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dc.contributor.authorMaclean, Ruperten_US
dc.contributor.authorPavlova, Margaritaen_US
dc.date.accessioned2017-04-24T11:14:05Z
dc.date.available2017-04-24T11:14:05Z
dc.date.issued2011en_US
dc.date.modified2012-03-21T23:23:24Z
dc.identifier.issn17516234en_US
dc.identifier.doi10.1080/17516234.2011.630226en_US
dc.identifier.urihttp://hdl.handle.net/10072/43781
dc.description.abstractHistorically, technical and vocational education and training (TVET) and higher education (HE) emerged from opposing traditions, with the universities providing academic knowledge and TVET providing skills for employability. Mass and elite HE and vocational institutions have developed complex relationships in many countries. Even European Union capitalist countries such as Germany and the United Kingdom have different approaches to HE and TVET. With the trend of the massification of HE, universities are increasingly moving away from the tradition of mainly producing and transmitting academic knowledge and are putting emphasis on skills development for employability. This has resulted in a move towards the vocationalization of HE and the bridging of academic and vocational learning. In this article, Luhmann's theory of society is used to consider the relationships between TVET and HE. These can be analysed in terms of a self-organizing (autopoietic) system that was developed by Luhmann in 1984. In accordance with this theory, satisfaction of industry's needs through the development of personal skills by means of university training would be harmonized through the function of stabilization in the time dimension. The dynamics of this are developed through communication. Luhmann (1984, Soziale Systeme. Grundriߠeiner allgemeinen Theorie. Frankfurt a.M.: Suhrkamp (Translated version printed in 1995)) specified that the relations between the social communication system and what he called 'individual consciousness systems' (i.e. actors) are 'structurally coupled': the social communication system cannot operate without individuals who communicate, but only the message (i.e. the action) and not the actor is communicated. The action will thus have different meanings for the sending actor, for the receiving actor and for the social communication system, since they are different systems of reference. The social system has its own dynamics and gradually universities could be harmonized with the market economy. This article refers to the current discourses on vocation and HE relationships that can be viewed on four levels - political, economic, epistemological and human development.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom321en_US
dc.relation.ispartofpageto330en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalJournal of Asian Public Policyen_US
dc.relation.ispartofvolume4en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchTechnical, Further and Workplace Educationen_US
dc.subject.fieldofresearchHigher Educationen_US
dc.subject.fieldofresearchcode130108en_US
dc.subject.fieldofresearchcode130103en_US
dc.titleSkills development for employability (TVET) in higher education: issues and challengesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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