“The Formativity of Work-Based Learning”

Marcone, Valerio Massimo (2016). '"The Formativity of Work-Based Learning"' Paper presented at the annual conference of the HDCA, Tokyo 2016.

topics: Education and Empowerment, Operationalizing the Capability Approach, Capability Measurement and Index

abstract: The poster synthetizes  the research project entitled "The formativity of work based learning" (WBL).The research proposal aims  to identify the training variables characterizing the learning process based on work , in the context of learning on the job. It focuses on to the experiences of apprenticeship and  the "formative role“ of tutorship in order to design a set of capabilities for learners.  The poster contains:  a) an overview of work-based learning - a fundamental aspect of vocational training- directly linked to mission of VET to help learners acquire knowledge , skills and competences which are essential in working life “( European Commission ,2013) b) the main model of WBL : alternance schemes or apprenticeships (“dual system”) c) the theoretical principles of “formativity”, that is the capability approach, situated learning, constructivism and the community of practice. d) a prototype of the "taxonomy of quality indicators of educational processes" for those involved in the work -based- learning pathways that I am developing during my Ph.D.  The empirical survey describes some good practice of WBL in Italy and in Europe , especially in German speaking-countries. The survey is carried out with interviews and questionnaires to HR managers, entrepreneurs, tutors and learners. It is based on a grid of indicators (a taxonomy) and focuses on the characteristics of the cognitive processes activated, the importance of the relationship changes with knowledge, the construction of meaning in relation to the processes of inclusion in the work. The main objective of my doctoral research, is to understand the effect of work experience on the training plan with respect to the cognitive structures of the subjects, on a long-term base to better understand the transferability of the willingness to learn and the building of a set of capabilities. The taxonomy built within the research work is divided into ten indicators that will be used as qualitative dimensions for the collection of the experiences of the participants in training activities at work. The research questions in this explorative study are: 1) What effective learning process can be activated in work contexts, in particular during apprenticeships? 2) What are the most effective training methodologies and teaching techniques for work based learning? 3) What theoretical frameworks can be made during training processes at work and work contexts? 4) How to consider the relationship between education and the development of capabilities?

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