Between College and Work in the Further Education and Training College Sector

Autor/inn/en	Garraway, James; Bronkhorst, Joseph; Wickham, Sharman
Titel	Between College and Work in the Further Education and Training College Sector
Quelle	In: South African Journal of Education, 35 (2015) 1, Artikel 953 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Adult Education; College Programs; Delivery Systems; Intermode Differences; Education Work Relationship; Civil Engineering; Theory Practice Relationship; Classroom Environment; Experiential Learning; Workplace Learning; Workshops; Apprenticeships; Mixed Methods Research; Interviews; Teacher Surveys; Teacher Attitudes; Sense of Community; Educational Practices; Learning Activities; Teacher Expectations of Students; Systems Analysis; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Studienprogramm; Auslieferung; Theorie-Praxis-Beziehung; Klassenklima; Unterrichtsklima; Experiental learning; Erfahrungsorientiertes Lernen; Lernwerkstatt; Schulung; Apprenticeship; Lehre; Interviewing; Interviewtechnik; Lehrerverhalten; Bildungspraxis; Lernaktivität; System analysis; Systemanalyse; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Students studying Civil Engineering (CE) at the Further Education and Training (FET) colleges spend periods of time in the classroom and workshop as well as in the workplace during experiential learning. The overall purpose of education and training in the college sector is generally understood as preparing students for employability, and difficulties in colleges performing this role are well known. In this article, these difficulties are examined in a novel way. The everyday perspectives of lecturers and supervisors about student learning in their college programmes and their work experience are translated into more theoretical language, using activity theory. A theoretical argument is made, which suggests that different sites of learning create different purposes, and that these different purposes derive from a distinction between knowledge and practice, which in turn has historical roots. The study concludes by suggesting that a new, common object of integrating theory and practice at all the sites would better link the college and workplace education and training systems, and tentatively suggests how this new object could be put into practice. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01