Guiding workplace learning in vocational education and training: A literature review

Abstract

This review provides an overview of the empirical research concerning guidance in the context of vocational education and training (VET). The study examines practices, providers and supporting and hindering factors related to guidance and learning at the workplace. After the inclusion/exclusion process, the final number of research articles included in this review is 18. Results show strong evidence for the collective nature of workplace guidance, with the entire work community providing learners with guidance and assistance. Guidance provided to VET students at workplaces seems to relate strongly to the activities of the members of communities of practice. Guidance provided by the members of communities of practice opens up opportunities for learners to participate in collective practices by gradually assuming more responsibility and more demanding tasks as their skills develop. The learner's self-regulative skills, such as responsibility and the ability to take the initiative and to actively seek guidance, affect how guidance is afforded to him/her in the work community during training. Furthermore, these skills may also determine the learner's prospects for developing expertise in future workplaces.