Finnish Apprenticeship Training Stakeholders’ Perceptions of Vocational Expertise and Experiences of Workplace Learning and Guidance

Pylväs, Laura; Nokelainen, Petri; Rintala, Heta

doi:10.1007/s12186-017-9189-4

Cited by 13 publications

(14 citation statements)

References 43 publications

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“…To become employed, vocational students should not only learn the theoretical knowledge of their trades but also manual skills to apply their knowledge (Berner, 2010;Gekara & Snell, 2018). Still, profound domain-specific competencies may be unrealistic expectations (e.g., Köpsén, 2014;Pylväs et al, 2018). Rather, graduate job seekers should show potential for the trade and distinguish themselves with domain-general competencies (Löfgren et al, 2020).…”

Section: Essential Competencies For Upper Secondary Ivet Graduatesmentioning

confidence: 99%

Teachers’ perceptions on relevant upper-secondary vocational graduate competencies and their development

Ilomäki

Löfgren

Toom

2022

NJVET

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Finnish initial vocational education and training aims for graduate employability by emphasising self-directed learning and workplace learning. However, little is known about what competencies teachers consider relevant for graduates, how teachers address competencies in their instruction and how they perceive the benefits of workplace learning. Therefore, this study aims to highlight teachers’ perceptions and their practices on these topics. This is a qualitative interview study conducted in cooperation with a large Finnish vocational education provider. Participants of the study were teachers in automotive engineering, electrical and automation engineering, mechanical and metal engineering, and building service technology. The data were collected with semi-structured qualitative interviews and analysed using qualitative, abductive content analysis. The research findings indicate that teachers consider fundamental domain-specific competencies and work-related attitudes paramount for graduates as these promote professional expertise and employability. Secondly, teachers prefer to teach domain-specific competencies. However, the emergence of self-directed learning demands that teachers be pedagogically competent. Thirdly, teachers deem workplace learning beneficial but also consider that school may offer more equal and versatile education opportunities for everyone. The research findings enrich the scientific discussion on vocational graduate competency needs and vocational teaching and support the development of vocational education systems.

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Section: Essential Competencies For Upper Secondary Ivet Graduatesmentioning

confidence: 99%

Teachers’ perceptions on relevant upper-secondary vocational graduate competencies and their development

Ilomäki

Löfgren

Toom

2022

NJVET

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“…Workplace-based learning and workplace training are terms used to describe the workplace as a learning environment, as opposed to formal learning (Pylväs et al 2017). The system of vocational education as briefly outlined above, relate to a socio-cultural theory of workplace training.…”

Section: Workplace Learning Of Vocational Expertisementioning

confidence: 99%

“…The system of vocational education as briefly outlined above, relate to a socio-cultural theory of workplace training. In this perspective learning is becoming a process located in the framework of participation rather than within the learner, even if it does not replace notions of individual learning (Hager 2013in Pylväs et al 2017. Lave and Wenger (1991) and Brown and Duguid (1991) have proposed that learning happens in everyday interactions and through participation in communities of practice.…”

Section: Workplace Learning Of Vocational Expertisementioning

confidence: 99%

“…Learning is happening as part of a process in which learners move from peripheral participants to full members of the communities of practice. In their study of Finnish apprenticeship training stakeholder's perceptions of vocational expertise and experiences of workplace learning and guidance, Pylväs et al (2017) found that being offered authentic work and collective support by experienced workers was crucial. However, they found that in order to become engaged in the learning process and to become active members of a work community apprentices were in a need of strong self-regulatory skills even during the training.…”

Section: Workplace Learning Of Vocational Expertisementioning

confidence: 99%

“…Further, these findings support that workplace-school collaboration for young people can contribute to the development of their inner motivation. Pylväs et al (2017) find in their work that internal motivation is related to the interest in the field of vocation, willingness to learn and interest in the development of expertise, as well as initiative and positive attitude. Findings from the experiments prove that this way of working has provided the participating youngsters with an opportunity to not become "hopeful reactors" Vaughan et al (2006;Chan 2013) but developed their capacity to make informed career choices.…”

Section: Motivation To Make Informed Career Choicesmentioning

confidence: 99%

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"From terrible teen to terrific trainee": Norwegian cases of innovative workplace-school collaboration to educate young people to become skilled workers in modern manufacturing industry

Øyum

Olsen

Thøring

2019

EJWI

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Contemporary debates over "the factory of the future" show that industries will need vocational workers that are empowered and skilled to act as decision-makers and controllers, holding technical and social skills of a high standard. Further, industrial development demands enough supply of skilled vocational workers. In Norway, a parallel concern is drop-out rates from upper secondary education. Consequently, it is of joint concern for the manufacturing industries, the secondary education system and the welfare state alike to ensure that young people choose vocational education and that they finish their education with skills and motivation needed to contribute in the "future manufacturing factory". The research question is the following: How can lower secondary schools or vocational colleges collaborate with industrial companies as to motivate young people to become vocational workers who are educated in the technical and generic skills needed for future manufacturing industries? With an action research approach, we explore on experiments of such innovative collaboration. We find that workplace-learning motivates young people to learn both trade specific and generic competencies. Thus, we argue that the lower secondary school-system must be included in what traditionally has been vocational education-workplace collaboration. Further, we find that the learning of future skill requirements presupposes collective learning processes and authentic problem solving. Finally, we argue that competencies fit well as an inclusion in both the social- and technological dimensions of socio-technical systems design, but more research is needed on the mechanisms by which competencies become "inputs" and "outputs" of future work designs.

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Education Transformation Using Block Chain Technology - A Student Centric Model

Seetharaman¹,

Maddulety²

2020

Re-Imagining Diffusion and Adoption of Information Technology and Systems: A Continuing Conversation

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The Education sector is undergoing transformation-using technology. The virtual classrooms are replacing the traditional classrooms. The proposed model envisaged is student-centric, where the student has the choice to model his curriculum depending on the student interests and area to work and not follow the usual model, using credits from micro-credentials added per unit. The challenge is to use the features, benefits of Blockchain to introduce this new Education model technology to improve efficiency by reducing cost and improving accountability. The transformation in Education Framework can revolutionize the future Learning, teaching Industry to reduce cost and time. This revolution will also lead to improved chances for Learners to be employable. The Research paper proposes to use the Modified ADKAR Change Management Model to validate this Research study and will be a significant contribution to the research topic and the Theory known.

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Finnish Apprenticeship Training Stakeholders’ Perceptions of Vocational Expertise and Experiences of Workplace Learning and Guidance

Cited by 13 publications

References 43 publications

Teachers’ perceptions on relevant upper-secondary vocational graduate competencies and their development

Teachers’ perceptions on relevant upper-secondary vocational graduate competencies and their development

"From terrible teen to terrific trainee": Norwegian cases of innovative workplace-school collaboration to educate young people to become skilled workers in modern manufacturing industry

Education Transformation Using Block Chain Technology - A Student Centric Model

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