VETNET European Research Network in Vocational Education & Training

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VETNET is a European Research Network in vocational education & training, part of EERA. This site is maintained as a community service by KnowNet. [more]

Abstract

  • Bjornavold, J. The changing institutional and political role of non-formal learning: European trends In: Training in Europe, Luxembourg: European Communities, 2001. 213-252.
  • Boreham, Nick 2004, The approach to study work process learning. Zeitschrift für Berufs- und Wirtschaftspädagogik;
  • Crouch, C., D. Finegold & M. Sako (1999). Are skills the answer; the political economy of skill creation in advanced industrial countries. Oxford University Press
  • Colimenou C. (1996), Critical Points and Potentialities of an educational innovation-The paradigm of the IML Patras, (University of Patras/LSE) (in Greek).
  • Cottoula M. (2000), Comprehensive school and instructors, Athens.
  • Deitmer, L., Attwell G.. Partnerships and Networks: A dynamic approach to Learning in Regions. In: Nyhan, B./ Attwell, G./ Deitmer, L. (1999). Education and Regional Innovation in the European Union and the United States. Thessaloniki: CEDEFOP.
  • Deitmer, L., Gerds, P. (2002) Developing a regional VET dialogue on vocational education and training. in: Kamärainen, P., Attwell, G., Brown, A.. Transformation of learning in education and training Key qualifications revissited. Cedefop reference series 37. Luxembourg: office for Official Publications of the European Communities
  • Finegold, D. (1991) Institutional incentives and skill equilibrium. In: P. Ryan (ed). International comparisons of vocational education and training for intermediate skills. London: Falmer Press.
  • Gavigan, J. (2000) Knowledge and Learning, the FUTURES project. Institute for Prospective Studies, Sevilla.
  • Greek Ministry of Education (1985), The Comprehensive Lykeion (in Greek). Howe/Heermeyer/Heuermann/Höpfner/Rauner 2002 Lern- und Arbeitsaufgaben für eine gestaltungsorientierte Berufsbildung, Konstanz Kleiner/Rauner/Reinhold/Röben 2002 Curriculum-Design I, Konstanz.
  • Nijhof, W.J. (2001) The VET system between private demands and public interests, the Dutch challenge. In: L.F.M: Nieuwenhuis & W.J. Nijhof (eds). The dynamics of Vet and HRD systems. Enschede: Twente University Press.
  • Patiniotis N., Colimenou C. (1991), Duo-qualification and mobility, Patras (University of Patras/LSE).
  • Patiniotis N., Spiliopoulou C. (1999), “Reforms in upper secondary education in Greece ”, in : Stenstrom M.-J. (ed.), Reflections on Post-16 Strategies in European Countries, University of Jyvaskyla (Institute for Educational Research), p.p.71-84.
  • Patiniotis N., Stavroulakis D. (1997), The development of vocational education policy in Greece: a critical approach”, in: Journal of European Industrial Training, vol.21., No 6/7, p.p. 192-202.
  • Sanderson, I. (2000) Evaluation in complex policy systems. In: Evaluation, vol. 6. No. 4. p. 433-454.
  • Van der Knaap (1997) Lerende overheid, intelligent beleid (learning government; intelligent governance). PhD thesis. Free University Amsterdam.
  • Walker, W.E. (2001) Adaptive policies: an approach for dealing with structural uncertainty in public policymaking. Leiden: Rand Europe.
  • Wenger, E. (1998) Communities of practice, learning , meaning and identity Cambridge University Press, New York
  • Whittington, R. (2001) What is strategy _ does it matter? Thomson Learning. London
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