Perspectives of Young People Enrolled in Apprenticeship Courses in Portugal About Learning in Work Contexts

Abstract

This paper is grounded in a research project about apprenticeship courses in Portugal. The analysis conducted aims to grasp whether on-the-job learning might constitute an advantage to apprenticeship courses that could contribute to improving the social image of initial vocational education and training (IVET) in Portugal. We want to understand the matter from the standpoints of young apprentices, focusing on their experiences with on-the-job training. The results were analysed within the expansive−restrictive continuum of Fuller and Unwin (2003), adapted to the Portuguese context. The project uses a mixed methods research design. A survey was conducted and semi-structured interviews were held with young apprentices. The survey was carried out online across the nation and resulted in 620 valid and relevant responses. The interviewed apprentices (54) were enrolled at nine training centres near Porto, Northern Portugal. Appraisals in the survey of the work-context training component of the apprenticeship courses were mainly positive. Nonetheless, data from the interviews revealed both expansive and restrictive features of workplaces that influenced learning outcomes. While apprenticeship courses have existed in Portugal for a long time (34 years), the cultural change to employers' views regarding work-based training can be considered to be still in progress. The results of the study support both the perspective that there is still a lot to put in place in order to change the social image of apprenticeship courses and IVET in Portugal through work-context training and also the idea that several ongoing changes are promising.

Growing up in a never-ending crisis

“…Mientras tanto, el deseo de empezar a trabajar, que se asocia -a menudo erróneamente-con la independencia financiera, es más común entre los estudiantes que asisten a instituciones educativas con orientación profesional. Dada la estigmatización social de los programas de formación profesional en Portugal (Doroftei et al, 2018), esta separación entre las perspectivas de los y las jóvenes con respecto a sus próximas transiciones es un marcador de cómo se siguen perpetuando las desigualdades sociales, y cómo la educación acaba apoyando este proceso de reproducción social (Demaine, 2003;Macedo & Araújo, 2016).…”

Teacher industry placement in Australia: Voices from vocational education and training managers

“…These fundamental requisites are the building blocks for knowledge creation and capacitybuilding. Drawing on Fuller and Unwin (2003), and later research by Dismore (2014), Doroftei, Da Silva and Araujo (2018) note that expansive forms of workplace participation, including professional development, are likely to contribute to deeper learning and restrictive approaches to surface learning. Holbery and Mitchell (2019) claim that expansive workplaces encourage a 'supportive environment … to learn … [and develop] higher level skills such as dialogue, problem solving and reflexive forms of expertise'.…”

Representations that society builds about vocational education

“…Apprenticeship Courses are a dual IVET modality, conferring a level 4 EQF certificate and equivalence to upper secondary education in Portugal (12 th grade). For an explanatory description of the Portuguese AC, see Doroftei, Silva & Araújo (2018). The study aimed to collect the perspectives of young trainees, trainers, leaders of training centres offering Apprenticeship Courses, and tutors of the on-the-job training component, about the social representations of IVET, discussing the implications their perceived representations have in terms of social justice.…”