School-Workship Partnership: A Case Study of Five Vocational Studies Programs

Abstract:

Five vocational programs are analyzed using the typology of workplace experience developed by Guile and Griffiths (2001), who themselves draw upon the socio-cultural tradition within contemporary learning theory. Methodologically speaking, we have used the case analysis approach for examining our interviews with 81 students, 17 teachers and 35 workplace mentors involved in the Hairdressing, Jewelry-Making, Drafting, Industrial Mechanics and Power Engineering Technology programs. After presenting Guile’s and Griffiths’ five-model typology -i.e., Traditional, Experiential, Generic, Work process and Connective- we then describe these five programs in light of the specifics of the Traditional and Experiential models. In addition, an analysis of the results of the work experience will touch on : the links between the learnings accomplished in a school versus a workplace setting; professional preparation and socialization; and students’ personal development. By way of conclusion, I will interpret our findings in terms of factors that facilitate or limit students’ work-based learning.

Authors:

Marcelle Hardy
Louise Ménard

Marcelle Hardy, a sociologist of education, is a professor in the Education Department of the Université du Québec à Montréal. She was in charge of the Strategic Research Network going by the name of Groupe interuniversitaire de recherche en formation emploi (GIRFE, or inter-university research group in training for employment). She has authored several publications dealing with various aspects of vocational education, work-based education and the school-to-work transition.

Louise Ménard is a professor in the Education Department of the Université du Québec à Montréal. She received a doctorate in educational psychology from the Université de Montréal. Her research is concentrated in the areas of cégep-level teaching and the organization of vocational and technical education.

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