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Contextualising learning at the education‐training‐work interface

Bobby Harreveld (Faculty of Arts, Business, Informatics and Education, CQ University, Rockhampton, Australia)
Michael Singh (Centre for Educational Research, College of Arts, University of Western Sydney, Penrith, Australia)

Education + Training

ISSN: 0040-0912

Article publication date: 27 March 2009

2014

Abstract

Purpose

The purpose of this paper is to investigate the ways in which learning is contextualised among the intersecting worlds of education, training and work.

Design/methodology/approach

A case study methodology is used.

Findings

It was found that contextualised learning is integral to industry‐school transition strategies in senior secondary school learning. However, its operational complexities are yet to be articulated in terms of senior secondary students as learners and earners – educational leadership in partnerships for future innovations in curriculum and pedagogy.

Research limitations/implications

Initial analysis of first stage fieldwork data is reported.

Originality/value

The paper is the first of a series that will report on findings from a three‐year research project (2007‐2010). Its originality stems from conceptualising “contextualised learning” (CL) for the development of individual capabilities through multi‐directional and reciprocal boundary crossing among education, training and work systems.

Keywords

Citation

Harreveld, B. and Singh, M. (2009), "Contextualising learning at the education‐training‐work interface", Education + Training, Vol. 51 No. 2, pp. 92-107. https://doi.org/10.1108/00400910910941264

Publisher

:

Emerald Group Publishing Limited

Copyright © 2009, Emerald Group Publishing Limited

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