Analysing the Interplay Between Institutional-Based and Workplace Learning

Arinaitwe, Dinavence; Sannerud, Arne Ronny

doi:10.7577/sjvd.3249

Cited by 3 publications

(6 citation statements)

References 23 publications

(31 reference statements)

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“…The need for institutional-workplace collaboration (IWC) in matching the skills provision to the needs of enterprises (Arinaitwe and Sannerud 2019;Zinn et al 2019) is a recurring theme in recent VET developments. Different countries have adopted different strategies and practices in boosting skills development.…”

Section: Introductionmentioning

confidence: 99%

“…Although several studies acknowledge the contribution of IWC in skill development (Arinaitwe and Sannerud 2019;Flynn et al 2016), challenges to these collaborations exist (Ankrah and Al-Tabbaa 2015). These challenges include an absence of workplace mentors (Maxwel 2014) and boundary spanners (Pertuze et al 2010), limited access to workplace activities (Billet 2001), a lack of clear policies to support collaborations (Guimon 2013), the cultural difference between academia and industries (Mgonja 2017) and inadequate resources (Sjoo and Hellstrom 2019).…”

Section: Introductionmentioning

confidence: 99%

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Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces

Arinaitwe

2021

Empirical Res Voc Ed Train

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The study aimed to identify and understand practices and strategies for enhancing learning through collaboration among a master’s degree in vocational pedagogy (MVP) program, vocational teacher training institutions (VTIs), and workplaces. Using in-depth semi-structured individual and focus group interviews, data were obtained from administrators, mentors, supervisors, students, teachers, officers/managers of the MVP, two VTIs, and four workplaces from central and eastern parts of Uganda. The data analysis was based on Engestrom’s cultural-historical activity theory (CHAT) particularly the concept of expansive learning for resolving contradictions within human activity systems. The findings revealed a need for involving actors in timely planning and disseminating the activity plans, increasing duration for collaborative activities as well as involving the students in the tracking of MVP activity record in fostering the institutional capacity to plan and implement collaborative activities. To strengthen the institutional capacity to supervise learning under collaborative activities, findings indicated a need to engaging workplace mentors and facilitators in learning at the MVP as well as joint supervision and collaborative development of supervision guidelines. To foster the communication between partners, the findings revealed a need to institute a collaboration focal person, providing feedback to collaborating actors and government support on a policy encouraging workplaces’ involvement in vocational training. Relationship issues revealed a need to initiate collaboration based on a signed memorandum of understanding as well as organising workshops and symposiums to equip and orient actors to MVP work methods and practices. Due to contradicting learning cultures and traditions amongst the activity systems, some of the suggested strategies required renegotiating the system especially the university before being implemented to minimise further challenges.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces

Arinaitwe

2021

Empirical Res Voc Ed Train

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“…The project administrators monitor and support the implementation of the programme activities. Arinaitwe and Sannerud (2019) in their previous study found that implementing collaborative activities in the MVP benefited the actors in the following ways:…”

Section: Mvp Programme At Mukinga University In Ugandamentioning

confidence: 99%

“…Several research studies conducted both in VET (Flynn et al, 2016) and vocation teacher education (Arinaitwe & Sannerud, 2019) have emphasised the importance of institutional-workplaces collaboration (IWC) in producing competent trainers and/or workers. Flynn et al (2016) revealed that IWCs allow for the convergence of partner perspectives that stimulate innovative solutions.…”

Section: Introductionmentioning

confidence: 99%

Learning through collaboration between vocational teacher training institutions and workplaces: Barriers and contradictions

Arinaitwe

Mifsud

Kato

et al. 2022

NJVET

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In vocational education and training, the acquisition of relevant skills by learners is vital for their employability. It has been argued that institution–workplace collaboration facilitates this acquisition of relevant skills through availing authentic real-life learning situations. This study used the cultural–historical activity theory to identify and characterise challenges to learning through collaboration between a masters of vocational pedagogy (MVP) programme, vocational teacher training institutions and workplaces in Uganda. Data were obtained using in-depth individual interviews with purposively sampled actors in collaborative activities. The findings revealed that challenges manifesting as discursive contradictions occurred in different phases of implementing collaborative activities. In the planning and implementation phase, contradictions were linked to short time frames for collaborative activities, unsynchronised activity plans and contradictory working cultures. In the supervision of learning, contradictions arose from a lack of a common understanding of the objectives and work methods of the collaborative activities. A lack of feedback to actors, an absence of a collaboration focal person, and a lack of government policy limited participation in collaborative activities. These challenges were observed to lessen the focus on the MVP students’ learning, which ultimately affected the quality of work produced and interfered with the implementation of collaborative activities.

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“…Blant annet med bakgrunn i det som er nevnt ovenfor, har det i løpet av det siste tiåret vaert en økende interesse for forskning på yrker og yrkesutdanning både i Europa og i Afrika (McGrath, 2012;McGrath & Powell, 2016;Arinaitwe & Sannerud, 2019;Sannerud, 2019).…”

Section: Innledningunclassified

Drama og teater som tilnærming i aksjonsforskning – å øve på framtida

Eriksen¹,

Leming²

2020

Aksjonsforskning I Norge, Volum 2: Grunnlagstenkning, Forskerroller Og Bidrag Til Endring I Ulike Kontekster

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In this chapter, we ask how drama and theatre can be a useful approach to action research processes. We focus on interventions, using teacher education as an arena for development. The empirical point of view is based on several research and developmental projects over years, together with two examples from recent developmental work. Our theoretical framework is based on theories of learning and transformation, as well as various perspectives on action research. The connection and similarities between drama and theatre and action research, will also be discussed in this chapter.

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Analysing the Interplay Between Institutional-Based and Workplace Learning

Cited by 3 publications

References 23 publications

Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces

Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces

Learning through collaboration between vocational teacher training institutions and workplaces: Barriers and contradictions

Drama og teater som tilnærming i aksjonsforskning – å øve på framtida

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