“Putting knowledge to work” in apprenticeship/VET:conceptual issues, pedagogic strategies and enduring challenges Presentation at: INAP Conference, Turin, 17-18th September David Guile & Karen Evans Institute of Education University of London

Structure of presentation What is the problem? Why it is a problem? How are we addressing it conceptually & empirically? What questions & issues are thrown up for further consideration?

The problem Transfer a perennial problem in: Apprenticeship/VET in general /Higher Ed etc WHY? Transfer results in focus on inputs & outputs: institutional arrangements - partnerships, QA etc individuals’ knowledge & skills Yet, inputs & outputs presuppose cultural processes: that put knowledge to work in curriculum, make curriculum meaningful to learners, link curriculum to work & develop learner identity

Our assumptions about processes 1. Curriculum - classification & framing of knowledge Pedagogy - explaining relevance of knowledge selection (curriculum) & relating knowledge to practice (work) Work - making knowledge embedded in organisation of work, required for work roles transparent are all: Social Practices Hence: in apprenticeship/VET learners engage with social practices of curriculum, pedagogy & work.

Our assumptions about processes 2. Social Practice (SP) a ‘tricky’ term WHY? refers to collective organisation of activity (apprenticeship) & individualisation of that activity (a firm’s apprenticeship) denotes activity contextual but not context-bound We engage with these issues by seeing: participation in & embodiment & development of SPs of apprenticeship / VET as ‘recontextualisation’ of knowledge Four modes of recontextualisation curriculum, pedagogy, workplace & learner.individual

Foundation Degree (FD) in Aircraft Engineering (KLM & Kingston University) FDs new type of vocational degree - bespoke for firm or sector- 2 year duration, possible extension for third year and Honours status key characteristic – incorporates industry & educational requirements within a degree learners contracts for duration of course shape of the programme conforms to framework of expectations but varies across firms & sectors

Shape of the programme

Four modes of recontextualisation allow us to: explain ways in which all forms of K tied to context (settings where things are done) identify what pedagogic actions assist people to move K from context to context identify how K changes as it is used differently in different social practices (ways of doing things) & contexts identify how new K changes people, social practices and contexts change identify who and what supports recontextualisation process

Curriculum recontextualisation Some knowledge logics present greater resources for recontextualisation process Disciplinary knowledge – codification offers principles for selection and recombination Work process/professional/legal – codified K or K of procedures offers limited principles for selection Individual knowledge – not codified Challenge – identify criteria for selection and combination from these forms of knowledge Caveat 1: forms of codification are different therefore recombination between forms of K not straightforward Caveat 2: less true for professions with well–established WBPs

Pedagogic recontextualisation: K selections and combinations facilitated by different pedagogic strategies Disciplinary K (class–based, disciplined framed, experienced other– led) Work Process K (class– &work–based, artifact embedded, experienced other–led) How? use ‘general principles’ that underpin disciplinary K to understand/ change design of work & production of goods & services & work as ‘test–bench’ to infer what follows from recontextualisation of general principles in work practices, artifacts, experience use ‘industry-educators’ as resource to understand other manifestations of recontextualisation of knowledge in work practices

Workplace recontextualisation K embedded in routines, protocols, artefacts Key challenges: learn to (i) participate in workplace activities & use artefacts, & (ii) use work problems as ‘test–bench’ for curriculum & work process K How?use workplace environments to provide stretching but supportive environments for working & learning broaden work roles to develop learners’ understanding, performance & judgement learners take responsibility for ‘observing, inquiring & acting’

Learner recontextualisation Self-embody K cognitively & practically by using K as resource to develop vocational & academic identity How? use curriculum & workplace knowledge as (i) resource to ‘think & feel’ into vocation serves as ‘test–bench’ for general principles & (ii) meet academic requirements engaging in ‘learning conversations’/ hearing ‘war stories’to develop understanding & judgement writing assignments, reading, voicing developing understanding to others, opportunities to work at the next level

Conclusion ‘Ut Shift from transfer to recontextualisation means no longer: transition form school-to-work but also as work-to-work forming vocational identity to reforming vocational identity seeing knowledge as separate from & applied to practice but as constitutive of practice & a resource we use to infer what follows conceiving of VET as developing competency but as developing judgement Qualification frameworks as determinants of change but focusing on innovative social practices that facilitate learning ‘