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