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This chapter aims to identify ways in which learning transfer can be maximised through the use of e-learning initiatives. Some of the common barriers to learning transfer are identified and the authors explore how these barriers can be mitigated by the use of e-learning. The role of technology in learning transfer is examined. Guidelines to support the technological development and implementation of e-learning initiatives are presented and case studies are offered.

The complete volume is indexed at TD/TNC 76.354; individual papers are indexed from TD/TNC 76.355 to TD/TNC 76.368. Show less

Learner characteristics and pretraining conditions have been identified as important factors in transfer of learning outcomes although most transfer processes have focused on the design and outcome of development experiences. The authors suggest that learner characteristics should be more actively assessed and managed within organisations and that transfer outcomes may be improved by identifying and supporting transfer-ready learners. Two learner characteristics are highlighted: motivation to improve work through learning; and learning agility. Finally the authors offer principles for creating the pretraining conditions that assist in the identification and support of transfer-ready learners: (1) management should set explicit training goals; (2) learning activities should be framed as opportunities rather than pressures and confidence in learning success should be instilled in learners; (3) support should be demonstrated for forthcoming learning initiatives in ways meaningful to the organisation; and (4) ways should be sought for learners to be required to make a public commitment of their intention to transfer their learning.

The complete volume is indexed at TD/TNC 76.354; individual papers are indexed from TD/TNC 76.355 to TD/TNC 76.368. Show less

This chapter reports on a project conducted within the Economic and Social Research Council's (ESRC's) Learning Society Programme in the United Kingdom (UK). The program examined the ways in which lifelong learning can contribute to the development of knowledge and skills for employment and in other areas of adult life. The project described in this chapter was designed to gain insight into generic skill acquisition in higher education and employment in order to facilitate an improvement in provision. The first stage of the research sought to clarify contemporary policies, practices, priorities, conceptions and expectations within both higher education and employment settings. The second stage was designed to identify and evaluate employer-led skills initiatives within the context of higher education. The implications of the research for the effective implementation and utilisation of generic skills in higher education and employment are outlined in the form of an agenda for future action.

The volume from which this chapter is taken is indexed at TD/TNC 67.145. The second volume of findings from the ESRC Learning Society Programme is indexed at TD/TNC 67.152. Show less

Founded in 1971, Cooperation in the Field of Scientific and Technical Research (COST) is an intergovernmental framework allowing the co-ordination of nationally funded research on a European level. COST Action 11 investigates different aspects of flexibility, mobility and transferability of vocational competencies. Working Group 5 focuses on aspects of evaluation and assessment of these attributes in Member States of the European Union (EU). This paper is one of a series of national reports highlighting various procedures, strategies, approaches and projects with regard to evaluation and/or assessment in vocational education and training (VET). Qualified Vocational Education (QVE) is a new kind of post-secondary education introduced in Sweden. A significant proportion of training is spent in the workplace applying theoretical knowledge in a work setting. A pilot project involving QVE will be carried out over the next few years and a research group from Lulea University of Technology has been engaged to conduct an evaluation. This paper outlines the evaluation model which will be used.

The volume from which this paper is taken is indexed at TD/TNC 67.267. Selected papers are indexed from TD/TNC 67.268 to TD/TNC 67.279. Show less

COST is an acronym for 'European Co-operation in the Field of Scientific and Technical Research'. It is an intergovernmental European framework for international co-operation between nationally funded research activities. COST creates scientific networks and enables scientists to collaborate in a wide spectrum of activities in research and technology. Action A11 was located in the field of Social Sciences. COST financially supports the co-ordination within the Action, for example workshops, meetings, short-term scientific missions, publications.

Excerpt from publication.

The volume from which this chapter is taken is available in VOCEDplus at TD/IRD 88.423. Show less

In this chapter, the author explores the interaction between qualifications and work-based learning and emphasises that these interactions differ according to the purpose and nature of the qualifications, the type of work involved and the working context. The chapter begins with a broad overview of types of qualification, their intended relationship to work, and their meaning for individuals and employers. The author then presents a detailed analysis of interactions between post-initial or mid-career qualifications (MCQs) and work-based learning, and the influence of various characteristics of the qualifications on those interactions. It is suggested that the innovation in qualifications associated with continuing learning in the workplace needs to be supported by appropriate infrastructures, for example experienced teachers and trainers and sufficient finance.

The volume from which this chapter is taken is indexed at TD/TNC 70.141. Individual chapters are indexed from TD/TNC 70.142 to TD/TNC 70.154. Show less

Vocational education in Ireland has undergone major change over the past decade. One key aspect has been the systematic relocation of vocational education to the postsecondary or further education phase at approximately 18 years of age. This chapter focuses on a new qualification at the upper secondary level, developed to assist young people in crossing the boundary between secondary education and working life. The Leaving Certificate Vocational Programme (LCVP) aims to cross the boundaries between school and work, between different school subjects and between different forms of teaching and learning. Drawing on the concept of consequential transitions, different transitions are described from the perception of the students. The LCVP resulted in the successful crossing of the boundaries between school learning and work-based learning in many cases. Within the school context of the LCVP, however, there was no cross-curricular boundary-crossing other than on rare occasions. A new kind of teaching and learning was developed. The approach was work-related and activity-based and operated where school and work met. It was characterised by collaborative teaching and learning experiences, changed student-teacher relationships, and situated learning of a kind not previously recognised in formal education programs within Irish schools.

The volume from which this chapter is taken is indexed at TD/TNC 76.308. Selected individual chapters are indexed from TD/TNC 76.309 to TD/TNC 76.315. Show less

This final chapter builds on previous chapters from the complete volume. The author responds to the issues raised in previous chapters through discussion of a hypothetical unified European Union vocational education and training (VET) profession. Through this fictional model the author explores VET professionals' role in promoting flexibility, transferability and mobility in the workforce. The author explores the challenges facing VET professionals and the potential influence they hold over shaping the workforce. It is suggested that VET professionals have limited influence in comparison to more powerful players and stakeholders in the VET system, and thus their powers of promotion with regard to flexibility, transferability and mobility are dependent upon others' support. Enhanced professionalism may contribute to flexibility, transferability and mobility, but it is not a conclusive approach to enforcing these concepts on the workforce and key stakeholders.

The publication from which this chapter is taken is indexed at TD/TNC 78.468. Individual chapters are indexed from TD/TNC 78.469 to TD/TNC 78.484. Show less

Applying learning technologies to improve the current practices of [career and technical education] CTE requires a more holistic view focusing not only on the aspect of learning but also the transfer needs of CTE within educational institutions and private sector organizations. In an effort to address the need for using technology appropriately for CTE, we provide a conceptual framework that synthesizes the literature of learning technologies and learning transfer within CTE. This chapter has the following sections: (1) developing learning content for CTE; (2) learning frameworks and instructional strategies for learning transfer within CTE; (3) key considerations for utilizing learning technologies for CTE; and (4) future trends of CTE in using advanced learning technologies.

Published abstract. Show less

This chapter examines aspects of the transfer of knowledge and skill in vocational education and training (VET). It provides connections between various approaches to transfer of knowledge and skills. The relationship between the situated knowledge gained in workplaces and the codified knowledge acquired through the school curriculum is discussed. It is argued that to foster transfer greater support is required for students in relating the 'situated' knowledge of workplaces to the 'codified' knowledge acquired through the curriculum. Activity theory approaches to learning are linked to a sociological approach to knowledge as a basis for a ‘vocational curriculum’ for the future. A number of fundamental issues are examined: (1) the reconceptualisation of transfer as transition by identifying its ‘horizontal’ and ‘vertical’ elements; (2) the importance of recognising that contexts provide meaning and coherence to learning; and (3) the need to distinguish between tacit, situated and codified knowledge in order to reconceptualise vocational curriculum.

The volume from which this chapter is taken is indexed at TD/TNC 76.308. Selected individual chapters are indexed from TD/TNC 76.309 to TD/TNC 76.315. Show less