1
Sub-Classification Adult Education, Continuous Learning
María José Chisvert-Tarazona • Mónica Moso Diez • Fernando Marhuenda-Fluixá (eds.)
Apprenticeship in dual and non-dual systems Between tradition and innovation
Wesley Stroud
Education for Liberation, Education for Dignity The Story of St. Monica’s School of Basic Learning for Women New York, 2021. XVI, 140 pp., 47 b/w ill., 8 tables.
Bern, 2021. 310 pp., 7 fig. col., 5 fig. b/w, 25 tables. Studies in Vocational and Continuing Education. Vol. 19
hb. • ISBN 978-1-4331-7911-2 CHF 47.– / €D 40.95 / €A 41.30 / € 37.50 / £ 30.– / US-$ 45.95
pb. • ISBN 978-3-0343-4305-3 CHF 52.– / €D 44.95 / €A 46.20 / € 42.10 / £ 35.– / US-$ 50.95
eBook (SUL) • ISBN 978-1-4331-8749-0 CHF 47.– / €D 40.95 / €A 41.30 / € 37.50 / £ 30.– / US-$ 45.95
eBook (SUL) • ISBN 978-3-0343-4334-3 CHF 52.– / €D 44.95 / €A 46.30 / € 42.10 / £ 35.– / US-$ 50.95
Vocational education, apprenticeship included, is subject to reviews and updates that the recent crises are demanding. The role of education and training systems in different welfare regimes is key in shaping what it involves becoming an adult, a worker and a citizen. Nevertheless, policymakers often indicate dual systems as the most successful, efficient and intelligent way to provide vocational education. This volume contributes with research that discusses the appropriateness of dual systems in Germany and Switzerland and shows some of its current weaknesses. It also portrays effective and non-effective ways of introducing apprenticeships in nondual systems in Sweden and Spain. The authors want to contribute to the debate on the internationalization of VET and particularly of dual systems, to clarify differences between apprenticeship and alternance (too often taken as synonymous). Particularly relevant is the seldomcited case of France.
This work focuses on creating a narrative concerning the development of St. Monica’s School of Basic Learning for Women in Gulu, Uganda, which was started by Sister Rosemary Nyirumbe and is an adult primary education program for women. This study utilized a narrative inquiry design to describe the experiences and significant relationships of individuals who contributed to the development of St. Monica’s School of Basic Learning for Women. The story offers insight into the challenges and successes of developing educational opportunities for women in the post-conflict setting of northern Uganda. The narrative contributes to the knowledge base concerning leadership strategies in education positioned within a multicultural collaborative effort. Sister Rosemary’s motivations, purpose, and vision provide an inspirational example of how pioneering educational opportunities for others can be accomplished.
