Institute for Holistic Learning Based on Montessori Education

However, since 1970 the emergence of a knowledge-based economy is predicted. A high speed of innovation
as an intrinsic part of work, combined with a high level of obsolescence of knowledge and skills, should urge a
redesign of the relation between training and work. Work and learning will co-exist again, not only <strong>for</strong> apprenticeship
trajectories as in the times of the guilds, but as a common characteristic of expert work on all levels. Flexibility and
change witll become increasingly part of the routine organisation of work, causing a larger emphasis on learning
while working. Furthermore, it implies permanent learning <strong>for</strong> individuals after being qualified in initial professional
training.
The serial model <strong>for</strong> learning and work has to be combined with new, parallel models <strong>for</strong> work and learning. Another
rationality in work-related learning should also be taken into account when discussion life long learning and possible
roles <strong>for</strong> VET-colleges. In a parallel goal rationality learning takes place as a by-product of working processes.
Parallelism of work and learning implies learning targets to be subordinate to and derived from production targets.
<strong>Learning</strong> and working take place simultaneously and learning is often implicit and incidental as a result of the work
process. This also implies new negotiations between personal goals of workers and the production and innovation
goals of enterprises.
VET-colleges are experts in organising education and training within a serial goal rationality but are inexperienced
with delivering services <strong>for</strong> work related learning within a parallel rationality. If VET-colleges want to play a role in the
process of lifelong learning, they have to develop new roles and routines in order to be able to facilitate work
related learning. For that purpose, we investigated work related learning and new roles and routines <strong>for</strong> VET-colleges
by connecting case studies of learning processes in enterprises to delivery strategies of training professionals
(Jager, Mittendorff & Nieuwenhuis, 2004). In order to enhance the learning potential of work processes, enterprises
demand tailor-made support services both <strong>for</strong> serial training (e.g. skill <strong>for</strong>mation <strong>for</strong> youngsters and low skilled
workers) as <strong>for</strong> parallel learning (e.g. supporting in<strong>for</strong>mal learning by time outs <strong>for</strong> reflection and evaluation). In the
paper we will present the results of the enterprise cases in the <strong>for</strong>m of support demand characteristics, which can
be used as input <strong>for</strong> co-configuration of work related learning between VET-college and enterprise.
41 Karner, Ernst - Austria - ekarner@it4education.at
International Certificates in business and IT <strong>for</strong> pupils at school
School notes are hardly comparable. School notes meet only a statement about general knowledge conditions in IT
or business or languages.
The economy wants to know more about specializations and deepening knowledge. The economy does not want
to compare schools, school types and curricula. They want to know more about special preferences and talents.
The participants will have a look into 5 years of practicing this new <strong>for</strong>m of learning and testing. They will see an
overview of the work of the society of “IT at schools” and will learn something about the way they do it.
The participants will get an overview about all certificates that are offered to teachers and pupils.
The participants will learn about:
the organisation who organizes the exams all over Austria,
the certificates which are offered,
the costs <strong>for</strong> the teachers and the pupils,
how many pupils do the program.
IT AT SCHOOLS is a society in context of public private partnership of the Austrian federal ministry of science and
culture. IT AT SCHOOLS works with money of the ministry, with money from the pupils and is partly supported from
companies from the IT industry and the economy.
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