Aim and significance

The relationship between educational research and practice is of continuing concern. In a recent study the OECD states:

…educational R&D was seen as fragmented, politicised, irrelevant, and too distant from practice.(. ) Furthermore, the research was sometimes perceived as provincial and too little based on international experience.(… ) Such a critique is still strong today… This is not to say that educational researchers have not produced new insights, but they have, in general, been less successful in synthesising this knowledge for application and action by practitioners and policy-makers. OECD, 2003, p.10

Although the OECD-report might reflect accurately the mainstream of educational research, there are promising, and perhaps neglected, examples of research projects in which educational practice gains from educational theory and research. In the proposed round table, we would focus on examples from the field of VET research and their implications for practice.

Theoretical framework

A central objective of the research projects to be discussed is the linking of theory and practice. Usually, innovation in vocational education and training involves implementing a particular concept in educational practice. Actors within schools and other training institutions may be inspired by a concept but act on the basis of their own interpretations. A systematic relationship between 'the concept' and the linked development of educational practice is lacking. Methodological approaches which genuinely link conceptual developments to innovating educational practice are, however, based upon this relationship.

The key issue in such approaches is that knowledge is seen as a multidimensional concept which has different 'shapes' and different 'functions'. In modelling this multidimensional aspect and the relation between 'concept' and 'practice', a number of philosophical sources may be drawn upon. We refer to the work of Gibbons et al (1994), Nonaka and Takeuchi (1995) and Pickstone (2001) which address the issue from a 'functional' (i.e. epistemological) perspective. The multidimensionality of knowledge and the process of creating knowledge also presuppose an 'actor' approach in which for example the work of Gustavson (2001) on action research is relevant. In exploring the impact of research on innovation in practice, the position and function of the various actors involved in the process of knowledge creation is crucial (eg. Manske, Moon,, Ruth and Deitmer, 2002).

Case studies

1. Developing practical theory on competence based training in the Netherlands (de Bruijn & Westerhuis)

CINOP is developing its own approach to knowledge production in connection with innovative practice in organisations. Projects have been organised so as to develop both new theories and new practice. Projects or groups of projects have organised in a dual bond wherein the development of new practices produces 'Mode 2' knowledge (Gibson et al 1994). This 'Mode 2' (local) knowledge can, however, be combined and organised as general concepts - in practical theories. Such theories are not blueprints; they offer validated concepts and a repertoire for practical action consisting of corresponding components: first, a system/model of connected statements, considerations and concepts in relation to a specific field (learning and training in VET); second, a set of instruments and action repertoires, consistent with the model, for all relevant actors (teachers, students, mangers, trainers, companies); third, tools and instruments to implement model and action strategies in specific contexts, relevant within the field (eg, a department in a Regional Vocational College).

This methodological approach has been practised since 2002 in an innovation programme on competence based training. Its implications for the process, whereby educational practice gains from educational theory and research and vice versa, will be discussed.

2. Interaction between VET researcher and practitioners

in the German organising developing theories of practise in the BLK programme on 'Neue Lernkonzepte in der dualen Berufsausbildung' (Deitmer) The main theme of this contribution will be to what extend innovative changes in VET-institutions and on professionals can be supported by action research in terms of “Begleitforschung” (accompanying research).

Within the BLK programme 22 VET school pilot projects experimented under the programme umbrella and made use of theory-practise interaction between: VET teachers taking part in the pilot project, accompanying VET researchers in the pilots itself and as well as the programme team based at the ITB, University of Bremen. The intention of this action oriented research and development programme was to develop curricula with a new quality of occupational action competencies; and following up holistic and self-directed learning arrangements.

Outcomes and effects of these change processes were evaluated by action research tools. The contribution aims at reflecting on the relevance of this action research approach: Where are the specific strengths and weaknesses of the action approach? How far did the instruments do they job? What kind of conclusions can be made for the European discussion and the OECD (see above) notion?. The programme evaluation concept is novel and was recently tested in the European research arena (Fetterman, Kaftarian, and Wandersmann 1996; Nyhan, Attwell, Deitmer 1999; Manske et.al. 2002; COVOSECO, 2004).

3. Pekka Kamärainen, Finland

(not been received yet!)

The following discussion would concentrate on three questions:

• Which roles and actors can we define in such methodological approaches, in particular with respect to the role and task of the researcher?
• To what extent and under what conditions could these methodological approaches lead to accumulation of conceptual knowledge?
• To what extent and under what conditions could these methodological approaches contribute to innovation in VET?

References

• Covoseco (2004) Final report for the COVOSECO thematic network project (ITB, and partners: ISEOR, FEB, HU, IAGO) within European IHP-STRATA programme: Improving the European Knowledge Base through Formative and Participative Evaluation of Science & Industry Liaisons.
• Fetterman, D.M., Kaftarian,S.J. & Wandersman, A. (eds.) (1996). Empowerment Evaluation. Knowledge and Tools for Self-Assessment & Accountability, Thousand Oakes CA (Sage.)
• Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P. & Trow, M. (1994) The New Production of Knowledge. The Dynamics of Science and Research in Contemporary societies, SAGE Publications, London.
• Gustavsen, B. (2001) 'Theory and Practice: the Mediating Discourse' in Reason, P. and Bradbury, H., Handbook of Action Research, SAGE Publications, London.
• Pekka Kämaräinen, Graham Attwell and Alan Brown (eds.) (2002) Transformation of learning in education and training. Key qualifications revisited. Office for Official Publications of the European Communities, European Centre for the development of Vocational Training, Cedefop Luxemburg
• Manske, F., Moon, Y., Ruth, K., Deitmer, L. (2002): Ein prozess- und akteurorientiertes Evaluationsverfahren als Reflexionsmedium und Selbststeuerungsinstrument für Innovationsprozesse. In: Zeitschrift für Evaluation. 2, 245 ff.
• Nonaka, I. and Takeuchi, H. (1995) The knowledge creating Company,. New York: Oxford University.
• OECD (2003). New challenges for educational research. Paris: OECD. Nyhan, B., Attwell, G.& Deitmer, L. (1999). Education and Regional Innovation in the European Union and the United States. Thessaloniki: CEDEFOP.
• Pickstone, J.V. (2001) Ways of Knowing, a New History of Science, Technology and Medicine, The University of Chicago Press.