Abstract:
Transfer of learning is of major interest in vocational education
on account of its importance in effective training for real world
performance. A number of models have been advanced over the past
several years with varying degrees of relevance for teaching in vocational
education. This article critically analyses and compares two models by
Cornford (1991) and Yelon (1992), which although presently not Widely
known or cited in relevant literature, appear to have potential for assisting
vocational teachers and trainers to develop generalisation, and transfer
beyond the initial training setting. Unusually, the two models are
complementary, rather than in conflict. One operates at a micro-level of
teaching practice and the other at a macro-level which involves features of
both initial training and the settings in which the knowledge and skills are
most likely to be applied.
