Bridging the Skills Gap between Work and Education

1. Front Matter

   Pages i-xvii

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2. Bridging the skills gap: the search for powerful skills, tools and techniques

   1. Bridging the skills gap: the search for powerful skills, tools and techniques

      • Jittie Brandsma, Wim J. Nijhof

      Pages 1-15

3. Skill Formation

   1. Front Matter

      Pages 17-17

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   2. Scenarios of work, technology and education for the post-2000 period

      • Gerald Heidegger

      Pages 19-35

   3. A sociological framework for analysing labour-market influences on education

      • David Raffe

      Pages 37-53

   4. The role of labour market programmes in skill formation: The case of Sweden

      • Per-Erik EllstrÖm

      Pages 55-68

4. Matching Methods and Experiences

   1. Front Matter

      Pages 69-69

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   2. Linking school to work: Methods for developing occupational and training profiles

      • Jittie Brandsma

      Pages 71-102

   3. Bringing the professional back in

      • Ben W. M. Hövels

      Pages 103-114

   4. Towards a method for the formulation of key qualifications and core problems

      • Simone van Zolingen, Franck Blokhuis, Wim Streumer, Wim J. Nijhof

      Pages 115-138

5. Learning, Skills and Curricula

   1. Front Matter

      Pages 139-139

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   2. Inserting transferable skills into the vocational curriculum

      • Wim J. Nijhof

      Pages 141-158

   3. Integrated learning of complex qualifications

      • Ute Laur-Ernst

      Pages 159-167

   4. Increasing complexity in vocational education

      • Loek F. M. Nieuwenhuis, Regina H. Mulder

      Pages 169-182

   5. The acquisition of broad occupational competence in vocational education

      • Jeroen Onstenk, Trudy Moerkamp

      Pages 183-203

   6. Introducing integrating management: The need for new performance requirements

      • Jan Streumer, Andries Feteris

      Pages 205-220

6. Back Matter

   Pages 221-225

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This book takes up the debate about matching vocational education with the labour market and shows progress in terms of theoretical models, tools (transformation and matching processes), and learning environments. The solutions, showing up the need for core or key skills, the necessity of embedding learning skills in authentic and guided learning environments, shows a perspective of research and developmen-tal work to be tested in schools and in workplaces, to find better curricula for a better skilling.

• Matching
• complexity
• curriculum
• education
• learning
• management
• qualification
• vocational education

• University of Twente, The Netherlands

  Wim J. Nijhof, Jittie Brandsma

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