Developing connectivity between education and work - book overview

 This book, developing connectivity between education andwork: principles and practices is edited by E. Kyndt, S. Beausaert and I.Zitter and published in 2022 by Routledge. Accessed via the Ara library as an ebook.

The book has 11 chapters plus a preface and a conclusion, collated into 4 sections.

Section 1 – setting the stage has 3 chapters covering the main theoretical frameworks on how education should be and can be connected to work.

Chapter 1.1 by Päivi Tynjälä, Simon Beausaert, Ilya Zitter and Eva Kyndt – connectivity between education and work: theoretical models and insights – overviews the main models informing the various authors.  These include the integrative pedagogy model which is modified from work (2021) by Tynjälä, Heikkinen and Kallio. This model includes “(1) application of theoretical (conceptual/declarative) knowledge into practice; (2) explication and conceptualisation of practical (experiential/procedural) knowledge; (3) problem solving; (4) integrative thinking; and (5)
socially responsible, ethical action and interaction”. These are facilitated by pedagogical tools provided by schools or work. The tools mediate between the different knowledge forms and there is an emphasis on the socio-cultural aspects of learning through guidance and feedback to support learning.

Summarised the various forms of curriculum planning used in VET – traditional, experiential, generic, work process model and connective model.; and in HE – science-based renewal model, specialist model, project-based integrative model, model of networked culture and the connected curriculum model (Fung, 2017).  Proposed the need to align, incorporate or hybridise as a means to bring both the school and the work context together.

Chapter 1.2 on ‘rethinking the connective typology of work experience: the challenge of learning through internship’ is by David Guile and Ann Lahiff. Introduces, rationalises and provides examples of the connective typology of work experience and how it has evolved through work activity, work experience and internship. Compares how various models of work activity (as per work from Leontev) have morphed into and match the models of traditional experiential, generic, work process, connective and internship as in detailed in the previous chapter.

Chapter 1.3 follow with ‘integrating workplace learning in formal educational programmes’ is by David Gijbels, Piet Van den Bossche, Vincent Donche and Jetje De Groof. Reviews the work on ‘the workplace as a formal learning context’ and reports on a Delphi study to better understand the organisation of workplace learning. A model of integrating workplace learning in formal educational programmes is then proposed. To begin competencies need to be specified through the development of an instructional line on how best to integrate workplace learning into the curriculum; competences can then be formulated; then the acquisition of competences requires alignment of these to the workplace and offering guidance in the workplace; competencies of learner, workplace and educational institute are then evaluated.

The next section covers ‘designing across boundaries’

2.1 is written by Ele Holvoet and Delphine Wante with a chapter on ‘teacher externships: designing a boundary crossing professional initiative in higher education’. A good example is presented, described, and evaluated in this chapter. The ‘designable’ elements in boundary crossing between ‘school’ and work are identified as the spatial (where is learning situated); instrumental (tools and instruments to perform the work); temporal (timeframe); and social (the actors in each context). These are then aligned through studying cases of learners in teacher externship to identify processes which support the boundary crossing effort.

2.2 ‘Learning at the interface of higher education and work: experiences of students, teachers and workplace partners is with Päivi Tynjälä, Anne Virtanen, Maarit H. Virolainen
and Hannu L.T. Heikkinen. Applies the 3-P model of student learning to workplace learning. The 3 Ps are presage, process and product. Each is ‘unpacked’ to inform better implementation and support of workplace learning for learners, teachers and workplace representatives.

2.3 with Niek van den Berg, Pieter Seuneke and Frank de Jong on ‘boundary crossing in vocational education and research: the case of regional learning. This chapter details a project to foster collaboration between a college and its regional partners (employers, entrepreneurs, city councils, local communities etc.). The journey from initiation based on ‘desk study’, through to what happened at actual implementation and practice, and recommendations for further development are presented.

Section 3 focuses on ‘boundary objects of connectivity’

3.1 is on ‘teachers’ use of digital boundary objects to connect school and workplace-based learning in dual vocational education by Nina Kilbrink, Ann-Britt Enochsson, Annelie Andersén
and Annica Ådefors. Reports on how an identification model of boundary crossing with boundary objects is used to move from coordination to reflection and transformation. Identification is used at each stage to help shift learning from one to the next. Similar to the SAMR model whereby each stage of support is enhanced and improved through reflective study and learning. Shifting from tools to communicate and standard resources to using interactive technology (chat, discussion forum) and then to applying technology that can change the way teaching occurs.

3.2 is on ‘digital tools as boundary objects to support connectivity in dual vocational education: Towards a definition of design principles’ by Alberto A.P. Catteneo, Jean-Luc Gurtner and Joris Felder. Uses the context of chef training and the use of ‘portfolios’ to illustrate design principles for using digital tools as boundary objects to support learning. Proposes design principles – trust-based systemic culture; reciprocal peeking into the neighbour’s garden; tripartite engagement; flexible defined access; and bi-located reflection in action.

The last section covers ‘guidance for connectivity’

Chapter 4.1 by Wendy Nuis and Simon Beausaert on ‘fostering students’ reflection and employability competences through a mentoring programme in higher education’. Defines mentoring, describes the formal and supportive processes and the need to develop strong mentor-mentee relationships and summarises various ways mentorship may be enacted.

4.2 is on ‘ collaborative communication between teachers and company supervisors for integrative teaching: an exploratory study in Australia, Germany and Switzerland by Viviana Sappa, Sarojni Choy and Carmela Aprea. Overviews the ways support is provided to learners in the workplace through collaborative conversations, and the design of arrangements to integrate learning at school and in the workplace. Covers the various ways each country offers support. Investigates whether the support,  collaboration and integration actually occurs. Found that in the main, this occurs but improvements can still be made, especially in more expansive coordination and cooperation to enhance integrative learning for students.

 4.3 is with Anne Khaled, Marco Mazereeuw and Machiel Bouwmans with a chapter on ‘pedagogic strategies at the boundary of school and work’. The pedagogical strategies for guiding at the boundaries of school and work are introduced and discussed. Uses the ways which teachers ;notice’ , ‘frame’ and then ‘intervene’ as ways to better understand what takes place when teaching and learning integrates learners’ experiences from work.

The Conclusion by the editors sums up ‘on principles for connectivity between education and work’.  The main principles across the book are summarised: design in collaboration with labour parties (stakeholders); develop a common language; prepare learners deliberately (to gather the learning afforded at work); make boundaries between education and workplace more ambiguous; provide students with guidance in professional growth; provide a variety of working environments and provide space for mistakes and repetition; provide space to discover professional culture; support the workplace mentor; organise reflection and feedback; and ensure the quality of workplace learning.

Written with the European context and perspectives but there are good summaries and discussions of relevance to inform practice and policy across other countries.