Vocational Education and Learners' Experienced Workplace Curriculum

Autor/inn/en	Rintala, Heta; Nokelainen, Petri
Titel	Vocational Education and Learners' Experienced Workplace Curriculum
Quelle	In: Vocations and Learning, 13 (2020) 1, S.113-130 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rintala, Heta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-019-09229-w
Schlagwörter	Vocational Education; Student Experience; Workplace Learning; Apprenticeships; Construction Industry; Health Services; Business Administration; Secondary Education + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Studienerfahrung; Apprenticeship; Lehre; Baugewerbe; Health service; Gesundheitsdienst; Gesundheitswesen; Business economics; Betriebswirtschaft; Sekundarbereich
Abstract	There has been a growing emphasis on providing students in vocational education and training (VET) with workplace experiences. School-based VET and apprenticeship training have been parallel routes in the Finnish VET system, but relatively little is known of their characteristics regarding students' experiences. This study addresses this research gap by investigating these two VET pathways and addressing the following research question: How do learners experience workplace learning on various learning pathways? This study further investigates three different vocational fields: social and health care, business and administration, and construction. The study was based on semi-structured individual interviews (N = 33): 18 of the participants were students in school-based VET, and 15 were apprentices. The interview data were analysed with thematic analysis. The themes highlighted how the VET pathway builds a frame for participation that is then shaped by work practices and social practices and how, eventually, individuals alter boundaries to participation. The study implies that the two VET pathways, school-based VET and apprenticeship training, have significant differences. However, in the construction sector, differences between students' experiences of workplace learning seem to be less visible. Based on learning experiences, it seems that apprenticeship training and school-based VET cannot be considered parallel or interchangeable routes. This should be acknowledged because the recent reform of vocational upper secondary education aims to advance a flexible combination of school- and work-based pathways, and it can also be considered when discussing the coherence of VET systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01