Abstract
This study examines how recently graduated journeymen, vocational teachers, and workplace trainers view the integration between learning at school and at work in a dual vocational education and training (VET) system, and how these views might be influenced by the duration and the sequencing of school- and work-based learning periods. Research indicates that effective implementation of the dual VET system is contingent upon successful integration of learning experience at the two venues. Recent graduates, workplace trainers, and teachers in all 51 certified trades answered an electronic questionnaire (667 participants, response rate 24%). Factor analysis of responses to 22 statements resulted in the identification of five factors. Findings show that the learning venues were parallel rather than integrated. Communication and collaboration between teachers and workplace trainers were limited and recent graduates, in particular, did not experience the program as a coherent whole. The results also showed important variations in the perspectives of the three groups of participants. The duration of the workplace learning period was not found to be associated with perceptions of program integration. Some limited effects of sequencing were found, but no clear pattern emerged. This study adds to knowledge on learning and integration, and indicates possible ways of improving program coherence and integration in a dual VET system.
Highlights
In the dual system of vocational education and training (VET), part of the program takes place at school and part at work
Integrating learning at school and work appears essential for effective implementation of a dual VET system
“There should be more emphasis on the work-based learning at school”, and both were excluded from further analysis
Summary
In the dual system of vocational education and training (VET), part of the program takes place at school and part at work. The success of a dual-system program appears to depend on its coherence and the integration of school- and work-based learning [4,5,8,9,10,11]. Models of work-based learning, such as the connective model of work experience [2] and model of integrative pedagogy [12], have emphasized the importance of integrating learning from the two venues in the dual system. Integrating learning at school and work appears essential for effective implementation of a dual VET system. Prior research on the Icelandic dual VET system has indicated a lack of coherence and integration in some fields [13,14]. The aim of the current study is to investigate whether this is generally the case in the Icelandic VET system and to look at the different aspects of integration as perceived by those who have studied and taught within the system
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