What makes supported internships an effective approach to VET?
DOI:
https://doi.org/10.7577/njcie.4861Keywords:
supported internship, vocational training, expansive approachAbstract
Internationally, there have been varied attempts to secure the inclusion of young people with Special Educational Needs and Disabilities (SEND) in Vocational Education and Training (VET). This paper investigates supported internships (SIs), which are programmes that include college courses in numeracy and literacy, workplace learning, and broader life skill development. Drawing on an empirical study of one SI in England, this paper focuses on the pedagogic structure of SIs to explore how systematic instruction combines with elements of the workplace environment to bring about successful vocational learning for young people with SEND. It considers whether the expansive-restrictive conceptualisation of apprenticeship learning explains successful outcomes within an SI. A case study approach using a qualitative methodology of semi-structured interviews was adopted to explore the experiences of people involved in the SI. These included two job coaches, four colleagues, six interns and three graduates from the SI. Thematic analysis revealed this SI facilitates workplace learning for young people with SEND because it models an expansive (not reductive) approach to internships. Systematic instruction did not result in restrictive learning because of role design and broader organisational features. A key facilitating aspect was that the design of the internship fostered opportunities to develop identity through crossing boundaries. Implications for the design of SIs (to facilitate social inclusion and ensure employment outcomes for young people with SEND) are discussed.
Downloads
Metrics
References
Beyer, S., Meek, A., & Davies, A. (2014). Regional SEN transition to employment initiative (Real Opportunities): Supported work experience and its impact on young people with intellectual disabilities, their families and employers. UK: Real Opportunities. https://research.edgehill.ac.uk/ws/portalfiles/portal/20062292/real_opportunities_impact_report_2014.pdf
Boonzaier, B., Ficker, B., & Rust, B. (2001). A review of research on the Job Characteristics Model and the attendant job diagnostic survey. South African Journal of Business Management, 32(1), 11–34. https://doi.org/10.4102/sajbm.v32i1.712
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper (Ed.), APA Handbook of research methods in psychology: Research designs, Vol. 2. (pp. 57– 71). American Psychology Association. https://doi.org/10.1037/13620-004
Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2019). Thematic analysis. In P. Liamputtong (Ed.), Handbook of research methods in health social sciences (pp. 843–860). Springer Singapore. https://doi.org/10.1007/978-981-10-5251-4_103
British Council. (2018). Disabled people’s inclusion within UK technical and vocational education and training. https://www.britishcouncil.org/sites/default/files/disabled_peoples_inclusion_within_uk_tvet.pdf
Cedefop. (2016). National policy developments in vocational and educational training. https://www.cedefop.europa.eu/en/country-reports/vet-policy-developments
CooperGibson Research. (2013). Supported Internship trial for 16-24 year old learners with learning difficulties and/or disabilities: An evaluation. Department for Education (DfE). https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/263205/DFE-RR314.pdf
CooperGibson. (2020). Approaches to Supported Internship delivery. Department for Education (DfE). https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attach-ment_data/file/868461/Supported_Internships_Research_Report_February_2020.pdf
DfE (2014) Supported internships: Guidance. Department for Education. https://www.base-uk.org/sites/default/files/knowledgebase/Supported_Internship_Guidance_updated_with_EFA_funding_advice_May_2017_2.pdf
DfE. (2019, July 8) Proposals launched to boost the quality and uptake of Higher Technical Qualifications [Press release]. https://www.gov.uk/government/news/proposals-launched-to-boost-the-quality-and-uptake-of-higher-technical-qualifications
DfE. (2021). Skills for jobs: lifelong learning for opportunity and growth. Policy Paper. Department for Education. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attach-ment_data/file/957856/Skills_for_jobs_lifelong_learning_for_opportunity_and_growth__web_version_.pdf
DfE. (2022). Providing supported internships for young people with an EHC plan: Guidance. Department for Education. https://www.gov.uk/government/publications/supported-internships-for-young-people-with-learning-difficulties/supported-internships
Dickinson, P. & Cullen, M.A. (2018) Work experience and vocational/technical provision for young people on SEN support: A rapid evidence assessment. London: Department for education. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/915657/Post-16_REA_Dec2018.pdf
Ebuenyi, I. D., Rottenburg, E. S., Bunders-Aelen, J. F., & Regeer, B. J. (2020). Challenges of inclusion: a qualitative study exploring barriers and pathways to inclusion of persons with mental disabilities in technical and vocational education and training programmes in East Africa. Disability and Rehabilitation, 42(4), 536-544. https://doi.org/10.1080/09638288.2018.1503729
Esmond, B., Hanson, J., & Robinson, D. (2017). Improving teaching on apprenticeships: pilot and roll-out of a Level 4 CPD module for trainers. Centre for Educational Research and Innovation, University of Derby. Progress Report.
Fuller, A., & Unwin, L. (2003). Learning as apprentices in the contemporary UK workplace: Creating and managing expansive and restrictive participation. Journal of Education and work, 16(4), 407-426. https://doi.org/10.1080/1363908032000093012
Fuller, A., & Unwin, L. (2004). Expansive learning environments: Integrating organizational and personal development. In A. Fuller, A. Munro & H. Rainbird (Eds.), Workplace Learning in Context (pp.126–144). Routledge. https://doi.org/10.4324/9780203571644
Fuller, A., & Unwin, L. (2007). What counts as good practice in contemporary apprenticeships?: Evidence from two contrasting sectors in England. Education + Training, 49(6), 447–458. https://doi.org/10.1108/00400910710819109
Fuller, A., & Unwin, L. (2011). Workplace learning and the organization. In M. Malloch, L. Cairns, K. Evans, & B. Connor (Eds.), The SAGE handbook of workplace learning (pp.46-59). SAGE Publications.
Fuller, A., Unwin, L., & Weatherly, L. (2015). Co-producing Expansive Vocational Education and Apprenticeship: A relational approach. UCL Institute of Education.
Greany, T. (2020). Self-policing or self-improving?: Analysing peer reviews between schools in England through the lens of isomorphism. In D. Godfrey (Ed.), School peer review for educational improvement and accountability (pp. 71–94). Springer International Publishing. https://doi.org/10.1007/978-3-030-48130-8_4
Hackman, J. R., & Oldham, G. R. (1980). Work redesign (Vol. 2779). Addison-Wesley.
Hanson, J., Codina, G., & Neary, S. (2017). Transition programmes for young adults with SEND: What works? London: The Careers & Enterprise Company. https://www.disabilityrightsuk.org/sites/default/files/pdf/careers-enterprise-what-works-report-transition-prog.pdf%20%281%29.pdf
Hanson, J., Robinson, D., & Codina, G. (2021). Supported internships as a vehicle for social inclusion. British Journal of Learning Disabilities, 49(4), 433-444. https://doi.org/10.1111/bld.12428
International Labour Organization(ILO). (2017). Making TVET and skills systems inclusive of persons with disabilities. https://www.ilo.org/global/topics/disability-and-work/WCMS_605087/lang--en/index.htm
Laungani, D. N. (2019). Preparing for employment: An exploration of the transition experiences of young people with mild and moderate learning difficulties and their parents of a supported internship programme [Doctoral dissertation, University College London (UCL)]. https://discovery.ucl.ac.uk/id/eprint/10083349/
Lucas, B. (2016). What if the further education and skills sector realised the full potential of vocational pedagogy. In M. Londesborough (Ed.), Possibility thinking: Reimagining the future of further education and skills. RSA Action and Research Centre. https://cris.winchester.ac.uk/ws/portalfiles/portal/355854/367__akira_RKE_Centre_for_Real_World_Learning_CRL_Website_Papers_To_upload_Lucas__2016__What_.pdf
Mikkonen, S., Pylväs, L., Rintala, H., Nokelainen, P., & Postareff, L. (2017). Guiding workplace learning in vocational education and training: A literature review. Empirical Research in Vocational Education and Training, 9(9). https://doi.org/10.1186/s40461-017-0053-4
Purvis, A., Small, L., Lowrey, J., Whitehurst, D., & Davies, M. (2012). Project SEARCH Evaluation: Final report. Centre for Economic & Social Inclusion, for Office for Disability Issues, HM Government. https://www.base-uk.org/sites/default/files/project-search-report.pdf
ResPublica. (2022). The future of higher technical education in England: Expanding opportunity for all. A report by the Lifelong Education Commission. https://www.respublica.org.uk/wp-content/uploads/2022/04/The-Future-of-Higher-Technical-Education-in-England-LEC-Report.pdf
Simplican, S.C., Leader, G., Kosciulek, J., & Leahy, M. (2015). Defining social inclusion of people with intellectual and developmental disabilities: An ecological model of social networks and community participation. Research in Developmental Disabilities, 38, 18-29. https://doi.org/10.1016/j.ridd.2014.10.008
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Jill Hanson, Debs Robinson, Geraldene Codina
This work is licensed under a Creative Commons Attribution 4.0 International License.
Declaration on copyright
- The author/s will keep their copyright and right of reproduction of their own manuscript, with the work simultaneously licensed under a Creative Commons Attribution License, but give the journal a permanent right to 1) present the manuscript to the public in the original form in which it was digitally published and 2) to be registered and cited as the first publication of the manuscript.
- The author itself must manage its financial reproduction rights in relation to any third-parties.
- The journal does not provide any financial or other remuneration for contributions submitted.
- Readers of the journal may print the manuscripts presented under the same conditions that apply to reproduction of a physical copy. This means that mass reproduction of physical copies or production of copies for commercial purposes is not permitted without the agreement of the author/s.
