Professional Education Between School and Practice Settings: The German Dual System as an Example

Sloane, Peter F. E.

doi:10.1007/978-94-017-8902-8_15

Cited by 13 publications

(9 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…schools or universities) and rather informal workplace settings (e.g. internships or apprenticeships) (Billett and Choy 2014); however, as anecdotic reports of teachers and trainers as well as research literature Ostendorf 2014;Sloane 2014;Virtanen et al 2014) show, this is still a quite challenging task even for well-developed VET/PET systems, such as in Switzerland, Germany and Austria. Its accomplishment hinges on a range of factors, such as the availability of integrative learning tools, the application of adequate teaching methods and the alignment of curricula or cooperative financing.…”

Section: Introductionmentioning

confidence: 99%

Success Factors for Fostering the Connection Between Learning in School and at the Workplace: The Voice of Swiss VET Actors

Sappa¹,

Aprea

Vogt³

2018

Technical and Vocational Education and Training: Issues, Concerns and Prospects

View full text Add to dashboard Cite

Effectively supporting apprentices in connecting what they learn at school and at the workplace still constitutes a challenge for most vocational education and training (VET) systems. To address this challenge, various efforts have been made in Switzerland, comprising a large investment in promoting effective cooperation between educational institutions and workplace settings as well as in designing integrated curricula and connective educational practices.In this chapter, the core aspects of the Swiss VET system are briefly described as an introduction to an interview study that aimed to explore which factors are perceived by VET actors as crucial for successfully connecting learning and teaching across schools and the workplace. The study is part of a large research project on school-workplace connectivity in VET from a sociocultural perspective. The study sample was comprised of ten vocational school teachers, eight in-company or intercompany trainers and eight apprentices involved in apprenticeship programmes in different vocational fields as well as four experts from vocational teacher training and VET research. Semi-structured interviews were conducted and then examined using a thematic analysis. The findings of the study demonstrate that a multitude of factors contribute to the connections between learning at school and in workplace

show abstract

Section: Introductionmentioning

confidence: 99%

Success Factors for Fostering the Connection Between Learning in School and at the Workplace: The Voice of Swiss VET Actors

Sappa¹,

Aprea

Vogt³

2018

Technical and Vocational Education and Training: Issues, Concerns and Prospects

View full text Add to dashboard Cite

show abstract

“…Indeed, the proposed framing modalities of pacing and the framing modalities of the selection and sequencing of training content are recognisable in the context of CPT-instruction. To summarise, these three studies focus primarily on the vertical co-operation of action layers (Sloane 2014) from the micro to the macro levels, with an emphasis on the governance sphere. Although our interest and effort are oriented towards the study of the learning process, the governance sphere is complementary to our study too, as it opens future opportunities to strengthen the positioning of our study in a particular context.…”

Section: Discussionmentioning

confidence: 99%

“…We advocate that this institutional context is particularly suitable for our study, as dual learning calls for a decoupling of kinds of knowledge from learning environments (Sloane 2014). This means that the 'acquisition' of theoretical knowledge (or 'construction' or 'mastering', depending on the learning metaphor to which one subscribes) is not restricted to the school, such as practical knowledge is not restricted to the workplace.…”

Section: The Contextmentioning

confidence: 99%

Conceiving the relationship between theory and practice in T-VET. An in-depth study on key actors’ epistemological perspectives

Orozco

Gijbels

Timmerman

2020

Journal of Vocational Education & Training

View full text Add to dashboard Cite

The integration of theory and practice constitutes an anchor of today's technical vocational education and training (T-VET) and a major determinant of professional development. Understanding such integration is expected to contribute to pedagogical advancement and to provide new research tools.Current knowledge on the epistemological roots of pedagogical approaches is not automatically informative of the conceptions and beliefs of the students and their instructors in particular learning contexts. Therefore, if we are to disentangle further the theory-practice integration in T-VET, a first step is to grasp how these key actors conceive of theoretical and practical knowledge and the relationship between these kinds of knowledge. Thirty-eight subjects in dual T-VET in the field of chemical process technology, participated in serial and single focus groups. While adopting a grounded theory approach, the present qualitative study reveals the negotiated epistemological perspectives of students, school-instructors and workplace-instructors: forms of knowledge that respond to conceptions of theory or practice, the relationships between these forms of knowledge and the multiple agents who perform each connecting activity. The findings reveal a possible expression of the overall 'integration of theory and practice' as involving a network of relationships that are embodied by multiple agents. The implications are discussed.

show abstract

“…The German dual system of VET is highly regulated and complex. The 16 federal states are each responsible for designing syllabi for vocational schools, while training regulations for companies are the responsibility of the federal government (Sloane, 2014). Conceptually, the term dual system suggests that two systems collaborate to form a whole, which has been emphasised since the 1960s (Euler et al, 1999).…”

Section: Duality In Vocational and Higher Educationmentioning

confidence: 99%

“…Conceptually, the term dual system suggests that two systems collaborate to form a whole, which has been emphasised since the 1960s (Euler et al, 1999). Duality goes beyond governance or the organisational combination of two venues of learning and extends to the teaching and learning activities (Sloane, 2014). While the legal framework for VET emphasises this extensive duality, the degree to which it is implemented varies (Euler et al, 1999).…”

Section: Duality In Vocational and Higher Educationmentioning

confidence: 99%

Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany

Mordhorst

Jenert

2022

High Educ

View full text Add to dashboard Cite

In Germany, dual learning programmes are increasingly offered by higher education institutions. These programmes’ main characteristic and greatest challenge is their integration of academic and vocational learning. So far, this challenge has frequently been stated without specifying its exact nature and consequences for learners. The present study addresses this pedagogical research gap and examines the extent of variation in the degree of integration among dual study programmes. With reference to curriculum theory, the study develops an empirical typology of curricular integration in dual programmes. The data sample consists of 152 programmes at (dual) universities and universities of applied sciences. Data is analysed using hierarchical cluster analysis. Results indicate that the currently prevailing forms of curricular integration should best be differentiated according to five types. The five overlapping types of integration are located on a continuum ranging from parallelism through organisational linking to full curricular integration targeted immediately at students’ personal integration. The analysis confirms that there are problems with complying with integration standards set on the policy level. Above all, the study offers new insights on what marks the diverse integration landscape of dual study programmes. It proves that approaches to integration are more differentiated than previous research has shown.

show abstract

Professional Education Between School and Practice Settings: The German Dual System as an Example

Cited by 13 publications

References 8 publications

Success Factors for Fostering the Connection Between Learning in School and at the Workplace: The Voice of Swiss VET Actors

Success Factors for Fostering the Connection Between Learning in School and at the Workplace: The Voice of Swiss VET Actors

Conceiving the relationship between theory and practice in T-VET. An in-depth study on key actors’ epistemological perspectives

Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany

Contact Info

Product

Resources

About