- The Oxford Handbook of Skills and Training
- List of Contributors
- Introduction: Skills and Training: Multiple Targets, Shifting Terrain
- Disciplinary Perspectives on Skill
- Skill Builders and the Evolution of National Vocational Training Systems
- The Changing Meaning of Skill: Still Contested, Still Important
- A New Social Construction of Skill
- Measuring Job Content: Skills, Technology, and Management Practices
- Accreditation and Assessment in Vocational Education and Training
- Education and Qualifications as Skills
- Pre-Employment Skill Formation in Australia and Germany
- Skill Development in Middle-level Occupations: The Role of Apprenticeship Training
- What Is Expected of Higher Education Graduates in the Twenty-first Century?
- Employer-Led In-Work Training and Skill Formation: The Challenges of Multi-Varied and Contingent Phenomena
- Unions, the Skills Agenda, and Workforce Development
- A Working Lifetime of Skill and Training Needs
- Skill Under-utilization
- Business Strategies and Skills
- Measuring Skills Stock, Job Skills, and Skills Mismatch
- The Individual Benefits of Investing in Skills
- The Economic and Social Benefits of Skills
- Theorizing Skill Formation in the Global Economy
- Different National Skill Systems
- Skill Ecosystems
- Employment Systems, Skills, and Knowledge
- Skill Demands and Developments in the Advanced Economies
- Approaches to Skills in the Asian Developmental States
- Emerging Economic Powers: The Transformation of the Skills Systems in China and India
- Projecting the Impact of Information Technology on Work and Skills in the 2030s
- International Skill Flows and Migration
- Professional Skills: Impact of Comparative Political Economy
- Skills and Training for the Older Population: Training the New Work Generation
- Rethinking Skills Development: Moving Beyond Competency-Based Training
- Who Pays for Skills?: Differing Perspectives on Who Should Pay and Why
- Current Challenges: Policy Lessons and Implications
- Author Index
Abstract and Keywords
As sources of legitimation for the assignment of social status, education and training systems are more strongly rooted in particular national traditions than other social institutions. Most typologies of national skill systems focus on the differences in general and vocational education in upper secondary school. However, with increasing investment in preschool education, the expansion of university education and the growing importance of education and training for adults, comparative researchers are paying increasing attention to the education and training system as a whole, with the result that country typologies are necessarily becoming more complex. The chapter shows that we must bid farewell to the myth that the sole objective of education and training reforms is to increase economic efficiency. In modern democracies, reforms of education and training systems are often characterised by conflicts between the protection of status, on the one hand, and increasing equality, on the other.
Gerhard Bosch is Director of the Institute for Work, Skills and Training (Institut Arbeit und Qualifikation) and full Professor of Sociology at the University of Duisburg-Essen. He has published a number of books and articles on wages, employment systems, working time, industrial relations, wages, and skills including, with Jean Charest, Vocational Training: International Perspectives (Routledge 2010). He has been expert advisor on employment and skills policy to the German government, the European Union, the ILO and the Organisation for Economic Cooperation and Development (OECD).
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