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Labour market --- Personnel management --- talenonderwijs --- beroepsopleiding --- arbeidsbemiddeling --- analfabetisme --- sociale integratie

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The engineering profession has evolved considerably from the early engineers who were, almost without exception, employed in the making of war or in the defense of nations. Civil engineering emerged in the 18th century, providing an alternative for many engineers, and today there is a strong movement in the development of "peace engineering" - the pro-active use of engineering skills in the promotion of peace. Engineering Peace and Justice: The Responsibility of Engineers to Society details the history of the profession, including its ethical commitment to the public good, and shows how engineers have, in the past, served their clients as either military or civilian engineers. As well as presenting a discussion of the evolution of engineering, the book also examines concepts of ethical engineering, including the engineer's duty to society; engineering's relationship to war and peace; and the engineer's commitment to the environment. The final section details some stories of contemporary engineers who have used their technical skills in the promotion of peace, becoming "peace engineers". Engineering Peace and Justice: The Responsibility of Engineers to Society will be of interest to anyone involved in the engineering profession. Students contemplating careers in engineering will also find this book an inspiring guide to more vocational roles in the field.

Philosophy --- Technical, artistic and vocational education --- Engineering sciences. Technology --- Civil engineering. Building industry --- filosofie --- beroepsopleiding --- ingenieurswetenschappen

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Sociology of minorities --- Sociology of work --- migranten --- arbeidsoriëntatie --- beroepsopleiding --- inburgering --- laaggeschoolden

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China is experiencing an unprecedented phenomenon: breakneck industrialization on a scale and at a pace not seen before. It is trying to achieve in just a few decades what Western nations took more than a century to do. The arrival in the country's cities of tens of millions of rural dwellers, at most semi-skilled, has put huge strain on the country's system of vocational education, known as TVET. How have the Chinese authorities and their education administrators responded? Is China's TVET system adapting to the rapidly evolving needs of its industry? Using the province of Yunnan as a subject, this detailed case study is a closely argued and sanguine analysis of the operation of TVET in China. The authors deployed a set of internationally comparable criteria to offer a searching assessment of current performance, at the same time documenting areas of strength and weakness. The question the authors' methodology answers is how well China's TVET system is performing compared to technical and vocational education structures in other countries. In fact, they discover that in Yunnan, a province representative of the challenges faced nationwide, much has indeed been done, from a wholesale overhaul of programs to make them relevant to industry requirements, to major investment in infrastructure. Teacher training has been reformed, and take-up of professional master's and doctoral courses has been encouraged. Joint initiatives with bodies such as UNESCO have improved training and vocational education at high school level. While there is a strong international history of such comparative evaluations, which are essential for policy makers to benchmark their administration, few studies have included China despite the enormous amount of value that can be learned from that country's experience. This work will provide vital material for researchers, governments and development agencies alike.

Teaching --- Technical, artistic and vocational education --- Educational sciences --- vergelijkende pedagogiek --- onderwijs --- beroepsopleiding --- onderwijsonderzoek

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Assistant principals are vital to school success. As one of the largest groups of frontline managers, they represent the face of school administration and they perform a complex range of leadership and managerial roles. As important as they are, little academic attention has been directed to the role of the assistant principal and the ways in which newcomers navigate the transition from teacher to effective administrator. This book addresses this gap by offering a perspective on administrative practice which is not normally discussed in traditional textbooks. It describes the socio-emotional journey from teaching to administration through the eyes of eight newly appointed secondary school assistant principals, and it introduces a change model which integrates literature and primary research. The assistant principals' narratives open a new window onto the inner and outer world of schools, revealing an uncharted landscape of paradoxes and emotions. These stories also uncover hidden boundaries, rites, and rituals which operate beneath a veneer of order, control, and stability, and shape administrators' work lives in imperceptible ways. As the new assistant principals describe their dreams, disappointments, and accomplishments, they illustrate the complex challenges of leading and learning within shifting organizational contexts. This book will be of interest to practitioners, policy makers, and theoreticians alike. It provides practical advice on surviving this career passage, and it identifies how institutional processes, policies, and practices can be improved to support this important leadership role. This book offers terrific insights into the different challenges one faces in adjusting to the role of the Assistant Principal, and will provide readers with a rich array of strategies regarding the mental, emotional, social, and physical adjustments required for a successful transition. Professor Emeritus William D. Greenfield, Jr., Portland State University, USA Professor Armstrong provides a comprehensive review of vice principals' career transitions and introduces a compelling new model for understanding the journey from teacher to administrator. Theory is brought to life and readers gain fascinating insights into the challenges which new vice-principals - real people - experience in the transition from teaching to administration. Dr. Chris Spence, Director, Toronto District School Board, Canada The few books currently available on the role of the assistant principal tend to be thin little survival guides aimed at practitioners working in the sink or swim environment of a new appointment. All the more reason to celebrate the publication of this substantial new book that skillfully addresses the craft knowledge and phenomenology of the transition from teaching to school administration roles, and does so in a scholarly manner -integrating relevant theory and research within an inspired and memorable conceptual framework of epicycles. The outcome is nothing short of ground breaking. This is an important new addition to the literature on the processes of professional socialization. Professor Paul Begley, Penn State University, USA

Sociology of education --- School management --- Technical, artistic and vocational education --- Educational sciences --- Organization theory --- onderwijspolitiek --- organisatiemanagement --- onderwijs --- beroepsopleiding --- leidinggeven --- administratie