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Session 08

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From the conference Competence 50+ 2007 in Gothenburg, Sweden.

From the conference Competence 50+ 2007 in Gothenburg, Sweden.

Published in: Education

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  • 1. x
  • 2. ROBERT HÖGHIELM STOCKHOLM INSTITUTE OF EDUCATION/ STOCHOLM UNIVERSITY [email_address]
  • 3. LIFELONG LEARNING AND VET
    • The concept nowadays, is connected to a number of educational and competence development phenomena.
    • You can rather easy discover that it is used synonymous with continuing education, adult education, permanent education, recurrent education, lifelong education and finally lifelong learning.
  • 4. The people project
    • The project was an Equal project, where unemployed adults participated in VET courses at secondary school level (2002-2005).
    • The People project has been very successful to get adult unemployed in the region of the Swedish municipality Söderhamn a job by a way of personal qualification but also create a foundation for lifelong learning.
  • 5. Vocational Based Learning (VBL)
    • A pedagogical idea emerged from empirical findings
    • It has a reversed perspective of traditional VET, i.e. to organise the programmes in such a way that the students’ work place experiences guide when the theoretical school subjects are supposed to enter.
    • Traditional VET has a school perspective.
  • 6. LONG RANGE EFFECTS
    • The ambition is to create a paradigmatic change in thinking about how to organise VET both for younger (below 20 years of age) and adults.
  • 7. Work related learning Is focused on increasement of productivity
  • 8. The Transition Myth
    • Knowledge is recognized in general theories,
    • views and interpretations which can be transported by effective pedagogical methods to the individual
  • 9. Focus on:
    • The individual learner
    • Rational and cognitive aspects on work place related learning
    • Work process is described as a process of thinking, reflection and doing
    • Learning is expected as granted
    • Organizational, cultural and social factors are down seized
  • 10. The alternative
    • The learning process is regarded as a process of participation
    • Emphasize a successive transformation into the community of work practice
    • No vocation can be internalized by only theoretical standpoints or through a deductive method based on theory, method, observation and practice
  • 11. The Chinese Box
    • Vocational Culture sets the agenda for
    • Vocational Praxis which decides
    • Vocational knowledge
  • 12. VOCATIONAL CULTURE VOCATIONAL PRACTICE VOCATIONAL KNOWLEDGE BASIC SKILLS GENERIC SKILLS SPECIFIC SKILLS LIFELONG LEARNING REAL COMPE- TENCE. + FORMAL; NON- FORMAL & INFORMAL COMPETEN- CE. Key Qualifications School Practice (Culture) Working life (Culture) [email_address]
  • 13. Sequential, Pedagogical Parallel, School based incitement vocational based qualification goal production exchange value use supply drive demand explicit learning implicit standardised programme tailored algorithm acting heuristics predictable learning unpredictable environment
  • 14. The good vocational learning
    • TRADITIONAL WAY
    • School based vocational education and learning provides theoretical contents to be transferred on production
    • THE GOOD WAY
    • Vocational/Occupational based learning which guides when theory is questioned (provided by school), not the other way round. This is VBL
  • 15. TO BRIDGE CODEIFIED KNOWLEDGE AND SITUATED KNOWLEDGE
    • CURRICULA FOR SECONDARY VET CONSISTS OF CODEIFIED FORMULATIONS OF KNOWLEDGE OBVIOUS FOR STUDENTS WHEN THEY ARE IN THE SCHOOL CULTURE
    • THIS HAS LIMITED SIMILARITIES TO THE SITUATED KNOWLEDGE WHICH STUDENTS INTERNALISE AT A WORK PLACE EXPERIENCED IN THE WORK LIFE CULTURE
    • THE VET TEACHER HAS A KEY ROLE IN HOW THE STUDENTS CAN TRANSFORM SITUATED KNOWLEDGE INTO CODEIFIED KNOWLEDGE AND THE OTHER WAY AROUND
    • THE TEACHER CAN BE SEEN AS A BROOKER I.E. A PERSON MAKING NEW CONNECTIONS ACROSS COMMUNITIES OF PRACTICE, FACILITATE COORDINATION AND OPEN NEW POSSIBILITIES AND NEW MEANINGS FOR THE STUDENTS
    • THE TWO CULTURES ARE OPERATING WITH DIFFERENT LOGICS
  • 16. THE RELATION BETWEEN THE TWO CULTURES
    • TWO DIFFERENT LOGICS:
    SCHOOL AND ITS CULTURE PERIPHERY THE CENTRE ( Here is the master) CORE SUBJECT 1 CORE SUBJECT 2 WORKING LIFE AND ITS CULTURE
  • 17. THE PROBLEM WITH SITUATED LEARNING
    • IT FAVOURS A (COGNITIVE) APPRENTICESHIP WHICH IS BASED ON ASSUMPTIONS FOCUSED ON ”NATURAL” DEVELOPMENTS LEADING TO ”EXPERT” BEHAVIOUR
    • IT UNDERESTIMATES THE IMPORTANCE OF STRICT QUALIFICATION PROCEDURES
    • THE NECESSATY OF THE DISTINCTION BETWEEN ”LEARNING CURRICULA” AND ”TEACHING CURRICULA”
    • THE OVERESTIMATION OF CONSTRUCTIVIST IDEAS BLOCKS THE VIEW FOR TEACHING AND CURRICULA
  • 18. LEARNING A VOCATION AT THE WORK PLACE
    • THE SITUATED LEARNING AT THE WORKPLACE CAN BE SEEN AS A CURRICULA OF ITS OWN
    • BUT A CURRICULA FOR A CERTAIN VOCATION HAS FOCUS ON SPECIFIC ASPECTS NECESSARY FOR A COMPLETE PICTURE OF THE VOCATION
    • AN AMALGAMATION OF THESE CURRICULA IS THE FOUNDATION FOR VOCATIONAL BASED LEARNING (VBL)
  • 19. VOCATIONAL BASED LEARNING AND THE FUTURE
    • Facilitate the vocational student’s boundary crossing between school and work
    • A potential for regional development
    • Local enterprises will automatically be involved in a lifelong learning thinking because of the close connection to the educational system