recommendations for consideration at a European level are highlighted below:
and educational and vocational institutions could practically respond -
as learning organisations - to the challenge of the changing workplace
and the likely demands of employment in the 21st Century by using and developing
the project’s connective model of learning through work experience
(Griffiths et al. 2001, p. 10; details
of the model: pp. 30f., 36f.).
project’s framework for considering quality allows for the identification,
development and transfer of learning in way which goes well beyond the
‘checklist’ approach to quality issues. The framework should be developed
in the school/workplace context (Griffiths
et al. 2001, p. 10; details of the framework: pp. 53-57).
successful transfer of innovations or good practice across European vocational
education and training systems is difficult. This complexity should be
accepted and an understanding of the need to develop ‘boundary crossing’
in the sense underlying the connective model of the project’s typology
should underpin future work in both EU and ‘accession’ countries (Griffiths
et al. 2001, p. 10, details of 'boundary crossing': pp. 36f. ).