Abstract
Vocational education and training (VET) is a heterogeneous field, which is
organized in diverse ways in different countries. Part of VET is school‐based:
Students are at school most of the time and do an internship at the end of their
vocational education. Part of VET is work‐based: Employees work most of the
time, but receive training to qualify better for their current or future work. Both
school‐based education and work‐based training have been studied a lot, but far
less is known about the transitions that students and employees make between
school and work. Yet these transitions are crucial. If learners cannot connect
what they learn in different settings, it is very likely that what they have learned
in educational settings remains inert. What they have learned in an internship or
regular work may not be enriched by what they gained in education or training.
It is therefore crucial to think through what implications follow for curriculum
and pedagogy in VET when we ask how to support VET learners to make such
transitions and connections. Such transitions and making connections have been
conceptualized in terms of boundary crossing.
organized in diverse ways in different countries. Part of VET is school‐based:
Students are at school most of the time and do an internship at the end of their
vocational education. Part of VET is work‐based: Employees work most of the
time, but receive training to qualify better for their current or future work. Both
school‐based education and work‐based training have been studied a lot, but far
less is known about the transitions that students and employees make between
school and work. Yet these transitions are crucial. If learners cannot connect
what they learn in different settings, it is very likely that what they have learned
in educational settings remains inert. What they have learned in an internship or
regular work may not be enriched by what they gained in education or training.
It is therefore crucial to think through what implications follow for curriculum
and pedagogy in VET when we ask how to support VET learners to make such
transitions and connections. Such transitions and making connections have been
conceptualized in terms of boundary crossing.
| Original language | English |
|---|---|
| Title of host publication | The Wiley Handbook of Vocational Education and Training |
| Editors | David Guile, Lorna Unwin |
| Place of Publication | Oxford, UK |
| Publisher | Wiley |
| Chapter | 18 |
| Pages | 351-372 |
| Number of pages | 24 |
| ISBN (Electronic) | 978-1-119-09871-3 |
| ISBN (Print) | 978-1-119-09859-1 |
| DOIs | |
| Publication status | Published - 19 Jan 2019 |
Publication series
| Name | The Wiley Handbook of Vocational Education and Training |
|---|