The learning context within the workplace: as perceived by apprentices and their workplace trainers

Brooker, Ross; Butler, Jim

doi:10.1080/13636829700200028

Cited by 38 publications

(40 citation statements)

References 7 publications

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“…Brooker & Butler (1997) have emphasised that learning is structured by the situation in which it occurs, together with all the interactions and contextual aspects of that situation. If the workplace learning experience that is planned and organised by schools can be shown to deliver better outcomes within the context of the VET in Schools programme, then it is reasonable to accept this as evidence that schools can make a difference in the quality of the experience that links school-based learning to the world of work for young people.…”

Section: Destinations Datamentioning

confidence: 99%

Vocational education and training in schools in victoria: an appraisal six years down the track

Polesel

2001

Journal of Vocational Education & Training

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This article examines the impact of an initiative designed to integrate vocational education and training in the senior school leaving certificate in the Australian state of Victoria. Drawing on two studies of senior secondary school students conducted by the Educational Outcomes Research Unit at the University of Melbourne, it attempts to assess whether, on the basis of data available to date, the VET in Schools programme has been a success. The article describes the programme's features and the way it has attempted to integrate general and vocational education within a common leaving certificate -the Victorian Certificate of Education. It presents data comparing the attitudes to workplace learning of students enrolled in the VET in Schools programme and students not enrolled in the programme. Finally, it presents data on the labour market and study destinations of students graduating from the programme. The article finds that the programme has been remarkably successful in terms of enrolment growth, positive attitudes to workplace learning and successful transitions to work and further study.

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Section: Destinations Datamentioning

confidence: 99%

Vocational education and training in schools in victoria: an appraisal six years down the track

Polesel

2001

Journal of Vocational Education & Training

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“…Billett, 2009;Eraut, 2004;Tynjälä, 2008). Þar sem rannsóknir á vinnustaðanámi á Íslandi eru af skornum skammti er ekki haegt að fullyrða að þessi gagnrýni eigi við rök að styðjast hér, en rannsóknir hafa sýnt að þetta geti verið vandamál í vinnustaðanámi (Billett, 2009;Brooker og Butler, 1997;Cornford og Gunn, 1998;Fuller og Unwin, 2004a). Þetta er mikilvaegt því ein af forsendunum fyrir gaeðum náms á vinnustað er skuldbinding nemenda við fagið og vinnustaðinn sem skapast með viðurkenningu á þátttöku þeirra og vinnuframlagi (Eraut, 2004).…”

Section: Mikilvaegi Vinnustaðanámsunclassified

Nám í skóla og á vinnustað: Viðhorf og reynsla sveina, kennara og meistara af tvískiptu kerfi löggiltra iðngreina

Eiríksdóttir¹

2017

TUUOM

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Markmið rannsóknarinnar var að skoða hvernig nám í tvískiptu kerfi löggiltra iðngreina fer fram á Íslandi, nánar tiltekið hvort samfella sé í skipulagi námsins og samhengi milli námsins í skóla og á vinnustað. Tekin voru viðtöl við sveina, kennara og meistara (átta í hverjum hóp) í fjórum iðngreinum. Niðurstöður benda til þess að tvískipta kerfið sé að miklu leyti rekið eins og tvö samhliða námskerfi og ekki sé nægilega hugað að því að námið myndi samfellda heild. Samskipti eru óformleg og ábyrgð á samræmingu virðist hvergi vera skilgreind. Einnig sýndu niðurstöður að styrkleikar námsins í skólanum eru veikleikar námsins á vinnustað og öfugt, og því getur verið erfitt að tryggja gæði námsins í heild. Tvískipta kerfið í löggiltum iðngreinum ætti að geta boðið upp á góða heildstæða þjálfun en víða þarf að lagfæra fyrirkomulag til að tryggja gæði og samfellu náms. Rannsóknarverkefnið var styrkt af Mennta- og menningarmálaráðuneytinu í gegnum verkefnið Nám er vinnandi vegur og af Rannsóknarsjóði Háskóla Íslands.

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“…Coupled with evidence reviewed earlier that vocational learners have typically not developed the metacognitive strategies to support self-directed learning, it would appear that the challenge to flexible delivery is formidable, and requires careful strategies underpinning its implementation if it is to be successful. Brooker & Butler's (1997) research focused on the training structures within enterprises employing apprentices, and found widespread inadequacies in the planning and structuring of apprentice learning in the workplace, and in the workplace support for those learners. Similar observations have been made by others (Unwin & Wellington, 1995;Fuller, 1996;Cornford & Gunn, 1998;Harris et al, 1998).…”

Section: Learner Preparedness For Flexible Deliverymentioning

confidence: 99%

“…There is evidence from studies in the workplace (Brooker & Butler, 1997;Harris et al, 1998) that enterprises also need to develop the processes and policies required to provide adequate support to learners. In a context of flexible delivery, where the learner is expected to be more self-directed, and to have less contact with instructors and peers in a classroom or workshop teaching environment, these workplace support structures become even more important.…”

Section: Workplace Preparedness For Flexible Deliverymentioning

confidence: 99%

Learners and their workplaces: towards a strategic model of flexible delivery of training in the workplace

Smith

2001

Journal of Vocational Education & Training

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Although the flexible delivery of training in the workplace has become a favoured policy position for training authorities in both Britain and Australia, this article reviews research that indicates neither learners nor their workplaces are well prepared. Drawing on the author's own research and that from the broader literature, the article develops a model for the preparation of learners and workplaces for flexible delivery of training. Deriving from the proposed model, the article suggests a wide range of strategies that may be used in preparing learners and workplaces for successful engagement with the flexible delivery of training.

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The learning context within the workplace: as perceived by apprentices and their workplace trainers

Cited by 38 publications

References 7 publications

Vocational education and training in schools in victoria: an appraisal six years down the track

Vocational education and training in schools in victoria: an appraisal six years down the track

Nám í skóla og á vinnustað: Viðhorf og reynsla sveina, kennara og meistara af tvískiptu kerfi löggiltra iðngreina

Learners and their workplaces: towards a strategic model of flexible delivery of training in the workplace

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