Between college and work in the Further Education and Training College sector
Students studying Civil Engineering (CE) at the Further Education and Training (FET) colleges spend periods of time in the classroom and workshop as well as in the workplace during experiential learning. The overall purpose of education and training in the college sector is generally understood as p...
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Education Association of South Africa
2015-02-01
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doaj-b531c46333614b31bc62f873442085f02020-11-24T23:14:55ZengEducation Association of South AfricaSouth African Journal of Education2076-34332015-02-013510108S0256-01002015000100018Between college and work in the Further Education and Training College sectorJames Garraway0Joseph Bronkhorst1Sharman Wickham2Cape Peninsula University of TechnologyCape Peninsula University of TechnologyCape Peninsula University of TechnologyStudents studying Civil Engineering (CE) at the Further Education and Training (FET) colleges spend periods of time in the classroom and workshop as well as in the workplace during experiential learning. The overall purpose of education and training in the college sector is generally understood as preparing students for employability, and difficulties in colleges performing this role are well known. In this article, these difficulties are examined in a novel way. The everyday perspectives of lecturers and supervisors about student learning in their college programmes and their work experience are translated into more theoretical language, using activity theory. A theoretical argument is made, which suggests that different sites of learning create different purposes, and that these different purposes derive from a distinction between knowledge and practice, which in turn has historical roots. The study concludes by suggesting that a new, common object of integrating theory and practice at all the sites would better link the college and workplace education and training systems, and tentatively suggests how this new object could be put into practice.http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002015000100018&lng=en&tlng=enactivity theorycivil engineeringfurther education and trainingtheory and practice |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
James Garraway Joseph Bronkhorst Sharman Wickham |
spellingShingle |
James Garraway Joseph Bronkhorst Sharman Wickham Between college and work in the Further Education and Training College sector South African Journal of Education activity theory civil engineering further education and training theory and practice |
author_facet |
James Garraway Joseph Bronkhorst Sharman Wickham |
author_sort |
James Garraway |
title |
Between college and work in the Further Education and Training College sector |
title_short |
Between college and work in the Further Education and Training College sector |
title_full |
Between college and work in the Further Education and Training College sector |
title_fullStr |
Between college and work in the Further Education and Training College sector |
title_full_unstemmed |
Between college and work in the Further Education and Training College sector |
title_sort |
between college and work in the further education and training college sector |
publisher |
Education Association of South Africa |
series |
South African Journal of Education |
issn |
2076-3433 |
publishDate |
2015-02-01 |
description |
Students studying Civil Engineering (CE) at the Further Education and Training (FET) colleges spend periods of time in the classroom and workshop as well as in the workplace during experiential learning. The overall purpose of education and training in the college sector is generally understood as preparing students for employability, and difficulties in colleges performing this role are well known. In this article, these difficulties are examined in a novel way. The everyday perspectives of lecturers and supervisors about student learning in their college programmes and their work experience are translated into more theoretical language, using activity theory. A theoretical argument is made, which suggests that different sites of learning create different purposes, and that these different purposes derive from a distinction between knowledge and practice, which in turn has historical roots. The study concludes by suggesting that a new, common object of integrating theory and practice at all the sites would better link the college and workplace education and training systems, and tentatively suggests how this new object could be put into practice. |
topic |
activity theory civil engineering further education and training theory and practice |
url |
http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002015000100018&lng=en&tlng=en |
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