France is unique in the world in the degree to which is has tried to integrate technical and vocational training in its schools. Day (history, Simon Fraser U.) examines this reform in France since the late-nineteenth century, within the broader context of educational development and economic modernization. His analysis demonstrates ways in which government and industry have redefined skill requirements, reformed schools and programs, and established new forms of cooperation--work-study, continuing education, apprenticeship programs--to produce a well-educated and well-trained citizenry and workforce. c. Book News Inc.

This book provides insight into the history and current status of teaching in technical and vocational education across a broad range of countries. It contains studies of the profiles of teachers and lecturers and their educational practices. An overarching introduction embeds the content of the book into the current global context of Technical and Vocational Education and Training. This is the first substantial volume on the topic in 30 years.

Les contextes de crise et d'ultraliberalisme qui traversent l'Afrique aujourd'hui faconnent un grand nombre d'entrepreneurs d'un nouveau genre : ils ne sont pas forcement des commercants, des promoteurs, des petits patrons ou des businessmen du secteur informel, ils evoluent dans d'autres mondes sociaux. Qu'il s'agisse de l'art, de l'enseignement ou du religieux, ces univers produisent des entrepreneurs qui savent innover, gerer des contraintes, developper des strategies d'accumulation et faire preuve d'un veritable savoir faire managerial. Le parti pris de cet ouvrage est de considerer que la faculte d'entreprendre ne releve pas du seul champ economique, mais s'etend a d'autres spheres d'actions (politique, culturelle, religieuse, sociale) presentees comme vecteurs d'innovation.

This volume continues to build on the relationship between the Research in Management Consulting series and the intervener-researchers at the Socio-Economic Institute for Firms and Organizations (ISEOR) in Ecully, France, extending that partnership to our recent work with the French Foundation for Management Education (FNEGE), a foundation dedicated to closing the gap between the teaching and practice of management in France. As part of the Foundation’s multifaceted activities—which range from seminars and an advanced training initiative for French doctoral students to joint programs with international organizations an associations—FNEGE partnered with ISEOR to sponsor a series of workshops on developing high quality intervention-research. This volume is one of the results from that endeavor. Although intervention-research helps to uncover valuable insight into organizational dynamics and performance, the challenge of capturing and disseminating that insight to both academics and practitioners is entrenched in the rigor-relevance debate. While we are witnessing increased calls for “actionable knowledge,” this ideal, unfortunately, remains a rather elusive concept as critics contend either that rigorous academic research falls well-short of relevance to the practitioner world or research that proves to be valuable to practitioners falls short of the rigor expected in academic life. This volume is intended to help bridge that divide. Drawing on the FNEGE-ISEOR intervention-research workshop, the volume contains 18 chapters that explore the intervention-research process, from initial conceptualization, to implementation, to publication. The volume will be published in French and English