Acknowledgements PART 1: THEORETICAL PERSPECTIVES: NEW PARADIGMS OF WORK AND LEARNING 1 Introduction Marja-Leena Stenström & Päivi Tynjälä 2 Connectivity and Transformation in Work-Related Learning - Theoretical Foundations Päivi Tynjälä 3 Being, Doing, Making - A Paradigm for the Connective Curriculum Matti Vesa Volanen PART II: INTEGRATING WORK AND LEARNING IN INDIVIDUAL EXPERIENCES 4 Connecting Work and Learning in Industrial Design and Development Kaija Collin 5 Work Integration in Social Enterprises: Employment for the Sake of Learning Fernando Marhuenda 6 Educating Novices at the Workplace: Transformation of Conceptions and Skills of Students' on a Metal Industry Course Mari Murtonen, Sari Sahlström & Päivi Tynjälä PART III: FROM INDIVIDUAL LEARNING TO ORGANISATIONAL DEVELOPMENT 7 Transformation of Individual Learning into Organisational and Networked Learning in Vocational Education Päivi Tynjälä & Pentti Nikkanen 8 Evaluation Approaches for Workplace Learning Partnerships in VET: Investigating the Learning Dimension Ludger Deitmer & Lars Heinemann 9 Developing Entrepreneurship in small Enterprises - The Succession Process Supported by Apprenticeship Training as a Context for Learning Kari Itkonen PART IV: TRANSFORMATIONS IN WORK AND EDUCATION SYSTEMS 10 How Workers Cope with Changes in Working Life: Adaptation Strategies Krista Loogma 11 Connections between School- and Work-Based Learning in the Netherlands Jeroen Onstenk 12 Work Experience Constructed by Polytechnics, Students, and Working Life : Spaces for Connectivity and Transformation MaaritVirolainen 13 Connecting Work and Learning through Demonstrations of Vocational Skills - Experiences from the Finnish VET Marja-Leena Stenström Contributors
Marja-Leena Stenstrom ¿ and Pai ¿ vi Tynjal ¿ a ¿ Changing Working Life as a Challenge to Education Recentmacro-leveltrends,suchaseconomicglobalisation,thedevelopmentofthe- formationsociety,changesinmethodsofproductionandtheorganisationofwork,and the growing signi?cance of knowledge as a factor of production, have created a new context for the relationship between education and working life. In this new context, the use of work experience as an educational and learning strategy has become one ofthemostimportantdevelopmentsbothinvocationaleducationandtraining(VET) and in higher education. Although the tradition of making work an integral part of education has varied at different levels of the educational system, the challenges that systems of education currently face are very similar in many respects. These include thechallengeofequivalenceasregardsthelevelofacademicstandards,thechallenge ofdevelopingpedagogicalpracticesfordifferentformsofwork-relatedlearning,and the impact that work-related learning has on the identity of the educational orga- sation, the teacher, and the learner. The diversity of the systems through which work experience is realised, the varying levels of training of workplace trainers, and the lack of industrial experience of vocational school teachers have aroused discussion abouthowtoguaranteeandassessthequalityofthelearningtakingplaceindifferent workplaces and of the work-based learning system as a whole. (See e. g. Boud & Solomon, 2001, p. 27; Grif?ths & Guile, 2004; Guile &Grif?ths, 2001. ) The key pedagogical question regarding collaboration between education and work is how to build a ?rm connection between theory and practice or abstract thinking and practical action - and between the development of general skills and speci?c vocational skills.
Offers valuable conceptual tools for understanding the relationship between learning and working
Contains new and diverse perspectives into vocational and professional learning
Presents fresh views and useful theoretical and practical ideas for the development of VET, higher education, continuing education and workplace learning