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Divergence and Convergence in Education and Work


Edited By Vibe Aarkrog and Christian Helms Jørgensen

Are the educational systems in Europe becoming more similar or more different? This book deals with the issue of divergence and convergence in relation to systems, learning environments, and learners in vocational educational training (VET). 18 VET researchers from eight countries contribute to the examination of ‘divergence and convergence’ at three levels: At the national level this volume deals with the following questions: What are the consequences of the European policies that aim at converging the VET systems in Europe? What is the impact of globalization on the national systems? At the level of institutions the central issue concerns the relation between learning environments. What is the coherence between school-based education and learning in the work-place, and how can they connect? Finally at the third level of the learners and their identities the focus is on the role of vocational educational training in the formation of biographies and identities. The book thus covers the central issues on the agenda in relation to future vocational education.


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Section 2 - Divergence and Convergence of Learning Environments in Education and Work


Section 2 Divergence and Convergence of Learning Environments in Education and Work CHRISTIAN HELMS JØRGENSEN School and Workplace as Learning Environments in Vocational Education and Training In vocational education and training the school and the workplace are two dif- ferent learning environments. But how should we conceive of them as learning environments, and are they converging or diverging? These questions are treated in this chapter. School and workplace are assessed using the same analytical ap- proach. Thereby it is pointed out how different forms of learning are encouraged in each of them and how different forms of knowledge are valued. On this basis suggestions are made about how to understand the linking of the two learning environments from the perspective of the learner. Learning has mostly been considered as the result of teaching in a school or instruction at a workplace. There is an increasing awareness, though, that learning takes place in many different contexts – either as part of formal training in connection with work or else unintended, without planning. It is, however, obvious that there are different opportunities for learning in different situations and contexts. It is therefore interesting to nd out how different conditions in the en- vironment are of signi cance for the opportunities for learning. The concept of learning environments pursues the interest to understand why and how learning takes place in different situations and contexts. The concept describes the learning resources in the setting that the learner can draw on and which can facilitate...

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