Transformation of individual learning into organisational and networked learning in vocational education

Abstract

The Finnish vocational education and training system has traditionally been largely school-based with the inclusion of only short practice periods in students' study programmes. In 2001 the system was reformed, new 3-year study programmes were introduced in all fields of study, and workplace learning (WPL; at least 6 months) became a compulsory part of all vocational study programmes. WPL is defined as systematically guided and assessed learning that takes place in authentic work environments. Thus, workplaces have to provide guidance and support for student learning and to participate in a tripartite assessment. At the beginning of the workplace learning period the student, the teacher and the workplace trainer together define the learning aims. The achievement of the aims is assessed, ideally, both during the learning period and at the end of it. Altogether, the role of the workplace as a learning environment has become much more important than it was before the reform. The implementation of workplace learning has challenged vocational schools and workplaces to develop new kinds of relationships and networks with each other. Networking and collaboration with workplaces has become part of the daily activity of vocational teachers and institutions. Recent research on workplace learning has emphasised the importance of networking and other forms of social exchange for both individual and organisational learning. Concepts such as the 'learning organisation', the 'learning community' (e.g. Pedler, Burgoyne, & Boydell, 1991; Senge, 1990), 'innovative knowledge communities' (Hakkarainen, Palonen, Paavola, & Lehtinen, 2004) and 'ba' - a space for learning - (Nonaka & Konno, 1998) have been developed to describe the collaborative nature of learning. Learning is seen as an interactive process of knowledge creation where explicit and tacit knowledge embedded in organisations meet each other. One important feature of both learning organisations and innovative knowledge communities is that people and organisations form and utilise social networks in their work. Thus, the study of networked learning has emerged as a new branch of learning research (e.g. Holmqvist, 2005; Hytönen & Tynjälä, 2005; Knight, 2002; Palonen, 2003; Vesalainen & Strömmer, 1999). Many studies have suggested that innovations emerge via interactive networks (Camagni, 1991; Miles, Miles, & Snow, 2005; Nelson, 1993). The aim of the present study was to investigate networking and networked learning between VET institutions and working-life organisations. We were interested in whether such cooperation between education and work generates innovative practices and leads to functioning networks with knowledge-creation capacity. Can these networks be characterised as 'learning organisations' or 'innovative knowledge communities' (Hakkarainen et al., 2004)? The study was carried out in Central Finland where the local vocational education administration has invested in promoting cooperation between education and working life with the aim of developing Central Finland as a learning region. In this chapter, we first present an overview of the theoretical background of the study. We describe the main features of networks and the notions of learning organisations, innovative knowledge communities and a space for learning, ba, which we use as conceptual devices to examine learning in the networks of vocational schools and workplaces. After this we specify our research problems and present our findings. Finally, we discuss the significance of the findings from the viewpoint of the development of vocational education and training and working life.© Springer Science+Business Media B.V. 2009.