Learning in school and at the workplace: Perspectives of recent graduates, teachers, and workplace trainers in the dual system of certified trades in Iceland

Abstract

In Iceland the vocational education and training (VET) system is generally organized as a dual system, where some of the training takes place at school and some at the workplace. Research has shown that learning at these different sites provides a complementary experience, in terms of, for example, different opportunities for learning and development of competencies (see Aarkrog, 2005; Billett 2009; Bjurulf, 2013; Eraut, 2004; Fuller & Unwin, 2004b; Griffiths & Guile, 2003; INAP Commission ‘Architecture Apprenticeship’, 2013; Lindberg, 2003; Schaap, Baartman, & de Bruijn, 2012). Research has, however, also shown that the effectiveness of the dual system is in part based on the coherence of the learning that takes place at each site. Transfer of learning from the school to the workplace and vice versa is often elusive, and students have difficulty making sense of how what they learn at school is relevant to work and how experiences at the workplace relate to what is discussed at school (Billett, 2013, 2014; Guile & Young, 2004; Mulder, et al., 2015; Schaap, et al., 2012; Sloane, 2014; Tynjälä, 2008; Wahlgren, 2009). The goal of the research was to investigate how the dual system in the certified trades (where a journeyman’s examination is required for working in the trade) is implemented in Iceland and, specifically, to look at whether the system provides a coherent educational experience in terms of how educational pathways are organized. This involves the characteristics of learning experiences at school and at the workplace, and connections and relationships among relevant parties at each site. Recent graduates, teachers, and workplace trainers in four trades, selected as representatives of different dual system variations in the Icelandic VET system, were interviewed (8 participants in each group; N = 24). The semi-structured interviews focused on how the school- and work-based learning parts were integrated in practice, and the perceived benefits and faults of the current implementation. The interviews were recorded and transcribed for analysis. The analysis was both based on the interviews’ topical structure as well as thematic analysis (Braun & Clarke, 2006). The results showed that the dual system in certified trades in Iceland is organized in the form of parallel courses rather than being integrated in a single educational track. It seems unclear who is responsible for the students and the program as a whole. The students themselves are responsible for securing a work-based contract and organizing the integration of work-based and school-based periods. This can provide flexibility for students but can also result in delays, or in worst cases, dropout, if contracts are hard to come by or if it is difficult to complete the school-based part of the program. Relations between teachers and workplace trainers were informal and dependent on whether the individuals knew each other personally. As a result, it varied whether discussions on the students’ progress took place and to what degree. In many cases the students themselves seemed to provide the information. However, it was clear that both the teachers and the workplace trainers were very much interested in having both more formal and frequent communication, mostly as a strategy to ensure the quality of education provided. The results on the characteristics of the learning experiences at school and work are in accordance with prior research, and show that these experiences are different but complementary. The strengths of the school-based part of the program (well defined objectives, tasks targeting specific skills, and emphasis on quality and accuracy) were also the challenges for the work-based part. And vice versa: The strength of the workbased part (emphasis on efficiency and speed, realistic on-site tasks, and keeping up with developments in the field) were all challenges for the school-based part. Overall, the results, therefore, indicate that through studying both at school and at the workplace, students in certified trades in Iceland have opportunities for comprehensive and relevant education in their chosen vocation – but also that more could be done to ensure that the program forms a coherent whole, ensuring transfer of knowledge and skills between school and work.