Innovative Work‐Based Learning for Responsive Vocational Education and Training (VET)

Hoeve, Aimée; Nieuwenhuis, A.F.M.; Kuijer-Siebelink, Wietske

doi:10.1002/9781119098713.ch21

Cited by 5 publications

(4 citation statements)

References 21 publications

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“…To answer RQ2 , the participants answered questions about their informal and formal learning activities. They were also asked to describe their latest training programs (Hager, 2019; Lambert et al , 2012) and their reasons for choosing them (Hoeve et al , 2019). To gather more information on their informal learning activities, they were asked about their daily work tasks (Ellinger, 2005; Kwakman, 2003; Van Woerkom et al , 2002) and activities to manage them (Hager, 2019; Kyndt et al , 2009; Neaman and Marsick, 2018; Talbot, 2019).…”

Section: Research Methods and Designmentioning

confidence: 99%

Trainers’ learning conditions, informal and formal learning and barriers to learning

Anselmann

2022

JWL

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Purpose The aim of this study is to unveil how professional trainers and training managers describe the learning conditions of their workplaces, what informal and formal learning activities they intend to accomplish and what barriers to learning at work they encounter. Design/methodology/approach Barriers to learning in the workplace fall under individual, team or organizational aspects that hinder the initiation of or interrupt successful learning, delay proceedings or end learning activities much earlier than intended. Professional trainers (N = 16) and training managers (N = 10) participated in this interview study. Their answers were recorded, transcribed and analyzed via qualitative content analysis. Findings The participants assessed their work tasks as highly complex and balanced between new challenging tasks and routines. Their formal and informal learning activities were also fundamental to maintaining high performance. The trainers described a broad range of situations in which they suffered barriers to learning at their workplace, with most identifying external learning barriers such as vague supervisor requirements or disruptions from others. Originality/value The results of this study describe workplace complexity, which offers stimuli for learning through learning conditions, possibilities to engage in learning and also barriers to learning. To understand workplace complexity, all of these dimensions have to be understood and addressed.

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Section: Research Methods and Designmentioning

confidence: 99%

Trainers’ learning conditions, informal and formal learning and barriers to learning

Anselmann

2022

JWL

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“…In the Dutch system, vocational education institutions and social partners cooperate to provide labour market-relevant education that prepares students for society and for further study (De Bruijn et al, 2017). The curricula of Dutch vocational education include mandatory forms of workplace learning and other forms of work-related learning to support learners to acquire future-proof professional competences (Hoeve et al, 2019). Educational designers strive to establish connective relationships between workplace learning and learning in schools (Onstenk, 2017).…”

Section: Context Of the Study: Dutch Vocational Educationmentioning

confidence: 99%

Multilevel design considerations for vocational curricula at the boundary of school and work

Bouw

Zitter

Bruijn

2021

Journal of Curriculum Studies

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This study focuses on the school-work connection from the perspective of curriculum design. The aim was to uncover considerations underpinning the design of learning environments in vocational education. The research took place in the Netherlands. A focus group methodology was chosen to elicit designers' considerations, which generally remain largely implicit. These considerations concern the designable elements of learning environments: epistemic, spatial, temporal, and social elements. Design considerations were uncovered at each of the aggregation levels of a curriculum. At the macro-level, considerations referred to the connectivity between the contexts of school and work. Based on these considerations, different designs were chosen along the school-work continuum. At the meso-level, another continuum was found: the complexity in terms of practices involved in the learning environment. At the micro-level, concrete design considerations were revealed that designers take into account to strengthen the school-work connection. Thus, design considerations at three levels were made explicit. Moreover, the need for alignment between the designable elements and the curriculum levels became more apparent, leading to a deeper understanding of curriculum design for vocational education. This paper adds understanding of ways to strengthen the school-work connection and design future-proof vocational curricula.

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“…Government and social partners cooperate to provide labour marketrelevant vocational arrangements that also prepare students for participation in society and for further study. Mandatory forms of workplace learning are part of Dutch vocational curricula, intended to support learners to acquire future-proof vocational competence (Hoeve et al, 2019;Smulders et al, 2019). Thus, collaboration between 'school' and 'work' is a core aspect of Dutch vocational education, both at the system level and at the level of concrete practices.…”

Section: Contextmentioning

confidence: 99%

“…Facilitating connectivity means that things need to be brought together that have earlier been separated, which requires appropriate arrangements for integration (Bouw et al, 2019(Bouw et al, , 2020Choy et al, 2018;Stenström & Tynjälä, 2009). Viewed through the lens of educational practice, findings from recent studies suggest that frequent interaction with stakeholders from work practice during the design is crucial for connectivity (Hoeve et al, 2019). But the interaction with these stakeholders is perceived as challenging by educational practitioners, who need to develop new ways of working and be willing to "attune to the pace of the work process and environment" (Nieuwenhuis et al, 2019, p. 280).…”

Section: Introductionmentioning

confidence: 99%

Exploring Co-Construction of Learning Environments at the Boundary of School and Work Through the Lens of Vocational Practice

Bouw

Zitter

Bruijn

2021

Vocations and Learning

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Educational institutions and vocational practices need to collaborate to design learning environments that meet current-day societal demands and support the development of learners’ vocational competence. Integration of learning experiences across contexts can be facilitated by intentionally structured learning environments at the boundary of school and work. Such learning environments are co-constructed by educational institutions and vocational practices. However, co-construction is challenged by differences between the practices of school and work, which can lead to discontinuities across the school–work boundary. More understanding is needed about the nature of these discontinuities and about design considerations to counterbalance these discontinuities. Studies on the co-construction of learning environments are scarce, especially studies from the perspective of representatives of work practice. Therefore, the present study explores design considerations for co-construction through the lens of vocational practice. The study reveals a variety of discontinuities related to the designable elements of learning environments (i.e. epistemic, spatial, instrumental, temporal, and social elements). The findings help to improve understanding of design strategies for counterbalancing discontinuities at the interpersonal and institutional levels of the learning environment. The findings confirm that work practice has a different orientation than school practice since there is a stronger focus on productivity and on the quality of the services provided. However, various strategies for co-construction also seem to take into account the mutually beneficial learning potential of the school–work boundary.

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Innovative Work‐Based Learning for Responsive Vocational Education and Training (VET)

Cited by 5 publications

References 21 publications

Trainers’ learning conditions, informal and formal learning and barriers to learning

Trainers’ learning conditions, informal and formal learning and barriers to learning

Multilevel design considerations for vocational curricula at the boundary of school and work

Exploring Co-Construction of Learning Environments at the Boundary of School and Work Through the Lens of Vocational Practice

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