Esmond, B. and Wedekind, V. (2023) Theorising VET without ‘VET theory’? Foundations and fragmentation of Anglophone VET research. In: bwp@ Spezial 19
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Liu, Z. (2024). What is the gap between China and the UK’s Higher Vocational Education And Training (HVET) students’ post-college transition after Covid-19?
Manzeke-Kangara, M.G., Muwaniki, C., Siziba, S., Chamboko, T., Mtambanengwe, F., & Wedekind, V. (2024). Evolution of Agricultural Extension in Zimbabwe: Emerging Technologies, Training Needs and Future Possibilities. South African Journal of Agricultural Extension , 52(2), 21-55.
VET Africa Collective 4.0 (2023). Transitioning Vocational Education and Training in Africa: A Social Skills Ecosystem Perspective, Bristol: Bristol University Press. ISBN: 978-1529224634
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Wedekind, V., Russon, J., Liu, Z., Zungu, Z., & Li, M. (2024). What is a ‘quality TVET lecturer’? Problematising the concept of quality in vocational education. Journal of Vocational, Adult and Continuing Education and Training, 7(2), 22
Wedekind, V., Russon, J., Ramsarup, P., Monk, D., Metelerkamp, L. & McGrath, S. (2021) Conceptualising regional skills ecosystems: Reflections on four African cases. International Journal of Training and Development, 25(4), pp.347-362. DOI:
Zhang, X., Zhang, D., & Li, X. (2024). The Functions, Framework System, and International Reference of China’s Skill Formation System. Vocational Education Forum, 40(07), 23-31.
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Zhang. X., Li, X., Chen. Y., & Liu, X. (2022). The logical starting point and institutional system of the construction of a skilled society. China Vocational and Technical Education, (25), 5-11.
Springer Handbook of Vocational Education and Training (2019)
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