Page 132 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

Guiding at-risk youth through learning to work
Lessons from across Europe

6.3.6. School and work alternation initiatives
Similar to apprenticeships, the concept of school and work alternation (also
referred to alternance training) is based on learning by doing in conjunction with a
theoretical framework. According to Cedefop (2008b, page 27), alternance
training is: ‘education or training combining periods in an educational institution or
training centre and in the workplace. The alternance scheme can take place on a
weekly, monthly or yearly basis. Depending on the country and applicable status,
participants may be contractually linked to the employer and/or receive a
remuneration’.
Such training differs from traditional internships, which do not always provide
theoretical knowledge. Alternance training also differs from apprenticeships in
two key ways:
(a) apprentices are contractually linked to the employer and receive
remuneration (wage or allowance); this is not always the case for alternance
training;
(b) the employer assumes responsibility for providing an apprenticeship with
training leading to a specific occupation.
Further, the examples of alternance training identified in this study primarily
offer work-based learning in the form of short-term placements or internships,
rather than as a continuous part of the training programme.
School and work alternation initiatives are closely linked to the transition from
school to work. By spending alternating periods in a school or training centre and
in the workplace, young people are able to learn about career opportunities and
develop skills and knowledge relevant to employment.
There are two main arguments to support school and work alternation. First,
learning theory suggests that some pupils benefit much more from practice-
based learning than purely abstract and cognitive learning. As a result, pupils
who do not always perform well in theoretical learning contexts can develop other
types of skill, increasing their self-confidence and motivation to learn. Second,
there is evidence that alternating school and work aids the transition from
education to work, as pupils can more easily link their theoretical knowledge to
workplace requirements (Schuetze, 2003). Alternation programmes offer
increased motivation, better understanding of vocational options, improved
adaptability and greater employability.
Alternation programmes can also bring significant benefits to employers, as
they ensure that people leave education with relevant skills and competences for
the workplace (including ‘soft skills’ such as team working and communication
skills) as well as theoretical knowledge. For education and training providers,
introducing alternation schemes means that they are able to offer young people a

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