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Characteristics of Workplace Learning Among Finnish Vocational Students

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Abstract

In Finnish VET, students’ work experience is explicitly defined as workplace learning, instead of the practice of already learnt skills. Therefore, vocational students’ learning periods in the workplace are goal-oriented, guided and assessed. This paper examines the characteristics of students’ workplace learning and compares them with the characteristics of employees’ workplace learning. The data were collected with an Internet questionnaire from final-year vocational students (N = 3106). In total, 1603 students (52 %) answered the questionnaire. The data were analysed using quantitative methods. The results indicate that features typical of employees’ workplace learning can also be found in student learning as well. However, VET-related workplace learning has a number of characteristics that have not been brought to light in research on employees’ workplace learning thus far. We suggest that in developing educational practices it would be useful to draw on some of the features of workplace learning such as the use of collaboration and shared practices; conversely for workplace practices it would be useful to draw on some of the features of educational practices. For example, by utilising the structures of students’ workplace learning system presented in this study, learning at work could be transformed towards more goal-directed, guided and assessed activity.

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Notes

  1. The Finnish educational system has three levels: 1) basic education, 2) upper secondary education and training (which is divided into a) general education and b) vocational education and training), and 3) higher education (which consists of two complementary sectors: the polytechnics and the universities). The nine-year basic education is compulsory for every Finnish citizen. After comprehensive school (basic education) almost all members of the relevant age (92 %) continue their studies in the upper secondary education and training (two thirds in general education and one third in vocational education and training). Both the general and the vocational sectors normally provide eligibility for further studies at universities and polytechnics. (Education and science in Finland 2006.)

  2. VET-related workplace learning periods were not counted as former experience, but part-time work was.

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Acknowledgement

The research presented in this paper was partly supported by a grant from the Academy of Finland (Project no. 111184).

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Authors and Affiliations

  1. Finnish Institute for Educational Research, University of Jyväskylä, P.O. Box 35, Jyväskylä, 40014, Finland

    Anne Virtanen & Päivi Tynjälä

  2. Department of Educational Sciences, University of Jyväskylä, P.O. Box 35, Jyväskylä, 40014, Finland

    Kaija Collin

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  1. Anne Virtanen
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  2. Päivi Tynjälä
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Correspondence to Anne Virtanen.

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Virtanen, A., Tynjälä, P. & Collin, K. Characteristics of Workplace Learning Among Finnish Vocational Students. Vocations and Learning 2, 153–175 (2009). https://doi.org/10.1007/s12186-009-9022-9

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