This study investigates the knowledge that experienced teachers draw on when fostering students’ reflections. Reflective skills are crucial for advancing students’ learning. In order to promote students’ reflection productively, extensive support and scaffolding from teachers is indispensible. However, …

In today’s knowledge society, there is a demand for professionals who are able to create knowledge across boundaries of disciplines, professions and perspectives. Traditional universities, universities of applied sciences and institutions for vocational education are all challenged to educate these knowledge …

The check on study choice ('studiekeuzecheck', introduced in 2014) provides enrolling students the possibility to receive extra advice and reconsidering their choice between 1st of May and 1st of September. The studiekeuzecheck is supposed to improve students' information and motivation levels at the …

The fifth book in the Ebifananyi series is based on the memoirs and slide collection of Engineer Martin Wangutusi Wambwa (b. 1928). He is one of the first western trained Ugandan engineers. Journalism and photography would have been his second vocational choice, had his engineering ambitions not worked …

This article focuses on difficulties that people with disabilities and reduced work capacity experience in employment and social participation, and on their rehabilitation goals, in order to make recommendations for policy and social and vocational rehabilitation service provision. A semi-structured …

Paper presented at the International conference on Competence theory, research and practice.Wageningen: Wageningen University & Research.

Meaning-making and sense-making are generally assumed to be part of students’ personal vocational knowledge development, since they contribute to both students’ socialisation in a vocation and students’ personalisation of concepts, values and beliefs regarding that vocation. However, how students in …

This article proposes a model for the design of a hybrid VET curriculum across the school-work boundary.

In this article the idea of contextualising vocational knowledge is theorised to understand the nature of vocational knowledge and this process of contextualising is illustrated with empirical examples from culinary education.