Abstract
Effectively supporting apprentices in connecting what they learn at school and at the workplace still constitutes a challenge for most vocational education and training (VET) systems. To address this challenge, various efforts have been made in Switzerland, comprising a large investment in promoting effective cooperation between educational institutions and workplace settings as well as in designing integrated curricula and connective educational practices.
In this chapter, the core aspects of the Swiss VET system are briefly described as an introduction to an interview study that aimed to explore which factors are perceived by VET actors as crucial for successfully connecting learning and teaching across schools and the workplace. The study is part of a large research project on school-workplace connectivity in VET from a sociocultural perspective. The study sample was comprised of ten vocational school teachers, eight in-company or intercompany trainers and eight apprentices involved in apprenticeship programmes in different vocational fields as well as four experts from vocational teacher training and VET research. Semi-structured interviews were conducted and then examined using a thematic analysis. The findings of the study demonstrate that a multitude of factors contribute to the connections between learning at school and in workplace settings, including collaboration and communication disposals across learning locations as well as factors related to curriculum development and instructional arrangements. These findings are discussed in relation to the theoretical framework of the study, and implications for VET practice and research are examined.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
The experts ’ interview data were collected according to the framework of the Master of Science in Vocational Education and Training, Swiss Federal Institute for Vocational Education and Training, SFIVET (see Vogt, 2014).
References
Achtenhagen, F., & Grubb, W. N. (2001). Vocational and occupational education: Pedagogical complexity, institutional diversity. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 604–639). Washington, DC: American Educational Research Association.
Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169.
Anderson, J. R., Greeno, J. G., Reder, L. M., & Simon, H. A. (2000). Perspectives on learning, thinking, and activity. Educational Researcher, 29(4), 11–13.
Aprea, C., & Sappa, V. (2014). Kongruenzen und Divergenzen des Lernens in Schule und Betrieb: Die Perspektive von Auszubildenden in der Schweizerischen Berufsbildung. bwp@ Berufs- und Wirtschaftspädagogik – online, 26, http://www.bwpat.de/ausgabe26/aprea_sappa_bwpat26.pdf. 13 Oct 2014.
Aprea, C., & Sappa, V. (2015). School-Workplace Connectivity: Ein Instrument zur Analyse, Evaluation und Gestaltung von Bildungsplänen der Berufsbildung. Berufsbildung in Wissenschaft und Praxis BWP, 44(1), 27–31.
Aprea, C., Cattaneo, A., & Sappa, V. (2015). Mind the Gap: Boundary-Crossing an den Übergängen von informellem und formalem Lernen in der beruflichen Bildung. In G. Niedermair (Ed.), Informelles Lernen. Annäherungen – Problemlagen – Forschungsbefunde (pp. 265–280). Linz: Trauner Verlag.
Biemans, H. J. A., Nieuwenhuis, A. F. M., Poell, R. F., Mulder, M., & Wesselink, R. (2004). Competence-based VET in the Netherlands: Backgrounds and pitfalls. Journal of Vocational Education and Training, 56(4), 523–538.
Billet, S., & Choy, S. (2014). Integrating professional learning experiences across university and practice settings. In C. Harteis & H. Gruber (Eds.), International handbook of research in professional and practice-based learning (pp. 485–512). Dordrecht: Springer.
Billett, S. (2014). Integrating learning experiences across tertiary education and practice settings: A socio-personal account. Educational Research Review, 12, 1–13.
Boldrini, E., & Cattaneo, A. (2014). Scaffolding collaborative reflective writing in a VET curriculum. Vocations and Learning, 7(2), 145–165.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Buxton, C. A., Carlone, H. B., & Carlone, D. (2005). Boundary spanners as bridges of student and school discourses in an urban science and mathematics high school. School Science and Mathematics, 105(6), 302–312.
Cano, F., & Cardelle-Elawar, M. (2004). An integrated analysis of secondary school students’ conceptions and beliefs about learning. European Journal of Psychology of Education, 19(2), 167–187.
Caruso, V., Cattaneo, A., & Gurtner, J.-L. (2016). Learning documentations in VET systems: An analysis of current Swiss practices. Vocations and Learning, 9(2), 227–256.
Cattaneo, A., & Aprea, C. (2014). Using technologies to integrate vocational learning in multiple contexts. In V. C. X. Wang (Ed.), Handbook of research on education and technology in a changing society (pp. 675–690). Hershey: IGI-Global.
Eklund-Myrskog, G. (1997). Students’ view of learning in vocational education. Scandinavian Journal of Educational Research, 41(2), 179–188.
Finch, C., Mulder, M., Attwell, G., Rauner, F., & Streumer, J. (2007). International comparisons of school-to-work transitions. European Education Research Association Journal, 3(2), 3–15.
Ghisla, G., Bausch, L., & Boldrini, E. (2008). CoRe – Kompetenzen-Ressourcen: Ein Modell der Curriculumentwicklung für die Berufsbildung. Zeitschrift für Berufs- und Wirtschaftspädagogik, 3, 431–466.
Griffiths, T., & Guile, D. (2003). A connective model of learning: The implications for work process knowledge. European Educational Research Journal, 2(1), 56–73.
Gutierrez, K. D., Baquedano-Lopez, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286–303.
Hoeckel, K., Field, S., & Grubb, W. N. (2009). Learning for jobs: OECD reviews of vocational education and training. Switzerland. Available at: http://www.oecd.org/edu/skills-beyond-school/oecdreviewsofvocationaleducationandtraining-learningforjobs.htm
Hof, S., Strupler, M., & Wolter, S.C. (2011). Career changers in teaching jobs: A case study based on the Swiss vocational education system. IZA Discussion paper 5806. Available at: http://ftp.iza.org/dp5806.pdf
Koskinen, K. U. (2008). Boundary brokering as a promoting factor in competence sharing in a project work context. International Journal of Project Organisation and Management, 1(1), 119–132.
Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. New York: Cambridge University Press.
LFPr. (2016). Federal Act on Vocational Education and Training, 13 December 2002, Swiss Confederation. Available: https://www.admin.ch/opc/it/classified-compilation/20001860/index.html
Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: A systematic review. Advances in Health Sciences Education, 14(4), 595–621.
Middleton, H. E., & Baartman, L. K. J. (Eds.). (2013). Transfer, transitions and transformations of learning. Rotterdam: Sense Publishers.
Ostendorf, A. (2014). Konnektivität im österreichischen Berufsbildungssystem. Perspektiven der Verbindung von Schule und Arbeitswelt. Wissenplus, 18–22.
Reigeluth, C. M., Beatty, B. J., & Myers, R. D. (Eds.). (2016). Instructional design theories and models, Volume IV: The learner-centeredparadigm of education. Abington: Routledge.
Sappa, V., & Aprea, C. (2014). Conceptions of connectivity: How Swiss teachers, trainers and apprentices perceive vocational learning and teaching across different learning sites. Vocations and Learning, 7(3), 263–287.
Sappa, V., Boldrini, E., & Aprea, C. (2015). Combining teaching with another job: A possible resource to face professional challenges. Preliminary findings from a Swiss study in vocational education and training. Empirical Research in Vocational Education and Training, 7(13), online: http://ervet-journal.springeropen.com/articles/10.1186/s40461-015-0026-4
Sappa, V., Cattaneo, A., & Aprea, C. (in press). L’apprendimento integrato tra scuola e lavoro. In G. P. Quaglino & F. Bochicchio (Eds.), L’agire formativo. Brescia: La Scuola.
Schaap, H., Baartman, L. K. J., & De Bruijn, E. (2012). Students’ learning processes during school-based learning and workplace learning in vocational education: A review. Vocations and Learning, 5, 99–117.
SERI. (2016). Vocational and professional education and training in Switzerland. Fact and Figures. State Secretariat for Education, Research Innovation. Available at: https://www.sbfi.admin.ch/dam/sbfi/en/dokumente/berufsbildung_inderschweiz-faktenundzahlen2016.pdf.download.pdf/vocational_and_professionaleducationandtraininginswitzerland-fac.pdf
Sloane, P. F. E. (2014). Professional education between school and practice settings: The German dual system as an example. In C. Harteis & H. Gruber (Eds.), International handbook of research in professional and practice-based learning (pp. 397–425). Dordrecht: Springer.
Stenström, M. L., & Tynjälä, P. (Eds.). (2009). Towards integration of work and learning. Strategies for connectivity and transformation. Amsterdam: Pergamon.
Tanggaard, L. (2007). Learning at trade vocational school and learning at work: Boundary crossing in apprentices’ everyday life. Journal of Education and Work, 20(5), 453–466.
Tuomi-Gröhn, T., & Engeström, Y. (Eds.). (2003). Between school and work: New perspectives on transfer and boundary-crossing. Oxford: Elsevier Science.
Veillard, L. (2012). Transfer of learning as a specific case of transition between learning contexts in a French work-integrated learning program. Vocations and Learning, 5(3), 251–276.
Virtanen, A., Tynälä, P., & Eteläpelto, A. (2014). Factors promoting vocational students’ learning at work: Study on student experiences. Journal of Education and Work, 27(1), 43–70.
Vogt, B. (2014). Do individual conceptions of vocational learning and teaching matter for implementation of teaching and learning arrangements fostering integration of theoretical, practical and self-regulative knowledge at and across learning sites? Unpublished thesis, master of science in vocational education and training, Swiss Federal Institute for Vocational Education and Training, SFIVET.
Wenger, E. (1998). Communities of practice: Language, learning, and meaning. Cambridge: Cambridge University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Sappa, V., Aprea, C., Vogt, B. (2018). Success Factors for Fostering the Connection Between Learning in School and at the Workplace: The Voice of Swiss VET Actors. In: Choy, S., Wärvik, GB., Lindberg, V. (eds) Integration of Vocational Education and Training Experiences. Technical and Vocational Education and Training: Issues, Concerns and Prospects, vol 29. Springer, Singapore. https://doi.org/10.1007/978-981-10-8857-5_16
Download citation
DOI: https://doi.org/10.1007/978-981-10-8857-5_16
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-8856-8
Online ISBN: 978-981-10-8857-5
eBook Packages: EducationEducation (R0)