Abstract
This chapter examines key aspects of VET provision which, in its primary function of preparation for working life, is arguably the most important stage of education for many people. Parallels between the subordinate and second-class status of the vocational and affective spheres of education were drawn in Chap. 7 and I intend to suggest ways of remedying the chief ills of vocational studies by emphasising the ethical, aesthetic and social–collective dimensions of work in the field. Finally, I argue that this reconstructed conception of VET can be significantly enhanced by the incorporation of mindfulness and affective strategies and principles.
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Hyland, T. (2011). Vocational Education and Training. In: Mindfulness and Learning. Lifelong Learning Book Series, vol 17. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1911-8_10
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