A study of apprenticeship and pre-apprenticeship work-based

learning in a New Zealand contextAvetra conference 8-4-2015

James Cannan: Manukau Institute of Technology, Auckland New Zealand

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This paper is based on my progress and early findings of a EdD study on apprenticeship and pre-apprentices that were engaged in training programmes at a tertiary institution in New Zealand.

The full research project is called: Learning through Practice: A study

of work-based learning as part of VET programmes in New Zealand

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‘Learning through Practice’ To investigate the benefits gained for

students, lecturers and industry when using practice-based learning models delivering certificate programmes in

vocational education and training (VET) at a New Zealand tertiary

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‘Practice-based learning’ is understood as the engagement of student learning activities through collaboration with a tertiary institution, industry and workplace learning. This includes although is not limited to, industry placements and work based learning programmes integrated with the formal curriculum at a certificate level.

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How do Institutes of Technology when using practice-based models of learning support the initial preparation and the further development of essential knowledge and skills for work and in work?

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What are the benefits for all stakeholders involved in the delivery of practice- based learning and assessment?

In what ways are current features of practice- based learning models considered effective or ineffective?

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What constitutes good pedagogical practice in embedding practice-based learning and assessment in VET curricula?

What are the outcomes of practice-based learning for students in terms of skills, knowledge and assessment?

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Practice-based learning- a model of learning that can assist the initial preparation for work through course study and practice that is gained at the workplace and the further development of knowledge and skills for vocational occupations.

Practice-based learning is learning that is gained ‘before work’ and ‘in work’. ‘this approach recognizes that practitioners in order to be proficient need to bridge the gap between theory and practice’. (Raelin, 1997, p.572)

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This research will contribute to existing understanding pertaining to ‘practice-based’ learning models currently delivered.

Produce further knowledge and appreciation when determining the benefits of ‘practice-based’ learning styles across VET programmes delivered at tertiary institutions

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‘Work related’ refers to “learning from study or experiences in or related to the world of work

Work based learning is “learning in the workplace, derived from work undertaken for or by an employer. (Connor 2005, p.6).

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Practice focused courses in developing skills for vocational occupations has increased due to concerns about the employability of graduates into industry and critical skill shortages in the workplace (Choy, Haukka, Billett, Bowman, & Wignall, 2007).

Significant lack of literature surrounding practice-based learning, and in New Zealand there is an increasing number of employees and trainees involved in this form of learning.

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This research will contribute to the argument of practice-based learning in terms of pedagogical practice in skills, knowledge and assessment through practical application for work and in work.

Apprenticeship/pre-apprenticeship training is an important component of the research that informs issues around workplace practice and the validity and reliability of assessment carried out in the workplace.

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The research will focus on students that are currently studying in pre-apprenticeship and apprenticeship courses and analyse the comparison of learning and assessment by students who are attending such courses.

Work based learning literature addresses the learning that occurs in the workplace of which apprentice learning is a subset, but not necessarily practice based learning programmes.

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Research approach used for this research was a qualitative study where the main approach used case studies involving semi-structured interviews, focus groups, questionnaires and workplace documentation to answer the research questions.

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The rationale guiding the choice of research methods is based on the research questions and the kind of understanding and emphasis sought in the initial preparation and the development of essential knowledge and skills for work and in work.

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Four case studies that include students that are studying fulltime and part time on engineering programmes at Manukau Institute of Technology (MIT) where the students are required to carry out ‘on job’ work experience and also students that are working full time and studying part time.

There will be a total of 72 participants included in the overall research.

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Semi-structured interviews- include lecturing staff that are teaching on the course, students studying part time, full time and employers representing the student groups through their specific disciplines involved in the research.

Focus groups- The purpose of the focus group interviews was to allow those involved in the programmes to describe in detail their perceptions and interpretations of their experiences in practice based learning

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Questionnaires- This process will be useful to ensure that during the interviews relevant data will already be available therefore ensuring the interview sessions to be worthwhile and to gain valuable answers to the research questions.

Non-participant observation- activities that will be observed will include practical application of theory, work tasks being carried out within the workplace and assessment tasks being conducted both ‘off-job’ and ‘on-job’

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Findings that emerged from the research study! (Pre-employment students)

Sample Responses: Putting the learning into practice- hands on

practical- doing stuff! We were able to put all the learning into

practice at the workplace. It would be very different without doing the course at MIT. The learning at MIT complements the workplace learning and gained good knowledge to be able to go into the workplace.

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Learning the basics through practical projects-building and working on air conditioning units. Understanding the theory through practical tasks on electrical units, and doing fabrication tasks in the workshop.

(Apprentices) Getting paid to learn! Developing new skills

and finding new challenges. Satisfaction of learning something and putting the learning into practice. Working when studying and finding learning easier when on the job. Better training on the job.

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Showed something once and expected to know it. Not enough training carried out at the workplace. If something goes wrong it’s normally your fault. More explanation of knowledge as no one at the work place explains things. My work place doesn’t support training.

Not possible to achieve all units at the workplace. Some units are specialised and not available on-job.

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Pre-employment studentsMore prepared and work ready by the time that they enter into employmentAdvantage of being able to concentrate on their learning of theory and practical skillsApprenticesHave a job while at the same time carrying out training Difficulties in achieving training

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