Abstract
In Europe a very intensive discussion is in full swing as to whether vocational schools should in future be guided and monitored by the state or whether they should be freed from state dependency. Within the framework of a number of pilot projects in German-speaking countries, vocational school centres are currently testing their autonomy. This article sketches out the discussion on a way forward.
Adopting a learner-centred perspective showed that formal education and training provide only a small part of what is learned at work. Most of the learning described by the interviewees was non-formal, neither clearly specified nor planned. It arose naturally out of the demands and challenges of work, solving problems, improving quality and/or productivity, or coping with change – and out of social interactions in the workplace. The outcome of such ‘learning from experience’ was the development of knowledge, skills and understanding, although this was difficult to explain to others. Effective learning was, however, dependent on confidence, motivation and capability – prerequisites for employees’ self-management of much of their learning. (Michael Eraut et al, 1998, p. 10ff).