DAVID GUILE is Professor of Education and Work and Co-Director of the Centre for Engineering Education, UCL Institute of Education, London. He is also a project leader in the ESRC Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES). LORNA UNWIN is Professor Emerita (Vocational Education) and Honorary Professor in the ESRC-funded LLAKES Research Centre at the UCL Institute of Education, London. She is also Honorary Professorial Research Fellow at the School of Environment, Education and Development, University of Manchester.

• Notes on Contributors ixAcknowledgments xvii1 Introduction to the Handbook: Vocational Education and Training (VET) Theory, Practice, and Policy for a Complex Field of Inquiry 1David Guile and Lorna UnwinPart I VET as an Evolving Concept 172 VET, Expertise, and Work: Situating the Challenge for the Twenty‐First Century 19David Guile and Lorna Unwin3 Vocational Education and the Individual 41Stephen Billett4 VET, HRD, and Workplace Learning: Where to From Here? 63Paul Hager5 Does Vocational Education Still Need the Concept of Occupation? 81Alison Fuller6 Knowledge, Competence, and Vocational Education 97Leesa WheelahanPart II The Political Economy of VET 1137 Political Economy of Vocational Education and Training 115Damian Oliver, Serena Yu, and John Buchanan8 The Politics of Vocational Training: Theories, Typologies, and Public Policies 137Marius R. Busemeyer and Christine Trampusch9 The Industrial Relations of Training and Development 165Mark Stuart10 Measuring Performance in Vocational Education and Training and the Employer’s Decision to Invest in Workplace Training 187Samuel Muehlemann11 Excluded Within the Inclusive Institution: The Case of Low‐Skilled, Low‐Wage Security Employees 207Soon‐Joo GogPart III Arrangements for VET 22712 The Contested Evolution and Future of Vocational Education in the United States 229Brian Durham and Debra D. Bragg13 The Future of Vocational Education in Canadian Secondary Schools 251Alison Taylor14 The Interrelation of General Education and VET: Understandings, Functions, and Pedagogy 275Vibe Aarkrog15 The Sustainability of the Dual System Approach to VET 293Thomas Deissinger16 Duality and Learning Fields in Vocational Education and Training: Pedagogy, Curriculum, and Assessment 311Matthias Pilz and Bärbel Fürstenau17 VET Teachers and Trainers 329Kevin OrrPart IV VET as a Developing Practice 34918 The Learning Potential of Boundary Crossing in the Vocational Curriculum 351Arthur Bakker and Sanne Akkerman19 Designing Technology‐Enhanced Learning Environments in Vocational Education and Training 373Carmela Aprea and Alberto A. P. Cattaneo20 VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering 395Monika Nerland and Crina I. Damşa21 Innovative Work‐Based Learning for Responsive Vocational Education and Training (VET): Lessons from Dutch Higher VET 415Aimée Hoeve, Wietske Kuijer‐Siebelink, and Loek Nieuwenhuis22 Capturing the Elusive: How Vocational Teachers Develop and Sustain their Expertise 433Janet H. Broad and Ann LahiffPart V Challenges for VET 45523 The Challenges VET Faces Through Its Intersection With Social Class, Gender, Ethnicity, and Race 457Karen Evans24 The Contribution of Vocational Education and Training in Skilling India 479Tara Nayana and Sanath Kumar25 Vocational Education and Training in Economic Transformation in China 495Zhiqun Zhao and Yunbo Liu26 Working with Historical, Cultural, and Economic Logics: The Case of Vocational Training in Argentina 513Claudia Jacinto27 The Evolution of Learning Regions: Lessons from Economic Geography for the Development of VET 531Laura JamesIndex 549

DAVID GUILE is Professor of Education and Work and Co-Director of the Centre for Engineering Education, UCL Institute of Education, London. He is also a project leader in the ESRC Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES). LORNA UNWIN is Professor Emerita (Vocational Education) and Honorary Professor in the ESRC-funded LLAKES Research Centre at the UCL Institute of Education, London. She is also Honorary Professorial Research Fellow at the School of Environment, Education and Development, University of Manchester.

• Notes on Contributors ixAcknowledgments xvii1 Introduction to the Handbook: Vocational Education and Training (VET) Theory, Practice, and Policy for a Complex Field of Inquiry 1David Guile and Lorna UnwinPart I VET as an Evolving Concept 172 VET, Expertise, and Work: Situating the Challenge for the Twenty‐First Century 19David Guile and Lorna Unwin3 Vocational Education and the Individual 41Stephen Billett4 VET, HRD, and Workplace Learning: Where to From Here? 63Paul Hager5 Does Vocational Education Still Need the Concept of Occupation? 81Alison Fuller6 Knowledge, Competence, and Vocational Education 97Leesa WheelahanPart II The Political Economy of VET 1137 Political Economy of Vocational Education and Training 115Damian Oliver, Serena Yu, and John Buchanan8 The Politics of Vocational Training: Theories, Typologies, and Public Policies 137Marius R. Busemeyer and Christine Trampusch9 The Industrial Relations of Training and Development 165Mark Stuart10 Measuring Performance in Vocational Education and Training and the Employer’s Decision to Invest in Workplace Training 187Samuel Muehlemann11 Excluded Within the Inclusive Institution: The Case of Low‐Skilled, Low‐Wage Security Employees 207Soon‐Joo GogPart III Arrangements for VET 22712 The Contested Evolution and Future of Vocational Education in the United States 229Brian Durham and Debra D. Bragg13 The Future of Vocational Education in Canadian Secondary Schools 251Alison Taylor14 The Interrelation of General Education and VET: Understandings, Functions, and Pedagogy 275Vibe Aarkrog15 The Sustainability of the Dual System Approach to VET 293Thomas Deissinger16 Duality and Learning Fields in Vocational Education and Training: Pedagogy, Curriculum, and Assessment 311Matthias Pilz and Bärbel Fürstenau17 VET Teachers and Trainers 329Kevin OrrPart IV VET as a Developing Practice 34918 The Learning Potential of Boundary Crossing in the Vocational Curriculum 351Arthur Bakker and Sanne Akkerman19 Designing Technology‐Enhanced Learning Environments in Vocational Education and Training 373Carmela Aprea and Alberto A. P. Cattaneo20 VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering 395Monika Nerland and Crina I. Damşa21 Innovative Work‐Based Learning for Responsive Vocational Education and Training (VET): Lessons from Dutch Higher VET 415Aimée Hoeve, Wietske Kuijer‐Siebelink, and Loek Nieuwenhuis22 Capturing the Elusive: How Vocational Teachers Develop and Sustain their Expertise 433Janet H. Broad and Ann LahiffPart V Challenges for VET 45523 The Challenges VET Faces Through Its Intersection With Social Class, Gender, Ethnicity, and Race 457Karen Evans24 The Contribution of Vocational Education and Training in Skilling India 479Tara Nayana and Sanath Kumar25 Vocational Education and Training in Economic Transformation in China 495Zhiqun Zhao and Yunbo Liu26 Working with Historical, Cultural, and Economic Logics: The Case of Vocational Training in Argentina 513Claudia Jacinto27 The Evolution of Learning Regions: Lessons from Economic Geography for the Development of VET 531Laura JamesIndex 549

DAVID GUILE is Professor of Education and Work and Co-Director of the Centre for Engineering Education, UCL Institute of Education, London. He is also a project leader in the ESRC Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES). LORNA UNWIN is Professor Emerita (Vocational Education) and Honorary Professor in the ESRC-funded LLAKES Research Centre at the UCL Institute of Education, London. She is also Honorary Professorial Research Fellow at the School of Environment, Education and Development, University of Manchester.

• Notes on Contributors ixAcknowledgments xvii1 Introduction to the Handbook: Vocational Education and Training (VET) Theory, Practice, and Policy for a Complex Field of Inquiry 1David Guile and Lorna UnwinPart I VET as an Evolving Concept 172 VET, Expertise, and Work: Situating the Challenge for the Twenty‐First Century 19David Guile and Lorna Unwin3 Vocational Education and the Individual 41Stephen Billett4 VET, HRD, and Workplace Learning: Where to From Here? 63Paul Hager5 Does Vocational Education Still Need the Concept of Occupation? 81Alison Fuller6 Knowledge, Competence, and Vocational Education 97Leesa WheelahanPart II The Political Economy of VET 1137 Political Economy of Vocational Education and Training 115Damian Oliver, Serena Yu, and John Buchanan8 The Politics of Vocational Training: Theories, Typologies, and Public Policies 137Marius R. Busemeyer and Christine Trampusch9 The Industrial Relations of Training and Development 165Mark Stuart10 Measuring Performance in Vocational Education and Training and the Employer’s Decision to Invest in Workplace Training 187Samuel Muehlemann11 Excluded Within the Inclusive Institution: The Case of Low‐Skilled, Low‐Wage Security Employees 207Soon‐Joo GogPart III Arrangements for VET 22712 The Contested Evolution and Future of Vocational Education in the United States 229Brian Durham and Debra D. Bragg13 The Future of Vocational Education in Canadian Secondary Schools 251Alison Taylor14 The Interrelation of General Education and VET: Understandings, Functions, and Pedagogy 275Vibe Aarkrog15 The Sustainability of the Dual System Approach to VET 293Thomas Deissinger16 Duality and Learning Fields in Vocational Education and Training: Pedagogy, Curriculum, and Assessment 311Matthias Pilz and Bärbel Fürstenau17 VET Teachers and Trainers 329Kevin OrrPart IV VET as a Developing Practice 34918 The Learning Potential of Boundary Crossing in the Vocational Curriculum 351Arthur Bakker and Sanne Akkerman19 Designing Technology‐Enhanced Learning Environments in Vocational Education and Training 373Carmela Aprea and Alberto A. P. Cattaneo20 VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering 395Monika Nerland and Crina I. Damşa21 Innovative Work‐Based Learning for Responsive Vocational Education and Training (VET): Lessons from Dutch Higher VET 415Aimée Hoeve, Wietske Kuijer‐Siebelink, and Loek Nieuwenhuis22 Capturing the Elusive: How Vocational Teachers Develop and Sustain their Expertise 433Janet H. Broad and Ann LahiffPart V Challenges for VET 45523 The Challenges VET Faces Through Its Intersection With Social Class, Gender, Ethnicity, and Race 457Karen Evans24 The Contribution of Vocational Education and Training in Skilling India 479Tara Nayana and Sanath Kumar25 Vocational Education and Training in Economic Transformation in China 495Zhiqun Zhao and Yunbo Liu26 Working with Historical, Cultural, and Economic Logics: The Case of Vocational Training in Argentina 513Claudia Jacinto27 The Evolution of Learning Regions: Lessons from Economic Geography for the Development of VET 531Laura JamesIndex 549