Towards Integration of Work and Learning: Strategies for Connectivity and Transformation
Marja-Leena Stenström, Paivi Tynjala
Springer Science & Business Media, Oct 8, 2008 - Education - 252 pages
Marja-Leena Stenstrom ̈ and Pai ̈ vi Tynjal ̈ a ̈ Changing Working Life as a Challenge to Education Recentmacro-leveltrends,suchaseconomicglobalisation,thedevelopmentofthe- formationsociety,changesinmethodsofproductionandtheorganisationofwork,and the growing signi?cance of knowledge as a factor of production, have created a new context for the relationship between education and working life. In this new context, the use of work experience as an educational and learning strategy has become one ofthemostimportantdevelopmentsbothinvocationaleducationandtraining(VET) and in higher education. Although the tradition of making work an integral part of education has varied at different levels of the educational system, the challenges that systems of education currently face are very similar in many respects. These include thechallengeofequivalenceasregardsthelevelofacademicstandards,thechallenge ofdevelopingpedagogicalpracticesfordifferentformsofwork-relatedlearning,and the impact that work-related learning has on the identity of the educational orga- sation, the teacher, and the learner. The diversity of the systems through which work experience is realised, the varying levels of training of workplace trainers, and the lack of industrial experience of vocational school teachers have aroused discussion abouthowtoguaranteeandassessthequalityofthelearningtakingplaceindifferent workplaces and of the work-based learning system as a whole. (See e. g. Boud & Solomon, 2001, p. 27; Grif?ths & Guile, 2004; Guile &Grif?ths, 2001. ) The key pedagogical question regarding collaboration between education and work is how to build a ?rm connection between theory and practice or abstract thinking and practical action – and between the development of general skills and speci?c vocational skills.
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Towards Integration of Work and Learning: Strategies for Connectivity and ...
Marja-Leena Stenström,Paivi Tynjälä
No preview available - 2010
activity apprentices apprenticeship assessment Bereiter Billett Bologna process Central Finland chapter collaboration communities of practice competence concept connective model context cooperation curriculum deﬁned Deitmer described education and training Educational Research emphasise employees Engestr¨om enterprises entrepreneurs entrepreneurship Eraut European evaluation experience expertise explicit knowledge ﬁeld ﬁnd ﬁndings Finnish ﬁrm ﬁrst ﬂexibility guidance Hakkarainen higher education identity innovative knowledge communities Institute for Educational integration interaction Journal learning environments learning process mentor networks Nonaka one’s Onstenk organisational learning participation pedagogical perspectives placements polytechnics problems procedural knowledge professional programme qualiﬁcations reﬂection relationship role school-based signiﬁcance Situated learning situations social social enterprises speciﬁc Springer Science+Business Media Stenstr¨om tacit knowledge task teachers theoretical theory tion transformation transformative learning Tynj¨al¨a University of Jyv¨askyl¨a V¨alimaa vocational education vocational skills demonstrations Wenger work-based learning work-related learning workers workplace instructors workplace learning workplace trainers