La música del recuerdo

There are clearly many benefits, in a properly conceived and administered programme, under the right conditions. However, problems can arise when the planning and implementation lack the appropriate structure. Reservations in the literature show poor treatment of students at the hands of employers in some instances ( Cornford and Gunn, 1998), and the ineffectiveness of the training in some

enterprises (Cornford, 1999) due to insufficient instructional expertise.

Joe Kincheloe (1999) believes that vocational educators have a role to play in how students perceive work and how this perception can bring about change in work practices. Vocational education’s function hitherto in Kincheloe’s perception trained students to acquiesce to management and company dictates and play a passive role. He calls for vocational education reform to prepare students to expect and be able to perform ‘good work’ practices in employment experiences. Kincheloe argues that students should become inquiring and curious and critical of their surroundings, and think independently, to be able to better understand their own practices.

The essence of successful placements appears to be adequate induction and preparation prior to going to the workplace, and then appropriate support and instruction at the work providers. Studies have shown that it is not sufficient just to get students out of the classroom and into the workplace to guarantee learning will

take place or will be transferred. Ill-conceived and badly delivered work placement experiences, just like poor instruction in the class room at school, can damage and de- motivate students (Goldberger, Kazis and O’Flanagan, 1994).

This is a very important issue and necessitates careful planning and supervision to maintain proper control and organisation in the programme implementation. Influence over the programme is of paramount importance.

The detail should be carefully worked out to avoid conflicts and misunderstandings. Work-based learning has to depend on each organisation’s condition (NWO, 2003). For the vocational school the curriculum is essential to shape the programme

direction. However, in some cases the school has little control over the curriculum in the workplace, which can lead to problems. Tilley (1997) describes it as “ a gamble” and others also conceded that it was often fraught with difficulties (Ryan, 1997; Harris et al., 1995).

When the students transfer from school to the workplace there is a period of adjustment, and adaptability is essential. During this period, it is accepted that students need guidance when making the transition between school and work.

Research on trainees demonstrates the difficulties experienced by VET students in the variations in learning between their school and work provider (Harris et al., 1998; Smith et al., 2000). It seems a problem of integration, with students battling to come to terms with the teaching styles.

Longitudinal studies of similar vocational programmes, such as VET in Australia (Misko, 2001; NCVER, 2000; Polesel, Teese and O’Brien, 1999) and Tech-Prep in the United States (Bragg, 2001; Hershey et al.,1998) demonstrate that properly administered programmes can help students make successful transitions. Work-based learning can depend on the individual’s acquisition of practice. Limitations are defined by the person’s capabilities. There are also significant variations in the quality of the placements, with some students learning a variety of skills while others are restricted to trivial tasks and others to observation only (Smith

and Harris, 2000). However,they add that they offer great potential where the objectives of placements are clarified, all stakeholders are properly briefed and committed, and issues and arguments are explicit and structured.

A major study carried out for the Australian Department of Education, Training, and Youth Affairs (Miles Morgan Australia, 1998) investigated the feasibility of

expanding placement occasions. They discovered during the investigation a number of problem areas, which included cultural differences between school and work and a lack of student preparation prior to going to the work. For example problem-solving in school is typically well-defined as in solving arithmetical problems, whilst, problems at work tend to be ill-defined, often unrecognised as problems, and have many possible solutions and solution methods (Lave, 1991).

Nevertheless, Billett (1999a) maintains that participation in workplace practices is at the core of understanding learning through work. He suggested:

engagement in routine work activities may reinforce and refine existing knowledge, whereas engaging in new tasks may develop new knowledge.

When they are properly planned, and managed, placements can provide fertile ground for students to experience the challenges, structures and codes of the workplace. Billett (1999b) cites Lave (1990) who found that tailors’ apprentices learned by undertaking tasks which gave them increasingly more accountability. This resulted in them being exposed to the practical activities they needed for the work detail. The training involved progressive steps in the tasks they were required to perform. There was a deliberate pathway of learning through ascending levels of responsibility. The learning was structured and the practice progressive. OECD (2000) in a review of international literature concluded that there are common factors that contribute towards an effective school-to-work programme:

1. A healthy economy providing job-rich growth

2. Well-organised pathways that connect initial education with work and further study

3. Widespread opportunities to combine study with workplace experience

4.Tightly knit safety nets for those most at risk 5. Good information and guidance

6. Effective institutions and processes