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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
Bern, 2021 . 310 pp ., 7 fig . col ., 5 fig . b/w, 25 tables . Studies in Vocational and Continuing Education. Vol. 19
pb . • ISBN 978-3-0343-4305-3 CHF 52 .– / €D 44 .95 / €A 46 .20 / € 42 .10 / £ 35 .– / US-$ 50 .95 eBook (SUL) • ISBN 978-3-0343-4334-3 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 . Wesley Stroud Education for Liberation, Education for Dignity
New York, 2021 . XVI, 140 pp ., 47 b/w ill ., 8 tables .
hb . • ISBN 978-1-4331-7911-2 CHF 47 .– / €D 40 .95 / €A 41 .30 / € 37 .50 / £ 30 .– / US-$ 45 .95 eBook (SUL) • ISBN 978-1-4331-8749-0 CHF 47 .– / €D 40 .95 / €A 41 .30 / € 37 .50 / £ 30 .– / US-$ 45 .95
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 .
