Název: Perspectives of young people enrolled in apprenticeship courses in Portugal about learning in work contexts
Zdrojový dokument: Studia paedagogica. 2018, roč. 23, č. 2, s. [77]-99
Rozsah
[77]-99
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2018-2-6
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/138253
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
This paper is grounded in a research project about apprenticeship courses in Portugal. The analysis conducted aims to grasp whether on-the-job learning might constitute an advantage to apprenticeship courses that could contribute to improving the social image of initial vocational education and training (IVET) in Portugal. We want to understand the matter from the standpoints of young apprentices, focusing on their experiences with on-the-job training. The results were analysed within the expansive−restrictive continuum of Fuller and Unwin (2003), adapted to the Portuguese context. The project uses a mixed methods research design. A survey was conducted and semi-structured interviews were held with young apprentices. The survey was carried out online across the nation and resulted in 620 valid and relevant responses. The interviewed apprentices (54) were enrolled at nine training centres near Porto, Northern Portugal. Appraisals in the survey of the work-context training component of the apprenticeship courses were mainly positive. Nonetheless, data from the interviews revealed both expansive and restrictive features of workplaces that influenced learning outcomes. While apprenticeship courses have existed in Portugal for a long time (34 years), the cultural change to employers' views regarding work-based training can be considered to be still in progress. The results of the study support both the perspective that there is still a lot to put in place in order to change the social image of apprenticeship courses and IVET in Portugal through work-context training and also the idea that several ongoing changes are promising.
Note
This work was supported by the Portuguese Foundation for Science and Technology (FCT) and the European Social Fund Human Capital Operational Programme from the Portugal 2020 programme under the Doctoral Programme in Education of the University of Porto (PhD fellowship grant no. PD/BD/105703/2014) and the Portuguese Government, through the FCT, under the strategic funding awarded to the Centre for Research and Intervention in Education (grant no. UID/ CED/00167/2013).
Reference
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[41] Walden, G., & Troltsch, K. (2011). Apprenticeship training in Germany – still a future-oriented model for recruiting skilled workers? Journal of Vocational Education & Training, 63(3), 305–322. | DOI 10.1080/13636820.2011.570454
[2] AR. (1986). Lei n.º 46/86, de 14 de Outubro - Lei de Bases do Sistema Educativo. Diário da República, Iª série, n.º 237. Lisboa: Assembleia da República.
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[4] Bunting, M., & Moshuus, G. H. (2017). Framing narratives: Youth and schooling, silencing and dissent. Studia paedagogica, 21(4), 35–52. | DOI 10.5817/SP2016-4-2
[5] Cedefop. (2016). Governance and financing of apprenticeships. Retrieved from http://www.cedefop.europa.eu/en/publications-and-resources/publications/5553
[6] Chadderton, C., & Wischmann, A. (2014). Racialised norms in apprenticeship systems in England and Germany. Journal of Vocational Education & Training, 66(3), 330–347. | DOI 10.1080/13636820.2014.917693
[7] Christman, S. (2012). Preparing for success through apprenticeship. Technology and Engineering Teacher, 72(1), 22–28.
[8] Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed method approaches (2nd ed.). Thousand Oaks: Sage Publications.
[9] Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson.
[10] Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks: SAGE Publications.
[11] De Witte, K., Cabus, S., Thyssen, G., Groot, W., & van den Brink, H. M. (2013). A critical review of the literature on school dropout. Educational Research Review, 10, 13–28. | DOI 10.1016/j.edurev.2013.05.002
[12] Deissinger, T., Heine, R., & Ott, M. (2011). The dominance of apprenticeships in the German VET system and its implications for Europeanisation: A comparative view in the context of the EQF and the European LLL strategy. Journal of Vocational Education & Training, 63(3), 397–416. | DOI 10.1080/13636820.2011.569089
[13] Dismore, H. (2013). Experiencing the transition from an apprenticeship to higher education. Journal of Education and Work, 27(6), 585–607. | DOI 10.1080/13639080.2013.802831
[14] Doll, J. J., Eslami, Z., & Walters, L. (2013). Understanding why students drop out of high school, according to their own reports. SAGE Open, 3(4), 1–15.
[15] Doroftei, A. O. (2017, 19–21 Out). Perceções sobre a formação em contexto de trabalho dos Cursos de Aprendizagem em Portugal: o que dizem formandos/as, tutores/as, e dirigentes de centros de formação profissional. Paper presented at the XIX Congreso Internacional de Galicia y Norte de Portugal de Formación para el Trabajo: "La formación profesional dual: duos o duetos?", Lugo, ES.
[16] Doroftei, A. O., Silva, S. M., & Araújo, H. C. (2015). The apprenticeship system in Portugal, the UK and Germany: Similarities and differences in work-based vocational training in the European context. Poster presented at the 7th International Seminar of the PDCE, December 2015, Porto, PT.
[17] Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156. | DOI 10.1080/13639080020028747
[18] European Commission, & IKEI. (2012). Apprenticeship supply in the Member States of the European Union-Final report. Retrieved from http://ec.europa.eu/social/BlobServlet?docId=7717&langId=en
[19] Field, A. P. (2009). Discovering statistics using SPSS: (and sex, drugs and rock ‘n' roll) (3rd ed.). Los Angeles: SAGE Publications.
[20] Fuller, A., & Unwin, L. (2003). Learning as apprentices in the contemporary UK workplace: Creating and managing expansive and restrictive participation. Journal of Education and Work, 16(4), 407–426. | DOI 10.1080/1363908032000093012
[21] Guerreiro, M. D., & Abrantes, P. (2004). Transições incertas: os jovens perante o trabalho e a família. Lisboa: DGEEP.
[22] Hampf, F., & Woessmann, L. (2016). Vocational vs. general education and employment over the life-cycle: New evidence from PIAAC. CVER Discussion Paper Series, November, 1–16. Retrieved from http://cver.lse.ac.uk/publications/abstract.asp?index=5257
[23] Hogarth, T., Gambin, L., & Hasluck, C. (2011). Apprenticeships in England: What next? Journal of Vocational Education & Training, 64(1), 41–55. | DOI 10.1080/13636820.2011.590221
[24] Hyland, T. (2017). Craft working and the "hard problem" of vocational education and training. Open Journal of Social Sciences, 5(9), 304–325. | DOI 10.4236/jss.2017.59021
[25] IEFP_DFP. (2016). Cursos de Aprendizagem. Formar jovens para um emprego qualificado. Regulamento específico 2016. Retrieved from www.iefp.pt/documents/10181/6488057/RE_APZ_2016_Regulamento_especifico.pdf/d5495537-ab51-43a7-bfb1-b84f7a1fa588
[26] IEFP_DPGC. (2017). Relatório mensal. Execução física e financeira. Valores acumulados a 31 de dezembro de 2016. Retrieved from https://www.iefp.pt/documents/10181/5563526/Relatorio+de+Execu%C3%A7%C3%A3o+Financeira+dezembro+2016.pdf/6f450778-3ef6-42dd-bc80-3eacce7cd0d6
[27] Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
[28] Lehmann, W., Taylor, A., & Wright, L. (2014). Youth apprenticeships in Canada: On their inferior status despite skilled labour shortages. Journal of Vocational Education & Training, 66(4), 572–589. | DOI 10.1080/13636820.2014.958868
[29] Macedo, E., Santos, S., & Doroftei, A. (2018). Alternative learning arenas in Portugal: Hope for young adults? In L. Van Praag, W. N. Nowen, R. Van Caudenberg, N. Clycq, & C. Timmerman (Eds.), Comparative Perspectives on Early School Leaving in the European Union (pp. 199–214). London and New York: Routledge.
[30] McGregor, G., & Mills, M. (2012). Alternative education sites and marginalised young people: 'I wish there were more schools like this one'. International Journal of Inclusive Education, 16(8), 843–862. | DOI 10.1080/13603116.2010.529467
[31] McGregor, G., Mills, M., te Riele, K., & Hayes, D. (2014). Excluded from school: Getting a second chance at a ‘meaningful' education. International Journal of Inclusive Education, 19(6), 608–625. | DOI 10.1080/13603116.2014.961684
[32] METSS. (1984). Decreto-Lei n.º 102/84, de 29 de Março. Diário da República, Iª série, nº 75. Lisboa: Ministérios da Educação e do Trabalho e Segurança Social.
[33] MQE. (1996). Decreto-Lei n.º 205/96, de 25 de Outubro. Diário da República, Iª série-A, n.º 248. Lisboa: Ministério para a Qualificação e o Emprego.
[34] MTSS. (2007). Decreto-Lei 396/2007, de 31 de Dezembro. Diário da República, 1.ª série, n.º 251. Lisboa: Ministério do Trabalho e da Solidariedade Social.
[35] Orozco, M. (2018). Integrative learning & curriculum relevance in dual learning programmes. Paper presented at the RESL.eu Conference [Reducing Early School Leaving in Europe], January 2018, Antwerp, BE.
[36] Ryan, P. (2000). The institutional requirements of apprenticeship: Evidence from smaller EU countries. International Journal of Training & Development, 4(1), 42–65. | DOI 10.1111/1468-2419.00095
[37] Santos, S., Macedo, E., & Araújo, H. C. (2018). Educational trajectories of early school leavers in Portugal: Processes and conditions of (in)equality. In L. Van Praag, W. Nouwen, R. Van Caudenberg, N. Clycq, & C. Timmerman (Eds.), Comparative Perspectives on Early School Leaving in the European Union (pp. 149–163). London and New York: Routledge.
[38] Sappa, V., Choy, S., & Aprea, C. (2016). Stakeholders′ conceptions of connecting learning at different sites in two national VET systems. Journal of Vocational Education & Training, 68(3), 283–301. | DOI 10.1080/13636820.2016.1201845
[39] Tomaszewska-Pękała, H., Marchlik, P., & Wrona, A. (2017). Finding inspiring practices on how to prevent ESL and school disengagement. Lessons from the educational trajectories of youth at risk from nine EU countries (Publication 6). Antwerp: University of Antwerp.
[40] Torres, L. L., & Araújo, M. (2010). O sistema de aprendizagem em alternância – alternativa ou mais do mesmo? In Actas do X Congresso Luso-Afro-Brasileiro de Ciências Sociais (pp. 1215–1231). Braga: Universidade do Minho.
[41] Walden, G., & Troltsch, K. (2011). Apprenticeship training in Germany – still a future-oriented model for recruiting skilled workers? Journal of Vocational Education & Training, 63(3), 305–322. | DOI 10.1080/13636820.2011.570454