Apprenticeship: from learning theory to practice

Abstract

Abstract To meet the requirements of an increasingly innovative and competitive environment, workers need to continuously develop and maintain competence. Consequently, initial vocational education and training should prepare (future) workers by providing a basis for lifelong learning in developing both routine and flexible competence. The question is whether workplace learning in initial VET contributes to this aim. To describe WPL processes and outcomes in the Dutch senior VET context, we apply a further elaboration of a comprehensive workplace learning theory, comprising a cognitive, a social and an emotional dimension. Qualitative case studies show that various factors in the different dimensions of learning influence the learning processes and outcomes in a diverse way. Especially more profound acquisition and development of abstract principles relating to flexible competence does not automatically take place during WPL. To fulfill the expectations regarding the role of initial VET to contribute to learning to learn and lifelong learning, improvements are required. Keywords: workplace learninglearning theorycompetence developmentvocational education and trainingvocational development Acknowledgements The authors would like to acknowledge the helpful reviewer comments. Notes 1. Research work carried out at: Roskilde University (Department of Educational Research) and Learning Lab Denmark; one of the research projects supported by the Danish Labour Market Authority. 2. For every student their teacher and workplace mentor was involved; however, some of the teachers and mentors guided more than one of the student respondents, which is why only 17 and not 24 teachers and mentors participated. 3. This research was funded by NWO (The Netherlands Organisation for Scientific Research): 575-36-005c. 4. Bonnie was transferred from home B to A because she was not able to communicate with the psychogeriatric residents in home B. (See Appendix 3).