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.

Pedagogies for future orientated learning - a book overview

 This book edited by Helen Bound, Jennifer Pei-Ling Tan and Rebekah Lim Wei Ying, proposes some responses to the current challenges posed by the rapid changes wrought by the 4^th Industrial revolution.

It brings together two topics within my research sphere – pedagogy and identities. It’s a relatively short book – not quite 200 pages – with 10 chapters.

The book begins with an Introduction: Flipping the lens from educator to learner, written by Helen Bound. This chapter, along with the following chapter, introduces the book’s focus on learners as being at the centre of learning, instead of educators or teachers. The rationale is that work constructs will shift but it is the individual who has to adjust to these changes. Providing agency and opportunities for learners’ continued professional development, equips them with the skill sets and attributes to make choices and continue with ongoing employment.

The second chapter by the book’s 3 editing authors, introduces the key constructs: conceptions of learners’ future-orientation, identities, contexts, and practices. These three are interconnected. Learners embark on a continuous journey to become and be, meaning their identities shift as contexts of their work and occupational practices shift with time and future orientations.  

The next four chapters make up the section on ‘framing the issues’.

First up is Anne Edwards with a chapter on ‘rethinking learning for a high-skills economy: what a cultural-historical approach can offer. Uses Vygotsky ‘social pathway of learning’ as a means to explain how people’s agency are in turn supported by the various ways their learning environment, socio-cultural relationships, and work tasks. It is important to try to understand the multiplicity of paths individuals may select from and how these are impinged upon by many other factors.

Secondly, Roger Säljö writes on ‘learning in a designed work: symbolic technologies and epistemic practices in the evolution of professional knowing. Proposes that humans have always created artefacts (tools, machines, books etc.) to support their work. Intellectual activities also depend on symbolic technologies and these are much more prevalent now due to the advances in digital technologies. It is important to understand how we integrate these into our work as they assist as to think, problem solve and becoming competent workers.

The third chapter in the section is by Henning Salling Olesen. His chapter is titled ‘researching lifelong learning policy: concepts and tools’. Calls for the recognition of practical perspectives into how we understand ‘formal learning’ and ‘lifelong learning’.

The fourth chapter by Arthur Chia is on ‘future of work, transitions, and future-orientated learning’. Utilises a social economy perspective on work and poses the need to ensure there is a more equitable future that allows the needs and interests of working people’s learning are prioritised. Proposes future orientated learning as a means to enhance ownership and control of their work, labour and skills. This is supported through the ‘six principles of learning design’ to engender workers’ and learners’ agency, mutual exchange and interaction, participation and engagement in work. 

The next section covers ‘flipping the lens in practice’ and has 4 chapters.

First up, Christine Owen writes on ‘enhancing learning in the workplace’. Applies psychological and socio-cultural perspectives to argue that workplace learning is a two way process – between worker agency and workplace affordances. This chapter adds to the corpus of work on better understanding the complex nature of workplace learning.

Then, Rebekah Lim Wei Ying’s chapter ‘towards expertise: operationalizing identity development and considerations for the Singapore work-study programme covers how the growth of agency in workplace learners, is connected relationally to a complex web of ‘others’. These include the signs and symbols mediated by how people use these; and the identity positions assumed by people which augment or downgrade who they are. Proposes that study of work should include perspectives of the learner, the learners’ reflection of their growth, and how others view the learner.

Next up, Helen Bound and Seng Chee Tan write on ‘dialogic inquiry: a pedagogy for foregrounding future-oriented learners and their learning’. Argues for a shift from exploring ‘educator and content’ towards the dialogic processes of teaching and learning. There needs to be a stronger focus on learners and learning. Uses two case studies to illustrate the richness of data from applying dialogic inquiry to better understand learning.

The last chapter is by BiXioafang on ‘adult learners’ sense-making in blended learning environments: Healthcare and workplace safety and health’. Brings in the ‘blended learning’ environment into the milieu. Explores the sense-making features of individuals in two blended courses; and the impact of sense-making contributors (context, design and delivery).

Overall, good chapters to provide food for thought on the changes in how we understand workplace learning. Although a complex environment, context, individuals’ agency, and workplace affordances are predominate players. Ensuring learner support to understand better, their own motivations and learning trajectories; promoting better workplace understanding and support; and the provision of government policies to support seen to be the way to go.

Microcredentials - slideshare from Professor Michael Brown (Eire/Ireland)

Here is a slideshare from Professor Mike Brown's presentation on microcredentials picked up this morning via LinkedIn.

Although the information has a country slant (in this case Ireland) the information is relevant and easily contextualised to other national systems.

Slides 14 and 15 show a quadrant of the types of ways microcredentials may be useful. The axis are whether the credentials are credit bearing or not and whether they are 'bundled' or 'unbundled' which I take to be whether the credentials are part of a larger qualification or stand alone. Associated with microcredentials, is the notion of badging. The EU seems to be exploring this concept in a bid to provide badging with recognition and also to bring them into regulatory control.

To be relevant, both bundled and unbundled are options depending on individual learners/organisational/national needs. Whether bundled or not, stacking is still the prevalent approach of qualification systems to addressing the recognition of microcredentials.

The NZ Qualifications Authority recognises microcredentials. The details are found on this site. The register of microcredentials in NZ  show a collection registered by Otago Polytechnic, a private provider and a few Industry Training Organisations (ITOs). 

So some activity in this area as addition of microcredentials into the qualifications ecosystem is one way to be more agile in meeting future of work and fast changing industry needs. The challenge is to avoid a plethora of microcredentials whilst balancing the need to be flexible! 

Identity, pedagogy and technology-enhanced learning: supporting the processes of becoming a tradesperson -- previews access

Apart from the short previews of each chapter on my book's publisher's website, other means of access include:

• Amazon - hardcopy of book - has preview of parts of the Foreword written by Professor Stephen Billett and the preface which has summaries of chapters.
• Google books - has portions of chapter 1 and 2.

Happy reading :)

The Phd journey - reflections

All good things come to an end :) although for me, the continuation of the researcher/academic journey now truly begins. I started tentatively on a Phd in mid-2003 with a preliminary meeting with my associate supervisor and my primary supervisor. After exploring the feasibility of investigating cognitive apprenticeships, I muddled through with the proposal to do a longitudinal study of apprentices. The proposal was accepted in 2005, with the thesis entitled - Belonging, becoming and being bakers: The role and processes of apprenticeship. Data collection began mid-year 2005 and continued to the beginning of 2008 as I collected data in the first, second and third year of apprenticeship. Then, over the next two summers and most Saturdays of 2009 and 2010, the dissertation writing proceeded, with my supervisor Stephen Billett, providing much support as I got to grips with academic writing. Over the beginning of 2011, the final edits were made, interrupted by the Christchurch earthquakes. I submitted in mid-July and the examiners reports, which are very supportive and positive, came through at the end of September. Revisions as required by the Griffith University Chair of examiners came through in October and I submitted these with the accompanying paperwork mid-October. This morning, an email from the post-graduate office confirms all revisions accepted and provided instructions for sending in bound copies of the thesis.


I now use the skills I have learnt over the Phd process on a daily basis. The transition from bakery tutor to researcher has been a long but mostly gradual learning curve. Many of the skills and dispositions of a baker have transported well into becoming a scholar. In particular, the need to

• Complete adequate preparation – in baking to understand the function of ingredients and to plan the process flow before beginning . In academia, to have sufficient grasp of the relevant literature and to organise one’s argument.
• Maintain momentum – in baking, many processes are required at timely intervals, hence the need to plan a workable workflow so that processes are spaced out through the shift. In research, there is still a need to establish a realistic timeline and to stick with it. Otherwise, other activities start to take precedent.
• Keeping at it – diligence and attention to detail are important aspects of baking. This is required to keep track of all the nuances inherent in the baking process. In research, there is also a need carefully and reflectively collect and analyse data and to hone the craft of academic writing. The initial writing is not difficult if one is prepared but fine tuning a piece of writing does take dogged persistence and hard work.
• Continual learning – consumer demands continually drive the craft of baking. Bakers have to meet ever changing customer demands and this along with the vagaries associated with working with ingredients like flour and yeast, lead to continual learning opportunities. In becoming a researcher, the demands for continual learning are also ever present. There is the need not only to keep up with the literature, but to learn new research methods as projects evolve and new ways have to be found to find answers to research questions. Added to this is the learning required to keep up with technology, including data analysis software and the many ways to now access, evaluate and archive digital literature.

For almost 30 years in baking and teaching baking, I learnt something new each and every day. In becoming a researcher, the same holds true. So the continual learning to meet various challenges are the things that enrich my life and in doing vocational education research, I hope to help contribute to the improvement in the lives of others. So my next goal is to focus on dissemination as research is not much use if only accessible to the few who read academic journals or attend presentations at discipline specific or academic conferences.