Control over the workplace learning component (WPL) in Dutch Regional Training Centres (ROCs) and the integration of theory and practice appear to be problematic. We aim to provide insight into these problems from a learning process perspective. In Dutch SVET, either a work-based pathway or a school-based pathway leads to the required diploma. Although these pathways are equivalent by law, they are different in terms of WPL proportion and student status. Consequently, we also want to answer the question how the school-based pathway and the work-based pathway differ in terms of learning processes in WPL. As a basis for describing learning processes, we make use of Illeris’ (2002) definition and framework of learning, identifying learning as an integration between a social interaction process and an internal acquisition process.

We make use of a qualitative case study approach involving six VET students in elderly care and six VET students in retail. These case studies involve non-participant observations, interviews with students, their mentors and teachers, and document analysis.

The results show how VET students learn to perform at work, what role is played by theory in this process and how school-based pathway students’ WPL processes differ from work-based pathway students’ WPL processes.

References:

• Illeris, K. (2002). The three dimensions of learning. Frederiksberg: Roskilde University Press.