BackgroundGuile and Griffiths (2001) have identified five models of how work experience has been utilised in education systems: the traditional model, the experiential model, the generic model, the work process model, and the connective model. In the present study, our focus is on the connective model. The model emphasises the connection between formal and informal learning and between students' vertical and horizontal development - vertical development referring to conceptual understanding, horizontal development to the ability to work in different contexts. According to Young (1998, 1999), connectivity is the principle which refers to both institutional and individual connection making between what is learnt in different contexts and the reflective processes which make further learning possible. Aim of the study and research questionsThe purpose of the study is to examine whether features of the connective model can be found in organised on-the-job learning as a part of vocational education and training in Finland. Until recently, Finnish VET system has been strongly school-based. In 2001 the approach to work experience was transformed, and systematically organised on-the-job learning periods were introduced. In this study, we look at the connection between school learning and work- based learning in on-the-job learning. More specifically we address the following research questions: 1.Are there features of the connective model present in organised on-the-job learning? 2.Are there differences in connectivity between the fields of study? 3.Are there differences between students, teachers and workplace trainers in how they see connectivity is applied in organised on-the-job learning in VET? Materials and methodsThe data has been collected in two areas of Finland: in the City of Helsinki and in the area of Central Finland where both urban and rural vocational schools participated. The data was gatheredwith questionnaires and interviews from third year students (n=1603), teachers (n=330) and workplace trainers (n=420). The questionnaires included scales measuring the features of connectivity (e.g. whether situations that arise during on-the-job learning periods were discussed during lessons in vocational subjects / in core subjects; whether on-the- job learning included assignments from school; whether there was relation between classroom instruction and on- the-job learning; whether teachers at school were aware what was going on during on-the-job learning, etc.). The same themes were discussed with teachers and workplace trainers in more detail in interviews.The data are being analysed with quantitative (e.g. factor analysis, comparisons of means) and qualitative methods.Preliminary findingsSo far, the analyses have indicated that certain features of connectivity can be found but that there are significant differences between the fields of study. For example, in student data, health care and social services sector score significantly higher in connectivity sum scale than service sector and technology and transport sector. Furthermore, the factor structure of the variables in teachers' and workplace mentors' data is different from that of the students. More detailed results will be presented at the conference.ReferencesGuile, D., & Griffiths, T. (2001). Learning through work experience. Journal of Education and Work, vol 14, no 1, pp. 113- 131.Young, M. 1998. Curriculum of the future. From the new sociology of education to a critical theory of learning. Falmer press, London.Young, M. (1999). Knowledge, learning, and the curriculum of the future. British Educational Research Journal, vol 25, 463-477.