and a VET framework of innovation
Concept of action research > Role
of the actors > Process of action research
> Final remark
of action research
between the contributions by Elly de Bruijn and Ludger Deitmer
this context I would like to look back at the development of the theme
‘action research’ and its relation to similar methodological concepts.
From 1996 onwards, the issue has been discussed in several ECER symposia
and in related Cedefop-supported events. At that time it seemed necessary
to highlight the distinctions between the concepts ‘action research’, ‘accompanying
research’ and ‘evaluation research’. During the latter half of the 1990s
there was a need to discuss what kind of project designs could be proposed
for European cooperation programmes.
at this point of time, it seems more appropriate to discuss the parallel
approaches as a methodological continuum. This requires, however, an understanding
for different constellations between research, policy and practice. In
some cultures the VET colleges may themselves be positioned as ‘owners
of innovation’ and act directly as promoters of ‘action research’. In other
VET cultures there are more complex patterns for promoting innovations
with the support of ‘accompanying research’.
aim of this bridging remark was to draw attention to the fact that – depending
on the above mentioned institutional settings – research may appear in
somewhat different intermediate positions between theory, policy and practice.
Furthermore, the expectations on research may vary to a great extent: Is
research in the position to develop a tradition of its own? Or: is research
only expected to provide support for its respective clients? Regarding
these questions the three parallel concepts provide slightly different
related to the contribution by Elly de Bruijn
your presentation you referred to 'educational support structures' - could
you explain what exactly is meant by this?
know whether you have this in other countries: In the Netherlands we had
institutions that were funded by national government or local public authorities.
These are agencies to help schools implement new ideas, in particular in
relation to new policies. On the local level you had the school advisory
boards, and at national level you had national operating institutions,
like CINOP, to support schools. Some ten years ago this education support
structure has been (partly) privatised.
does potential aid to this approach connect to the methodology?
in several ways, because of our definition of the practical theory. It
is not only research interrelated elements of a concept, but also translation
into practice, or action instruments for practice. The concept has to have
examples of how we do it and how we make a change. The other way is empowerment:
our concept on competence based training is not only an idea on how to
facilitate learning , but also on how school organisations are changing,
how the teaching infrastructure has to change, how to make the change work.