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Research model for describing WPL learning processes in the VET context (based on Poortman 2007; see also Blokhuis 2006).
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To meet the requirements of an increasingly innovative and competitive environment, workers need to continuously develop and maintain competence. Consequently, initial vocational education and training should prepare (future) workers by providing a basis for lifelong learning in developing both routine and flexible competence. The question is wheth...
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Rapid changes in working life have raised awareness of the need for lifelong learning among personnel, and there is increasing concern regarding the sustainability of such learning, especially in growth companies, where learning can be seen as a prerequisite for many work practices. Hence, the aim of this study is to understand the sustainability o...
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... Some of the obstacles when learning is the gap between the subject matter and the context of the problems faced by students in everyday life (Illeris, 2009;Poortman et al., 2011;O.-S. Tan, 2003). ...
This study aims to develop STEM-PjBL worksheets to improve students' collaboration, creativity, and computational thinking skills. This development research uses the ADDIE model by implementing all stages of development. The research instruments were student collaboration observation sheets, student creativity observation sheets, computational thinking assessment sheets, pretest and posttest questions, teacher interview sheets, and validation sheets. Data analysis techniques using qualitative and quantitative descriptive analysis. The product validation results show that the STEM-PjBL-based worksheet is categorized as very feasible based on the validation value obtained by the expert validator. Collaboration, creativity, and computational thinking skills scored respectively 83, 81, and 82 with very good level of achievement category. Non-parametric test results show a significance value (<0.05). These results indicate that the STEM-PjBL worksheet is very feasible and recommended for use in learning.
... , so that through this learning, students are more easily directed and fostered to develop creative thinking potential and produce problem-solving (Yusof et al., 2015). Individuals from vocational schools tend to be able to follow an internship learning pattern where expertise is obtained by learning directly from their experts in theory, practice, and experience, both cognitive and non-cognitive expertise (Poortman et al., 2011). ...
Exploring the decision-making abilities of undergraduate students, including students from vocational education backgrounds, is the main priority in the achievement of mathematics learning in general and in Calculus courses particularly. Decision-making processes require cognitive guidance through activities describing in detail the systematic steps of each process. It is implicitly said as part of a cognitive apprenticeship procedure. There are claims that students with a vocational education background can develop their academic and practical potential more through a cognitive apprenticeship model. In addition, using video as visual media learning allows students to sharpen their skills. Therefore, the study aims to explore the distinction in achievement and improvement of mathematical decision-making skills between undergraduate students who learn with a Video-assisted Cognitive Apprenticeship approach (CAV), and they are who receive Cognitive Apprenticeship learning (CA) with conventional learning. A quantitative study with the Static-Group Pretest-Posttest Design was employed as a methodology in the research. Based on the research stage, there are differences in achievement and improvement of student decision-making skills with a review of the type of vocational school between undergraduate students.
... TVET schools focused on preparing students for work-life; however, although that remains a priority, the education system has shifted its focus to enhancing students' creativity and innovativeness. The focus helps enhance students' employability and increases the chances of establishing businesses and creating employment (Poortman et al., 2011). Innovational skills help students fulfil their aspirations for excellence regardless of gender and provide opportunities in the business environment (Nerstrom, 2017). ...
... TVET schools focused on preparing students for work-life; however, although that remains a priority, the education system has shifted its focus to enhancing students' creativity and innovativeness. The focus helps enhance students' employability and increases the chances of establishing businesses and creating employment (Poortman et al., 2011). ...
Purpose: The purpose of this study is to adapt Youth Innovation Skills Measurement Tool (YISMT) into Turkish language. The YISMT is a scale developed by Chell (2009) to contribute the improvement of the skills and attitudes which young people need if they are to become the innovators of tomorrow. Design/Methodology/Approach: This study is a scale adaptation process which was firstly validated through translation and back-translation procedures. Secondly, exploratory and confirmatory factor analyses were conducted to examine its construct validity. Findings: Factor analyzes results demonstrated that the new scale had 25 items with 6 factors. Highlights: The Youth Innovation Skills Measurement Tool is an instrument to support the development of the skills and attitudes which young people require if they are to become the innovators of future. This research constitutes the adaptation process of the Youth Innovation Skills Measurement Tool into Turkish, which will contribute to revealing the innovation capacities of vocational and technical high schools.
... The transition from peripheral to full participation in a CoP or activity system is key. Students' situated learning processes can be characterized by socialization, experiential learning, and increasing commitment and independence (Poortman et al., 2011;Pridham et al., 2012;Reegård, 2015). In some studies, learning processes related to boundary crossing, characterized by reflection and transformation, are added (Akkerman and Bakker, 2012). ...
... The physical environment in which (future) professionals learn how to act is often a real work setting, such as a shop, factory, bakery, or fitness facility (e.g. Chan, 2013;Ferm et al., 2018;Poortman et al., 2011). In case of learning for vocational practice in formal vocational education, this often takes place in the form of apprenticeships, internships, or placements in (future) occupational workplaces. ...
The focus of this chapter is on learning for and in practice and learning environments that afford such learning. In a systematic review of literature on learning processes and learning activities of (future) professionals we searched for designable elements of learning environments which may elicit learning. We start from a socio-cultural perspective on learning. 30 studies were included, in which three specific foci of learning were recognized, namely (a) learning how to act in vocational practice, (b) developing vocational knowledge, and (c), developing a vocational identity. Results showed several designable elements of learning environments that seem promising in supporting learning.
... Learners gain experience through listening, hearing, seeing and doing work as required by experienced workers, supervisors, mentors, customers, suppliers, and clients. According to McDonald (2020) and Poortman et al. (2011) the history of training through experience in the work setting (alias field attachment) started long before universities even existed where people were learning via apprenticeship through which a more experienced person assisted a less experienced one, in providing support and examples. So, the less experienced person could gain new competencies and or enhance the existing ones while the mentor could also learn from the apprentice based on personal talents. ...
This article explores the role of field attachment on learners' acquisition of employability competencies at vocational education and training institutions (VETIs) where work-based training is vested. Data from exploratory research design covered VETIs learners, employers, and employees from civil construction companies where field attachment was carried out. Semi-structured interviews and open-ended questionnaire were used to collect data. One hundred and four respondents answered the questions. Data collected through semi-structured interview and focuse group discussions was analysed by using content analysis technique. Data collected through questionnaire content analysis technique with the help of MAXQDA2020 software was used to generate frequencies and percentages. The findings have shown that contrary to the traditional wisdom field attachment has a very significant role to play in enhancing hard competencies; learners were more appreciative to have learnt more in issues to do with soft competencies (honest, 67%; hard working, 64% and discipline 41%). This study has cemented the useful role of soft competencies in technical education curriculum as leverage to creation of more employable graduates which is the current trend in the literature.
Keywords
employability competencies, field attachment, vocational education, civil artisans, Tanzania
... In a context where apartheid policies disadvantaged the majority of the citizens, the type of education that equips its products with practical skills is what can speed up the country's development. Poortman et al. (2011) posit that to prepare future workers adequately for continuously changing circumstances in society in general and work in particular, initial vocational education and training should not only focus on competence development for the job in the near future. Learning how to combine work and learning is also essential. ...
... For vocational education and training college, specifically, the stakeholders may include employment-system actors and the relationships among them are the keys to success (Caves, 2019). The learning in TVET institutions comprises theory and practice and as Poortman et al. (2011) agree, that learning is the result of a process that takes place in three dimensions-interaction [social], incentive[emotional] and content [cognitive]. These three dimensions, no doubt, assist the TVET students to experience and own what they learn in both theory and practice. ...
There is growing evidence that the impacts of oil and gas extraction on vulnerability are real and accelerating. Coupled with a host of interrelated livelihood sustainability questions, this has fueled interdisciplinary research on improving livelihoods to vulnerability, as well as to better understand the mechanisms of natural resources exploitation and policy options to limit the socio-cultural and environmental damages to natural resource extraction. Increasingly, development education, community education, and alternative livelihood sources are being leveraged by researchers when analyzing these problems. There is, however, limited discourse regarding the possible synergies that could result from improved engagement between those interested in natural resource extraction on one hand, and community members and researchers on the other hand in tackling resource extraction issues. In this chapter, we employ the accumulation by dispossession discourse espoused by David Harvey that focuses on the prospects for making new contributions to the growing literature on natural resource exploitation and vulnerability. We identify three critical issues that offer significant opportunities for collaborative studies on the nexus between natural resource extraction and development education: (1) the problem of oil exploitation and vulnerability, (2) questions of new alternative livelihood and transition, (3) development/community education and livelihood opportunities approach. Our analysis suggests that issues of development agenda/plan, decentralization of windfall revenues, sector analysis on policies and programs and other development education initiatives underpin these natural resource extraction research needs. This chapter is intended to foster new dialogue between oil exploitation and development education.KeywordsOilOil productionCommunity developmentDevelopment educationDispossession discourseNatural resource
... In a context where apartheid policies disadvantaged the majority of the citizens, the type of education that equips its products with practical skills is what can speed up the country's development. Poortman et al. (2011) posit that to prepare future workers adequately for continuously changing circumstances in society in general and work in particular, initial vocational education and training should not only focus on competence development for the job in the near future. Learning how to combine work and learning is also essential. ...
... For vocational education and training college, specifically, the stakeholders may include employment-system actors and the relationships among them are the keys to success (Caves, 2019). The learning in TVET institutions comprises theory and practice and as Poortman et al. (2011) agree, that learning is the result of a process that takes place in three dimensions-interaction [social], incentive[emotional] and content [cognitive]. These three dimensions, no doubt, assist the TVET students to experience and own what they learn in both theory and practice. ...
This chapter revisits issues related to how professional researchers situated in academia can work alongside research participants as part of the evaluation of Development Education interventions. Our notion of professional researcher involvement in community-engaged research (for the benefit of participants and stakeholders) draws on transformative and Indigenous paradigms for social research. We offer a practical example set in the adult education arena, with reference to our experience in organizing what can be termed a development evaluation of the South African national Kha Ri Gude campaign, which ran (nation-wide) from 2008–2016. “Kha Ri Gude” means Let us Learn in TshiVenda (one of the eleven official languages of South Africa). The campaign was aimed at engendering “literacy plus”—that is, literacy plus life skills to participate more fully in economic, social and political life of the participants’ communities and the nation as a whole, while resonating with the United Nations Millenium Development Goals (UN. (2000). United Nations millennium declaration. UN. Retrieved May 26, 2015, from http://www.un.org/millennium/declaration/ares552e.pdf). We focus in the chapter on how we used the research-and-evaluation process to try to be of assistance in various ways to foster and strengthen the positive impact of the campaign. The discussion is set in relation to the involvement of the two authors of this chapter in several field visits to two provinces in South Africa, namely, Kwa Zulu-Natal and Eastern Cape.
... Illeris describes six ways participants can socially interact within their environment (Poortman, Illeris & Nieuwenhuis, 2011;Illeris, 2007): "Transmission," "perception," "experience," "imitation," "activity," and "participation." In the lab (a social learning situation), the most-adopted form of participant interaction was transmission, which was evident to the observer when the participants were listening actively and taking notes. ...
... The moderators primarily created opportunities for assimilative and accommodative learning (see Section 4.1). This is appropriate for the context of workplace learning (Poortman et al., 2011). Intrapreneurship includes the implementation of new ideas into the organization, so connections between the lab situation and the organization are crucial. ...
Der vorliegende Text ist als Mantelpapier im Rahmen einer kumulativen Dissertation an der Universität Trier angenommen worden. Er dient der Zusammenfassung, Reflexion und erweiterten theoretischen Betrachtung der empirischen Einzelbeiträge, die alle einen Einzelaspekt des Gesamtgeschehens „Innovationslabor zur Unterstützung unternehmerischen Lernens und der Entwicklung sozialer Dienstleistungsinnovationen“ behandeln. Dabei wird das Innovationslabor grundsätzlich als Personalentwicklungsmaßnahme aufgefasst. In einem gedanklichen Experiment werden die Ergebnisse auf Organisationen der Erwachsenen- und Weiterbildung übertragen.
Das Besondere dieses Rahmenpapiers ist die Verbindung eines relationalen Raumverständnisses mit der lerntheoretischen Untermauerung des Gegenstandes „Innovationslabor“ aus der Perspektive der Organisationspädagogik und Erwachsenenbildung. Die Ergebnisse zeigen den Lernraum Labor als abseits des Arbeitslebens, als semi-autonom angebundenen Raum, wo Lernprozesse auf unterschiedlichen Ebenen stattfinden und angestoßen werden. Das Labor wird als heterotoper (Lern-)Raum diskutiert. Neu ist auch der Einbezug einer kritischen Perspektive, die bislang im Diskurs um Innovationslabore fehlte: Das Labor wird als prekärer Lernraum charakterisiert. Somit liegt mit dieser Arbeit nun eine grundlegende Ausarbeitung des Labors als Lernraum vor, die zahlreiche weitere Anschlussmöglichkeiten für Forschung ermöglicht.
The present text has been accepted as a framing paper for a cumulative dissertation at Trier University. It serves as a summary, reflection and extended theoretical consideration of the empirical contributions, each of which deals with a single aspect of the overall event "innovation lab to support entrepreneurial learning and the development of social service innovations". In this context, the innovation lab is basically understood as a human resource development initiative. In a mental experiment, the results are transferred to organizations of adult and continuing education.
The special feature of this framing paper is the connection of a relational understanding of space with the learning theoretical underpinning of the object "innovation lab" from the perspective of organizational and adult education. The results show the learning space lab is not connected to working life, it is a semi-autonomously space where learning processes take place and are triggered on different levels. The lab is discussed as a heterotopic (learning) space. Another new aspect is the inclusion of a critical perspective, which has been missing in the discourse on innovation labs so far: The lab is characterized as a precarious learning space. Thus, with this work, a fundamental elaboration of the laboratory as a learning space is now available, which enables numerous further connection possibilities for research.
... In that respect, and in light of the recent efforts to extend entrepreneurship education reflections to include adult learning perspectives (Hägg and Kurczewska, 2020;Jones et al., 2019), educators should include workplace learning theories in their theoretical reflections (e.g., Illeris, 2003). The need to develop efficient routines is central in these theories (Poortman et al., 2011). ...
This work presents a synthesis of a debate regarding taken-for-granted assumptions and challenges in entrepreneurship education, matured after a developmental workshop organized to increase the research salience of the field. From the five contributions selected, three challenges emerge. The first is recognizing that participants’ representations about entrepreneurship play a crucial role in defining goals and impact of entrepreneurship education; second, integrating new perspectives of conceiving entrepreneurship into the current models of teaching entrepreneurship; and, lastly, facilitating the integration of entrepreneurship knowledge into practice. These challenges opened up to a conception of entrepreneurship education as a dynamic concept reflecting personal values, societal changes, and cultural differences. As a result, learning places of entrepreneurship education promotes exploration and not adaptation to existing schemes, where personal models for practicing entrepreneurship have room to emerge. Defining knowledge priorities, instead of targeting knowledge exhaustiveness, becomes of greatest importance to make entrepreneurship education‘s impact more relevant.
... TL theory is further critiqued for its neglect of the social context. Whereas situated learning theory defines learning in relation to the social context (Lave and Wenger 1991;Poortman, Illeris, and Nieuwenhuis 2011), TL focuses on the cognitive aspects of learning (Illeris 2004). Marxist-feminist theory, an early influence of WE, similarly holds that cognitive-centric lenses are counter-productive to the development of learning models (Mojab and Carpenter 2011). ...
... TL offers a mechanism for an organisation of changes that occur in the learning process. The need to better understand the identity formation process (Poortman, Illeris, and Nieuwenhuis 2011;Illeris 2004) within the WEP led us to consider the perspective of TL. By embedding TL within the context of WE, which acknowledges interdependencies between the social and cognitive spaces along with other dimensions (Deshmukh-Ranadive 2006), the noted limitations of TL may be addressed, apropos its psychological focus, oblivious of the social context. ...
In this paper, a novel education framework for a gender-inclusive, development oriented approach is investigated within the context of a non-formal vocational education and training programme implemented in rural India. Analysis of the two-year intervention that delivered vocational and life skills education to women in rural India has led to a framework that combines theories of women's empowerment and transformative learning. The results from this analysis indicate that by fusing women's empowerment with transformative learning, the objectives of VET can more effectively be achieved, while also making such programmes more accessible and supportive of marginal groups. Insights from this study hold potential for informing a scalable education intervention design geared towards women's empowerment and development. ARTICLE HISTORY
