briefing papers for policy makers

Recommendations

Info

Briefing Paper 3 Research Institutions: University College London, United Kingdom Kristianstad University, Sweden Dublin City University, Ireland University Of Valencia, Spain Copenhagen Business School, Denmark National Institute for Vocational Education, Hungary Contact address: Ms. Toni Griffiths University College London Education and Information Support Division 1-19 Torrington Place London WC1E 6BT United Kingdom Tel: + 44-207-504.59.39 Fax: + 44-207-813.02.77 toni.griffiths@ucl.ac.uk This research project has been funded by DG-Research under the Targeted Socio- Economic Research (TSER) Programme of FP4 New Approaches to Work Experience Context of the Research The nature of work is changing due to the quickening pace of global scientific and technological innovation and the use of information and communication technologies. The scale and impact of global multinational activity and the process of industrial convergence have also exerted pressure for industrial, organisational and occupational change. Distinctions between formal and informal contexts of learning are being challenged and innovative developments like “learning organisations” have emerged, all of which has an impact on the future role of work experience. Yet there is evidence that the true learning potential of work experience is not fully understood. This research into the work experience for 16-19 year olds was conducted in six countries – Denmark, Hungary, Ireland, Spain, Sweden and the United Kingdom. It examined the purpose and assumptions about learning, and the practice and outcomes of work experience in the light of changes in the European labour market and trends in workplace requirements and organisation. An intensive exploration of learning theory has been undertaken and innovative approaches to work experience have been analysed through a number of case studies. Key Conclusions 1. Five models of work experience were identified which reflect the different economic, technological and social factors prevailing within European countries as well as different ideas about learning and development. These different models can and do co-exist within the same country: • Traditional - ‘launching’ students into the world of work. • Experiential - as ‘co-development’. • Generic - as an opportunity for key skill assessment. • Work process - a strategy to assist students in ‘attuning’ to the context of work. • Connective - a form of reflexive learning. 2. Overall, there is a poor relationship between policy and practice, a lack of clarity in relation to the aims and objectives of post-16 work experience, its delivery (in particular, a lack of clarity in relation to workplace supervision, mentoring and teaching, the availability and quality of placements), a lack of evidence in relation to learning, the role of employers (the quality of relationships between employers and education, the nature of qualifications sought, the degree of attention to changing nature and modes of work). 3. There is renewed emphasis upon learning in the workplace, which tends to be tackled in one of two main ways based upon the following limited assumptions: • That the main purpose of work experience is to help young people to learn how to reproduce pre-existing activities, rather than to encourage them to learn and develop by ‘putting things’ into different contexts • That learning in the workplace is best supported through involving young people in planning a work experience placement and managing and evaluating the learning through the use of statements about ‘learning outcomes’. 14
4. However, the push to make work experience more widely available to young people has tended to address new issues about skill development by relying on old models of learning in the workplace. 5. Work experience should no longer be viewed as developing a technical competence in ‘something’ nor as providing an opportunity to use ‘learning outcomes’ as though they capture in some way the authentic knowledge/skill developed by a young person in a specific situation. Increasingly, work experience should be viewed as a means of developing an involved sense of responsibility. 6. The dominant interpretation of ‘transfer’, which stresses ‘the degree to which a behaviour will be repeated in a new situation’, is insufficient. The concept of consequential transitions is necessary, which recognises an extra dynamic in the process of exploring new territory in which pre-learned responses and solutions are unavailable. Such transitions may involve changes in identity as well as changes in knowledge and skill thus involving the full person and not just learned attributes or techniques. 7. Increasingly, workers are expected to act as ‘boundary crossers’ between “activity systems” - to possess the ability to contribute to the development of new forms of social practice and to produce new forms of knowledge. This entails learning how to contribute to the transformation of work contexts. 8. Therefore, the innovative ‘connective’ model of pedagogy and learning in work-based contexts should be developed. 9. Work should not be solely a context which students learn about; it is a context through which students can learn and develop. This shift of focus can direct attention to how individuals learn, grow and develop through the strength and richness of their interactions and applications within and between different contexts. 10. As a result of these conclusions there is a need to re-think the function of work experience in post-16, as well as in higher education. Key Recommendations The study made the following recommendations: 1. The current policies on work experience should be informed by what is known about learning as well as what is known about changes in work. 2. Businesses, educational and vocational institutions should practically respond by using and developing the “connective” model of learning through work experience. It offers ways of: • Connecting formal and informal contexts of learning - relevant in course development. • ‘Mediation’ between formal and informal contexts of learning that are fundamental in achieving an effective relationship between classroom learning and workplace learning and can be developed by teachers and workplace educators/trainers in partnership. • Considering quality through the identification, development and transfer of learning that goes well beyond the ‘checklist’ approach to quality issues. The framework should be developed in the school/workplace context and in the context of the connective model. 3. Change in educational institutions and in businesses in relation to education-business partnership innovation should also take account of such innovation – often involving applications of the learning technologies at the ‘periphery’ –in the knowledge that ‘innovation without change’ is ubiquitous. The full title of the project is: Work Experience as an Education and Training Strategy: new approaches for the 21 st Century. 15
Page 1 and 2: REPORT EUR 20791 European Union-sup
Page 3 and 4: 2003 EUROPEAN COMMISSION European U
Page 7 and 8: Table of Contents Foreword ……
Page 9: Notes from the editor This report i
Page 13 and 14: Briefing Paper 1 Research Instituti
Page 17: 4. Other incentives to improve mobi
Page 27 and 28: Key Publications Gornitzka, “Gove
Page 29 and 30: 7. Despite strong resistance from e
Page 33 and 34: 10. There needs to be encouragement
Page 35 and 36: The full title of the project is: E
Page 37 and 38: 2. Some employers and politicians a
Page 39 and 40: Briefing Paper 11 Research Institut
Page 43 and 44: • A greater understanding of the
Page 47 and 48: The Final Report and results of thi
Page 51 and 52: 9. Policy needs to provide opportun
Page 53 and 54: • The levels of teachers’ inter
Page 55 and 56: 4. Strengthening the educational re
Page 57 and 58: Key Recommendations The project mad
Page 61 and 62: National Policy Recommendations 1.
Page 65 and 66: Key Recommendations The following r
Page 69 and 70:
Key Recommendations The following r
Page 71 and 72:
8. Lifelong Learning is still seen
Page 73 and 74:
Briefing Paper 21 Research Institut
Page 75 and 76:
Key Recommendations Specific recomm
Page 77 and 78:
Tikkanen, T., Teknologian muutos ty
Page 79 and 80:
• Moving from training-based deve
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
This project is now being taken for
Page 89 and 90:
13. Some of the enterprises have ha
Page 91 and 92:
Page 93 and 94:
Key Recommendations 1. Efforts shou
Page 95 and 96:
10. Although, it has been found tha
Page 97 and 98:
4. Separate analysis of the wage di
Page 99 and 100:
Denny & Harmon, The impact of educa
Page 101 and 102:
10. In addition, important learning
Page 103 and 104:
Page 105 and 106:
8. Opening schools to activities be
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
establishing links between the scie
Page 115 and 116:
Sassi, Ogborn, Pintó, Quale, Vienn
Page 117 and 118:
7. Virtual learning environments ma
Page 119 and 120:
Page 121 and 122:
The Final Report and results of thi
Page 123 and 124:
8. Apprenticeships also have invest
Page 125 and 126:
Page 127 and 128:
• The import behaviour (nature an
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
University of Barcelona 3. Further
Page 135 and 136:
Educational research supported by D
Page 137 and 138:
Page 139 and 140:
mentoring to help the less confiden
Page 141 and 142:
5. It appears to be advisable to fu
Page 143 and 144:
Page 145 and 146:
Key Recommendations Political and l
Page 147 and 148:
Further information The final repor
Page 149 and 150:
8. Learning in a “learning compan
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Further Information The full title
Page 161 and 162:
Adaptability and Entrepreneurship 6
Page 163 and 164:
18. Gender audits and relevant acti
Page 165 and 166:
4. As some legislation describes at
Page 167 and 168:
Page 169 and 170:
2. There is a need to encourage fle
Page 171 and 172:
Key Recommendations 1. The focus of
Page 173 and 174:
• Shaping European learning relat
Page 175 and 176:
Page 177 and 178:
Forthcoming Publications: Arriaga,
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Further Information The project sta
Page 185 and 186:
3. Concerning inequalities it has b
Page 187 and 188:
Summaries of research project clust
Page 189 and 190:
Briefing Paper 36 Contact address:
Page 191 and 192:
7. Policy should encourage long-ter
Page 193 and 194:
• Development of a culture of col
Page 195 and 196:
Page 197 and 198:
8. Compensation programmes/schemes
Page 199 and 200:
5. Combating segregation at school
Page 201 and 202:
Page 203 and 204:
questionnaire approaches to increas
Page 205 and 206:
learning partnerships, 178 learning
Page 208 and 209:
Price (excluding VAT) in Luxembourg
show all

briefing papers for policy makers

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?