Examining the significance of different conceptions of learning

Since the 1990s the system-wide introduction of vocational learning programs into schools has now created the need for students to blend their learning experiences gained from previously discretely organised institutions such as schools, TAFEs, and workplaces. This paper explores the significance of differing institutional conceptions of learning for the students who undertake these pathways. It examines potentially conflicting messages about learning that students must overcome if they are to be successful.