Schematically but with a scent of truth, learning and work used to belong in separate categories. In an attempt to understand learning at work, warnings are issued that learning is too important to be left to educational institutions and in-house training departments.
Summarising findings from training projects in Norwegian process industries and sharpened by comments from fellows at the 2006 European Conference on Educational Research, this paper discusses interactions between learning environments in Vocational Education and Training. It places the findings within the theoretical discourse on learning&work and closes with some implications for policies in Vocational Education and Training, notably in terms of validating prior learning experiences. In addition, some implications for policies on disseminating and transferring experiences from training projects are outlined.
Summarising findings from training projects in Norwegian process industries and sharpened by comments from fellows at the 2006 European Conference on Educational Research, this paper discusses interactions between learning environments in Vocational Education and Training. It places the findings within the theoretical discourse on learning&work and closes with some implications for policies in Vocational Education and Training, notably in terms of validating prior learning experiences. In addition, some implications for policies on disseminating and transferring experiences from training projects are outlined.
