development to one another. The paper concludes by arguing that the concept of
consequential transition and connectivity provides the basis for re-conceptualising how
work experience can support students to develop generic skills. These concepts help to
focus policymakers’ and educationalisits’ attention on new curriculum strategies for
relating the different types of knowledge (i.e. codified and everyday) which are
developed in formal and informal education as well as the different types of learning
(i.e. vertical and horizontal development) which occur in these respective contexts. In
doing so, the paper has suggested that a fundamental reappraisal is required of the
relationship between the assumed links between work experience, generic skill and
employability in EU education and training policies for secondary, higher and lifelong
education.
This paper is based on research which was undertaken as part of a TSER Fourth Framework Research
Project: ‘Work Experience as an Innovative Education and Training Strategy for the 21 st Century’. The
final report was submitted to the EU in February 2001 (Griffiths et al).
The author would particularly like to thank Graham Attwell, Toni Griffiths and two anonomous referees
for their helpful comments and suggestions as regards developing this paper. Any mistakes or
inaccuracies are attributable to me.
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