Transfer of knowledge in technical vocational education: a narrative study in Swedish upper secondary school

Abstract

In vocational education, teaching and learning are expected to take place in the different learning arenas; schools and workplaces. In such a dual school system, the question of transfer is vital, i.e. how to use knowledge learned in previous situations in new situations. This article is an empirical contribution to research concerning transfer, by means of results from semi-structured group interviews with teachers and supervisors who educate students in the Energy program and the Industry program in Swedish upper secondary school. The interviews were analysed by analyses of narratives. The results show four themes of transfer in the interviews: (1) transfer of basic knowledge, (2) transfer of principles and skills, (3) transfer of written materials and real life and (4) transfer of experiences. The results also show three factors that are crucial in order to create possibilities for transfer: (1) communication, (2) financial resources and (3) reflection. These factors demand close cooperation between the teachers and supervisors during the students' vocational education.

Experiences of educational content in Swedish technical vocational education: Examples from the energy and industry programmes

“…As a support for the initial structuring of the data, an analysis model was used (Table 2). This model was inspired by Lieblich et al (1998) and Mishler (1997) and was also used in, for example, Kilbrink (2013) and Kilbrink and Bjurulf (2013). Themes that emerged from the data were noted in the first column.…”

Beyond Vocational High School and Corporates Cooperation: A Social Exchange Perspective in Education

“…If the reward was not obtained in accordance with the cost released, where the cost is greater than the reward, the Vocational High School 1 Mojokerto, Taman Siswa Vocational High School Magersari, PGRI Vocational High School Mojokerto and business-industries has the right to decide or not to continue the cooperation. Thibaut and Kelley that each individual will stay in a relationship only as long as the relationship is quite satisfactory in terms of reward and cost 9 The results of the evaluation of cooperation analysis can be used as a planning material, can be done by looking at the relationship between the level of satisfaction of Vocational High School 1 Mojokerto, Taman Siswa Vocational High School Magersari, and PGRI Vocational High School Mojokerto with business-industry. This type of relationship and the level of relationship satisfaction can be seen in Table IV by Rice as follows.…”

“…The government authorizes the school and community to conduct education together. Efforts made by the government 19 Boethel, M., Diversity: Family and Community Connections with Schools, Texas: Southwest Educational Development Laboratory, 2003 20 Whattananarong , K., "An in-depth study on the cooperation of vocational education and companies in the dvt-program to identify major strongpoint in the institution -industry linkages with recommendation for the enactkment of the new vocational education and training art", King Mongkut's Institute of Technology North Bangkok, pp [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18]1999 is increasing the synergy in optimizing policy coordination, in one of the preventive measures in the field of education as well curative. One obvious example is to increase the number of vocational schools that produce graduates ready to work.…”

Android worksheet application based on discovery learning on students’ achievement for vocational high school: Mechanical behavior of materials topics

“…Therefore, it is important to study how people working in vocational education experience transfer [6]. Among any courses in vocational high schools is the mechanical behavior of materials this is the standard in both mechanical engineering and materials science/engineering curricula [7].…”