Abstract
The criteria for the design of job oriented curricula formulated in this chapter are based on a combination of theories of qualification and instruction. Qualification theories emphasize the importance of preparing students for complex and dynamic work situations with social and strategic cognitive skills as the key elements. Recent developments in instructional theory imply the notion of situated cognition and the relevance of cognitive apprenticeships for learning basic and job oriented skills. On-the-job situations, however, do not turn out to be the most efficient learning environments. Different organizational objectives decrease the learning potential of work situations. One solution might be to go in search of authentic off-the-job learning places.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Achtenhagen, F. (1991). Development of problem solving skills in natural settings. In M. Carretero, M. Pope, R-J Simons & J.I. Pozo (Eds.), Learning and instruction: European research in an international context. Oxford: Pergamom press.
Achtenhagen, F., Nijhof, W., & Raffe, D. (1995). Feasibility study: Research scope for vocational education in the framework of COST social sciences. Luxembourg: EC, DG XII.
Albeda, W. (1989). Sociaal-economische ontwikkelingen in de vijftiger en tachtiger jaren; implicaties voor beroepsonderwijs en bedrijfsleven in de jaren negentig [Socioeconomic developments in the fifties and eighties; implications for vocational education in the nineties]. In M. Santema, D.W. Maandag & J.E. Wichers (Eds.), Onderwijs en bedrijfsleven in regionaal perspectief [Vocational education en regional perspective]. Groningen: Project beroepsonderwijs regio Noord; RUG.
Alders, B., Christis, J., & Bilderbeek, R.(1988). Technologische ontwikkeling en verandering in de werkgelegenheidsstructuur [Technology and employment] . Apeldoorn/Amsterdam: STB-TNO/NIA.
Becker, H.S. (1972). A school is a lousy place to learn anything in. In B. Geer (Ed.), Learning to work. Beverly Hills, CA: Sage publications.
Boer, P.R. den, Nieuwenhuis, A.F.M., & Velden, R.K.W. van der (1986). Educational innovation and the impact on occupational functioning. In D.L. Parkes, B. Selling & M. Tessaring (Eds.), Education/training and labour market policy. Den Haag: SVO.
Bolwijn, P.T., Boorsma, J., Breukelen, Q.H. van, Brinkman, S., & Kumpe, T. (1986). Flexible manufacturing: Integrating technological and social innovation. Amsterdam: Elsevier.
Brandsma, T.F. (1993). Beroepsprofiel- en leerplanontwikkeling; de koninklijke weg als naief traject? [Development of job profiles and vocational curricula] (doctoral dissertation). Enschede: Universtiteit Twente.
Brown, J.S., Collins, A., & Duguid, P.(1989). Situated cognition and the culture of learning. Educational Researcher, 18, (1), 32–42.
Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing and mathematics. In L.B. Resnick (Ed.), Knowing, learning and instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.
Corte, E. de (1990). Ontwerpen van krachtige leeromgevingen [Designing powerful learning environments]. In M.J. Ippel & J.J. Elshout (Eds.), Training van hogere-orde denkprocessen. Lisse: VOR/Swetz en Zeitlinger.
Dedering, H. & Schimming, P. (1984). Qualifikationsforschung und arbeitorientierte Bildung [Qualification-research and labour oriented education]. Opladen: Westdeutscher Verlag.
Hoof, J. van (1987). De arbeidsmarkt als arena: Arbeidsmarktproblemen in sociologisch perspectief [The labour market as battlefield] (doctoral dissertation). Amsterdam: SUA.
Hoof, J. van, & Dronkers, J. (1980). Onderwijs en arbeidsmarkt [Education and employment]. Deventer: Van Loghum Slaterus.
Hövels, B., & Peschar, J.L. (1985). Tussen wal en schip. Een onderzoeksprogramma op het terrein van onderwijs en arbeidssituaties [A research programme on education and employment]. Den Haag: SVO.
Huijgen, F., Riesewijk, B.J.P., & Conen, G.J.M. (1983). De kwalitatieve structuur van de werkgelegenheid in Nederland. Bevolking in loondienst en functieniveau-structuur in de periode 1960–1977 [The qualitative structure of Dutch employment between 19601977] . Den Haag: NPAO.
Lane, C. (1989). Management and labour in Europe. Aldershot, England: Edward Elgar Publishing lim.
Mertens, F.H.J. (1981). Stages in een beroepsopleiding: Het praktijkjaar in het hoger technisch onderwijs [Practical training within technical education] (Doctoral dissertation). Nijmegen: ITS.
Mulder, R.H. (1997). Leren ondernemen; ontwerpen van praktijkleersituaties voor het beroepsonderwijs [Designing complexity for entrepreneurial education] (Doctoral dissertation). Rotterdam: RISBO.
Nieuwenhuis, A.F.M. (1991). Complexe leerplaatsen in school en bedrijf [Complex learning environments in school and enterprise] (Doctoral dissertation). Groningen: RION.
Nieuwenhuis, L.F.M. (1993). Practical learning situations as a preparation for life long job oriented learning. In E. Ropo & R. Jaakkola (Eds.), Developing education for life long learning. Tampere: University of Tampere.
Nijhof, W.J., & Streumer, J.N. (1994). Flexibility in training and vocational education. Utrecht: Lemma.
Onstenk, J.H.A.M., Moerkamp, T., Voncken, E., & Dool, P.C. van den (1990). Leerprocessen in stages [Learning processes in practical training] . Amsterdam: SCO. OSA. (1988). Arbeidsmarktperspectieven [Perspectives on emloyent]. Den Haag: OSA.
Raizen, S.A. (1994). Learning and work: the research base. In Vocational education and training for youth; towards coherent policy and practice. Paris: OECD.
Reetz, L. (1989). Zum Konzept der Schlüsselkwalificationen in der Berufsbildung (I und II). Berufsbildung in Wissenschaft und Praxis, 18, (5 & 6).
Resnick, L.B. (1987). Learning in school and out. Educational Researcher, 16, (9), 13–20.
Spenner, K.I. (1985). The upgrading and downgrading of occupations: Issues, evidence and implications for education. Review of educational research, 55, (2).
Treep, M.J., & Pieters, J.M. (1988). Praktijksimulaties in het beroepsonderwijs: Een inventarisatie [Simulations of practice in vocational education: An inventarisation]. Enschede: OCTO.
Volpert, W. (1974). Handlungsstrukturanalyse als Beitrage zur Qualificationsforschung. Köln.
Vries, B. de (1988). Het leven en de leer: Een studie naar de verbinding van leren en werken in de stage [Living and learning] (Doctoral dissertation). Nijmegen: ITS.
Wulfeck, W.H., & Scandura, J.M. (1977). Theory of adaptive instruction with application to sequencing in teaching problem solving. In J.M. Scandura (Ed.), Problem solving: A structural-process approach with instructional implication. London: Academic Press.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1999 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Nieuwenhuis, L.F.M., Mulder, R.H. (1999). Increasing complexity in vocational education. In: Nijhof, W.J., Brandsma, J. (eds) Bridging the Skills Gap between Work and Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-015-9249-9_10
Download citation
DOI: https://doi.org/10.1007/978-94-015-9249-9_10
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-5197-4
Online ISBN: 978-94-015-9249-9
eBook Packages: Springer Book Archive