14th JVET Conference

VET teachers between school and working life: boundary processes enabling continuing professional development https://t.co/WggCEKAOBv

Labour markets and education & training systems ... characterised by inequalities and exclusions ... do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible... https://t.co/A3wrHILeXl

Open access: Does implementation of competence-based education mediate the impact of team learning on student satisfaction? https://t.co/6rRdunxGtq

Open access article, arguing that competence based education in the Netherlands, to some degree, fulfils its promise of better preparing students for their future workplace and that teacher team learning can support the further implementation of CBE. https://t.co/OmOWEtW4K2

Off to lunch! #JVET19 https://t.co/j7Z41mEat5

Carlene Cornish asking about employer involvement. Alison responds that it is difficult without statutory imperatives. But you have to keep employers deeply involved. They are profit-driven so they will only engage deeply with incentives or for compliance #JVET19 https://t.co/xkFtwgPxSQ

Alison Woolf argues ‘One of the issues is whether or not people feel they can do well in life without picking up a degree...’ #JVET19 https://t.co/c0lbndKzsD

Alison Woolf citing Hardy’s Jude the Obscure as typifying an age of Oxbridge as the pinnacle of elite education #JVET19 https://t.co/j9LlWKROjq

Bill Bailey, #JVET19 mastermind! https://t.co/QyizWAuIGb

Prof Kevin Orr, chair of our Editorial Board. Inviting ideas for special issues #JVET19 https://t.co/V7Cue2pykt

Moving to lecture theatre for Alison Woolf’s keynote 🔑 #JVET19 https://t.co/U07p615qYr

Stephanie Allais argues framing a labour market as an educational problem has a pernicious effect on TVET curricula, driving them towards prescriptive, competency based models #JVET19