioned2021-03-10T23:37:58Z
dc.date.available2021-03-10T23:37:58Z
dc.date.issued2021
dc.identifier.isbn978-3-658-32682-1
dc.identifier.doi10.1007/978-3-658-32682-1_8
dc.identifier.urihttp://hdl.handle.net/10072/403053
dc.description.abstractThis essay complements the focus on history and historical development of vocational education that is a strong feature of Philipp Gonon’s contributions to the broad field of learning for work. It discusses the development over time of the concept of workplace learning. Whilst the development of this concept has many similarities across countries there are distinct and diverse characteristics, much of these directed by particular societal sentiments. The case made here is that, across most of human history, learning at the site of occupational practice and through engagement in work tasks (i.e., workplace learning) has been, by far, the most commonest and ubiquitous means through which humans have developed the skills required to meet personal, their communities and nations’ social and economic goals. Until the era of modernity, very few occupations were prepared for through educational programs (e.g., medicine, law). For most occupations, local workplaces were the principal and most common circumstance for learning occupational skills and advancing innovations. In schooled societies, however, the practice and privileging of occupational preparation and advancement through educational institutions and experiences has become ubiquitous. Even with the recognition that such experiences alone are insufficient to develop applicable occupational knowledge, and those in workplaces are also required they are held to be subordinate to experiences in educational programs and institutions. The case made here is for the salience and contributions of workplace learning experiences and how are positioned within societal sentiments about the initial preparation and ongoing development of occupational capacities. That positioning needs to be embraced by a broader societal sentiment about occupational learning, rather than education.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherSpringer Fachmedien Wiesbaden GmbH,
dc.publisher.place16 schwarz-weiß Abbildungen
dc.relation.ispartofbooktitleTransformationen von Arbeit, Beruf und Bildung in internationaler Betrachtung
dc.relation.ispartofchapter8
dc.relation.ispartofchapternumbers19
dc.relation.ispartofpagefrom133
dc.relation.ispartofpageto150
dc.relation.ispartofedition1
dc.relation.ispartofseriesInternationale Berufsbildungsforschung
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchTechnical, further and workplace education
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode390308
dc.titleWorkplace learning: Historical evolution and socio-cultural distinctiveness
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dcterms.bibliographicCitationBillett, S, Workplace learning: Historical evolution and socio-cultural distinctiveness, Transformationen von Arbeit, Beruf und Bildung in internationaler Betrachtung, 2021, 1, pp. 133-150
dc.date.updated2021-03-10T08:56:46Z
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2021 Springer. This is the author-manuscript version of this paper. It is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.
gro.hasfulltextFull Text
gro.griffith.authorBillett, Stephen R.


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