Guiding workplace learning in vocational education and training: a literature review

Mikkonen, Susanna; Pylväs, Laura; Rintala, Heta; Nokelainen, Petri; Postareff, Liisa

doi:10.1186/s40461-017-0053-4

Cited by 77 publications

(94 citation statements)

References 42 publications

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“…Connectivity (Guile and Griffiths 2001) and integrating practices and different forms of knowledge are usually considered essential for the development of vocational competence (Mikkonen et al 2017;Tynjälä 2013). Often, the quality of workplace learning has been considered an issue, and, thus, learning in the workplace can benefit from being supplemented by experiences in school-based education (Aarkrog 2005;Akkerman and Bakker 2012;Onstenk and Blokhuis 2007).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Progression can be promoted by support and guidance (Billett 2002(Billett , 2006Mikkonen et al 2017;Swager et al 2015). Swager et al (2015) underlined interaction and argued that guidance widely includes psychosocial support, structure-providing interventions (matching learners and trainers, as well as organising assessments) and didactical interventions to promote educational goals via goal-setting, selecting and sequencing tasks and providing support.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Agency is also influenced by the context (Eteläpelto 2017;Goller and Harteis 2017). For example, learners' engagement and agency can be influenced by providing them with a legitimate and influential role, allowing autonomy and independent work instead of a marginalised position, and by providing opportunities to observe others and to receive guidance (Bouw et al 2019;Mikkonen et al 2017). Regarding the VET system as a context, Grytnes et al (2018) concluded that connectivity and learners' employment status during workplace learning varied in the construction sector in Danish and Swedish VET systems and, thus, affected safety practices adopted by learners.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Vocational Education and Learners’ Experienced Workplace Curriculum

Rintala

Nokelainen

2019

Vocations and Learning

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There has been a growing emphasis on providing students in vocational education and training (VET) with workplace experiences. School-based VET and apprenticeship training have been parallel routes in the Finnish VET system, but relatively little is known of their characteristics regarding students' experiences. This study addresses this research gap by investigating these two VET pathways and addressing the following research question: How do learners experience workplace learning on various learning pathways? This study further investigates three different vocational fields: social and health care, business and administration, and construction. The study was based on semi-structured individual interviews (N = 33): 18 of the participants were students in school-based VET, and 15 were apprentices. The interview data were analysed with thematic analysis. The themes highlighted how the VET pathway builds a frame for participation that is then shaped by work practices and social practices and how, eventually, individuals alter boundaries to participation. The study implies that the two VET pathways, school-based VET and apprenticeship training, have significant differences. However, in the construction sector, differences between students' experiences of workplace learning seem to be less visible. Based on learning experiences, it seems that apprenticeship training and school-based VET cannot be considered parallel or interchangeable routes. This should be acknowledged because the recent reform of vocational upper secondary education aims to advance a flexible combination of school-and work-based pathways, and it can also be considered when discussing the coherence of VET systems.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

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Vocational Education and Learners’ Experienced Workplace Curriculum

Rintala

Nokelainen

2019

Vocations and Learning

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“…With the triangulated approach the Degree Apprenticeships described in this paper followed, it recommends that here needs to be an accountability system where it will require all parties to be clear on their roles in delivering such degrees. It is important that the Government, the employers and the professional bodies, at times they need to adapt to the HE context and change their approaches and how they develop their frameworks (Mikkonen et al, 2017). If this is achieved, then the policy contexts can change, become more inclusive and align university qualifications with businesses.…”

Section: Resultsmentioning

confidence: 99%

Cyber Security Education and Training Delivering Industry Relevant Education and Skills via Degree Apprenticeships

Vasileiou¹

2020

Human Aspects of Information Security and Assurance

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The rise of Digital Transformation, global pandemics, and AI, have made Cyber skills crucial in today's world. Organisation flexibility can only be achieved when they have a strong foundation of Cyber professionals that can look after vulnerabilities and protect their systems. A multitude of evidence suggests that the economy is being held back due to a skills gap, particularly in the Cyber Security discipline. In seeking to reduce this gap, the UK government has extended a long established 'apprenticeship' programme to include degrees. Higher Education Degree Apprenticeships offer a cost-effective route for employers to upskill their staff and for apprentices to access free education (and a degree) whilst being paid. Each of the Degree Apprenticeships has an associated framework that defines core learning requirements-devised and created by a collaborative effort of industry and academia. How this framework is implemented however is very much up to individual institutions. This paper presents an implementation of the Cyber Security Analyst degree apprenticeship undertaken at a UK Institution. Amongst the first in the UK to operationalise the standard, the approach has pragmatically dealt with a wide range of issues to create an academically rigorous yet commercially viable solution for industry. The paper presents the approach, demonstrates the academic rigor through mapping to industry-accepted standards, and discusses the collaborative role of the employer and University in providing a holistic and complete learning experience. The paper concludes by offering a critical discussion on challenges and opportunities and suggests ways employers and professional bodies can collaborate further with Higher Education in developing Degree Apprenticeships that will only be about skills, but also lifelong learning.

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“…The literature covers the quality of workplace learning related to content, guidance, and assessment and the quality of the connections between work-based and school-based learning. The existing guidance for workplace learning emphasizes modelling and coaching in different workplaces, while guided learning strategies that are closely associated with everyday activities in the workplace are used as supplementary learning strategies through daily work practices (Billett, 2000;Mikkonen, Pylväs, Rintala, Nokelainen, & Postareff, 2017). Authors who have dealt with this issue have also discussed individual and organizational influences on guiding workplace learning, in particular individuals' willingness to engage in structured and guided workplace training.…”

Section: Introductionmentioning

confidence: 99%

Workplace Learning in the Professional Development of Vocational Education Teachers

Yun-yu¹,

Ko²

2018

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Workplace learning is defined variously and plays a pivotal role in the enhancement of vocational education teachers' practices. Based on a comprehensive desk-based review of the related literature, this article defines and discusses the concept of workplace learning and its contribution to vocational education teachers' continuous professional development. The article demonstrates explicitly that the existing theoretical frameworks guiding workplace learning are mainly drawn from different learning theories. Among these, Illeris's (2011) learning model is found to be theoretically sound and to provide a foundation to be extended to hypothesise about the relationships of various key concepts discussed in association with the workplace learning of vocational education teachers. Three lines of arguments have been identified for providing support to Illeris' model: (1) the significance of workplace learning practices, (2) individual and social aspects of learning situations, and (3) individual and social levels of workplace learning. In addition, based on Illeris's model and related literature on teacher professional development, the article proposes a workplace learning model for vocational education teachers and evaluates its implications for vocational education teachers' professional development, work identities, and transfer of knowledge into practice in the working situation in vocational education and training.

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Guiding workplace learning in vocational education and training: a literature review

Cited by 77 publications

References 42 publications

Vocational Education and Learners’ Experienced Workplace Curriculum

Vocational Education and Learners’ Experienced Workplace Curriculum

Cyber Security Education and Training Delivering Industry Relevant Education and Skills via Degree Apprenticeships

Workplace Learning in the Professional Development of Vocational Education Teachers

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