Successful vocational learning outcomes depend on two factors. The first is the system itself and the way it is structured, how the system endorses and accredits skills, and the degree to which it includes and recognizes learner outcomes. The second, and perhaps the more important, is the quality and success of the learning that occurs during vocational learning experiences, whether those are formal or informal. Improving vocational learning outcomes requires us to develop an understanding of what research tells us about two aspects of the learning experience, namely what contributes to the nature and structure of the system, how well it caters to the needs of learners, industry and society, and what factors contribute to successful vocational learning. This chapter analyses the studies discussed in this book to illustrate the implications for practice and for theory. The analysis demonstrates that vocational learning is achieved by people who are enabled to access and use networks where information and skills are accessible. Formal TVET models that meet the challenges for future workforces will then recognize and connect to learners’ contexts and identities, while enabling them to develop, maintain and expand their vocational skills.
|Title of host publication||Vocational Learning|
|Subtitle of host publication||Innovative Theory and Practice|
|Editors||Ralph Catts, Ian Falk, Ruth Wallace|
|Place of Publication||Dordrecht, Netherlands|
|Number of pages||12|
|Publication status||Published - 2011|
|Name||Technical and Vocational Education and Training: Issues, Concerns and Prospects|