02 SES 07 A, Didactics, Self-Organised Learning And Workplace Learning In VET
Parallel Paper Session
Research addressing workplace learning, VET and the development of vocational pedagogy globally frequently locate this within the pursuit of competitiveness and social justice (Mjelde and Daly, 2012). In the European Union i-VET as well as c-VET is seen to play a significant role in the development of social inclusion/cohesion (EU 2002, 2010; and see JVET, 2011). This concern rests alongside the significance accorded to the furtherance of a knowledge based economy (Kbe) in the European Union, and for some member states such as the UK, a concern to re-balance the economy away from financial services towards manufacturing. There are a number of ways in which the changes that have impacted upon Western economies in general and the European Union in particular have been understood. Such understandings have influenced the way in which the relationship between work, knowledge and vocational pedagogy have been conceptualised as well as the nature of skills required in a Kbe. There has been a degree of slippage both within and across accounts concerned with the relationship between vocational pedagogy and work. This arises in connection to the manner in which the needs of capital and social justice are addressed. Such debates are manifest in analyses that consider the utilisation of learning outcomes and competency based frameworks in VET and the significance of these not only for workplace processes but also for their educative potential and social justice implications (see, Allais, et al, 2009a, 2009b; Clegg and Ashworth, 2004; Jessup, 1991;Wheelahan, 2009). There is an extensive literature that addresses workplace learning and that relates this to both the needs of employers as well as to social justice (see for example Malloch et al, 2011). In this instance there are particular understandings of the salience of workplace knowledge, vocational pedagogies and their constitution. There is a current in this work that sets workplace knowledge against the assumed sterility of academic knowledge and seeks to acknowledge and credentialise the former - to accord it value as well as recognising workers accomplishments. There is an affinity between such analyses and those that set the economy within a turbulent and ever changing environment. Some of these debates engage with notions of post-fordism and allied transformations of the economy (Brown and Lauder, 1992; Brown, et al 2008, 2011; Murray, 1989). There are at least two themes present in these discussions, the shift towards service economies and the transformation of working relations towards the mobilisation of multi-disciplinary teams (Lipietz, 1992). If the notion of the 'mass production worker' was hegemonic under Fordism this has been replaced by that of 'immaterial labour' (Lazzarato, 1999). This is not to suggest either the numerical dominance of service work or indeed a generic process of up-skilling, but rather that the notion of immaterial labour has become dominant. These debates are profoundly important for the way in which we theorise and make sense of VET, vocational pedagogies and related knowledges. They encourage us to interrogate notions of competency, workplace knowledge for their implications for social justice.
Allais, S., et al (2009a) Researching NQFs : some conceptual issues, ILO Allais, S., et al (2009b) Learning from the first qualifications frameworks, ILO Brown, P. Lauder, H. (eds) (1992) Education for Economic Survival: from Fordism to Post-Fordism, Brown, P., Lauder, H., Ashton, D. (2008) Education, globalisation and the future of the knowledge economy, European Educational Research Journal, 7(2) Brown, P., Lauder, H., Ashton, D. (2011) The Global Auction Clegg, S., Ashworth, P. (2004) Contested practices: Learning outcomes and disciplinary understandings, in Satterthwaite, J. et al (Eds) The Disciplining of Education; New Languages of Power and Resistance, EU (2002) The Copenhagen Declaration, http://ec.europa.eu/education/pdf/doc125_en.pdf EU (2010) The Bruges Communiqué http://ec.europa.eu/education/lifelong-learning-policy/doc/vocational/bruges_en.pdf Guile, D. (2010) The learning challenge of the knowledge economy Jessup, G. (1991) Outcomes: NVQs and the Emerging Model of Education and Training JVET (2011) [Journal of Vocational Education and Training] Special Issue: Apprenticeship as an evolving model of learning, (63)(3) Lazzarato, M. (1999) Immaterial Labour, www.generation-online.org/c/fciimmateriallabour3.htm Lipietz, A. (1992) Towards a New Economic Order Malloch, M., et al (eds) (2011) Workplace Learning Mjelde, L., Daly, R. (2012) Aspects of vocational pedagogy as practice: Decolonizing minds and negotiating local knowledge, International Journal of Training Research, 10(1) Murray, R. (1989) Fordism and Post-Fordism, Hall, S., Jacques, M. (Eds) New Times: The changing face of politics in the 1990’s Wheelahan, L. (2009) The problem with CBT, Journal of Education and Work, 22(3)
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