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Participative learning through the work-based route: from apprenticeship to part-time higher education

Participative learning through the work-based route: from apprenticeship to part-time higher education
Participative learning through the work-based route: from apprenticeship to part-time higher education
The paper develops three main arguments. First, policy makers looking for ways to widen participation and promote lifelong learning have often been slow to recognise the pedagogical benefits and motivational strengths of the combined approach. In particular they have failed to maximise the lessons learned from the successes of the best apprenticeship models by facilitating similar forms of participation for older groups. Second, in comparison with the emphasis on full-time attendance on courses, there has been little attention to the many individuals who, for various reasons, relating to social and economic change and the changing relationship between individual and society, are reluctant or unable to take the full-time option. Third, the situated learning perspective developed by Lave and Wenger (1991) offers a theoretical starting point which highlights the workplace as a site for ‘newcomers’ learning.
68-81
Fuller, Alison
c6b47796-05b5-4548-b67e-2ca2f2010fef
Fuller, Alison
c6b47796-05b5-4548-b67e-2ca2f2010fef

Fuller, Alison (2006) Participative learning through the work-based route: from apprenticeship to part-time higher education. European Journal of Vocational Education, (37), 68-81.

Record type: Article

Abstract

The paper develops three main arguments. First, policy makers looking for ways to widen participation and promote lifelong learning have often been slow to recognise the pedagogical benefits and motivational strengths of the combined approach. In particular they have failed to maximise the lessons learned from the successes of the best apprenticeship models by facilitating similar forms of participation for older groups. Second, in comparison with the emphasis on full-time attendance on courses, there has been little attention to the many individuals who, for various reasons, relating to social and economic change and the changing relationship between individual and society, are reluctant or unable to take the full-time option. Third, the situated learning perspective developed by Lave and Wenger (1991) offers a theoretical starting point which highlights the workplace as a site for ‘newcomers’ learning.

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Published date: 2006

Identifiers

Local EPrints ID: 58860
URI: http://eprints.soton.ac.uk/id/eprint/58860
PURE UUID: 9a96305f-a12a-4bee-869b-c28b553ae75c

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Date deposited: 19 Aug 2008
Last modified: 11 Dec 2021 17:58

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Contributors

Author: Alison Fuller

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