Two models for promoting transfer: a comparison and critical analysis

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.