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Context: Vocational education and training (VET) plays an important role in Switzerland and has a high standing. Students’ access to initial vocational education and training (iVET) at the upper secondary school level is prepared at the lower secondary. Many initiatives support them, and school has a crucial role in that process. digibe, which stands for “digital support in the career choice process and the impact of a systematic, digitally based reflection on career orientation”, aims at strengthening self-reflective capabilities in career planning. Often, this is not given enough attention, as the focus of the support is on finding a follow-up solution but not on the development of career-oriented competencies as they are asked for in research and the curriculum in career orientation at school. Self-reflection helps to better understand and, if necessary, also transform perspectives on one own’s career planning. Approach: digibe is a longitudinal intervention study running for four years (2021 – 2025). Participants are students from grades 9 to 11 in the German-speaking part of Switzerland. The intervention groups differ in the frequency students are asked to report irritating experiences during the career choice process and the frequency they are asked to work on tasks aiming to trigger reflection. The development is measured regularly by means of a questionnaire. Findings: The baseline survey of digibe was carried out in September–October 2021, N = 2’848 (as of July 2022), and all school levels (tracks with basic vs extended requirements). Results show that N = 773, 27 % of the students reported irritating experiences and situations directly related to the vocational choice process. We find small, statistically significant mean differences in the readiness to reflect, but the effect sizes are very small. Only students in grade 11 who tell us that they have no irritating experiences are very low in their readiness to reflect. They do not need to reflect, as most of them will have their apprenticeship contract signed. The main findings are that students describe irritating experiences, they describe themselves as open to reflection, and that irritating experiences can trigger an in-depth reflection Conclusion: The vocational choice process confronts students with irritating experiences which offer a possibility to reflect. Students tell us that they are generally willing to reflect on their career orientation process and integrate new information into their career planning. How this relates to the development of the career choice process must be shown in further analyses.&nbsp

This report informs about the theoretical foundation, the study design and the measurement instruments of the longitudinal study MEGY-Mit Erfolg durchs Gymnasium. Content 1 Introduction 1.1 Study context 1.2 Aims, research questions and design 1.3 Theoretical background 2 Student survey 2.1 Participants 2.2 Procedure 2.3 Sample and response rates 2.4 Measurement instruments 3 Teacher survey 3.1 Sample 3.2 Procedure 3.3 Interview guideline 3.4 Category system, coding and analysis 4 References

Summary This paper explores a new pre-vocational programme (Integrationsvorlehre, INVOL) that aims to prepare refugees and temporarily admitted persons aged 16 to 35 for an apprenticeship. Using a sample of 552 INVOL-participants, it was tested whether situational (workplace and school characteristics) and individual resources (language proficiency at the beginning of the INVOL, self-efficacy, and persistency) predict participants’ learning outcomes at the end of the programme. We found that workplace resources were related to participants practical and transferable competencies, while school-related resources and language skills predicted language proficiency levels at the end of the programme. Self-efficacy and persistency were not related to learning outcomes. Overall, the programme seems to contribute successfully to refugees’ competence development and preparation for subsequent VET programmes; however, learning across the boundaries of workplaces and schools needs to be strengthened.

Educational attainment is considered the most important contributor to status and occupational achievement in modern societies. Largely dependent on socio-economic background, the transfer of educational attainment from parents to their offspring is likely to have various consequences. Some of these consequences may be of an intra-individual nature. In this article, we explore the consequences of (un)successful intergenerational transfer of educational attainment on wellbeing (self-esteem, positive attitude toward life), drawing primarily on the work of Pierre Bourdieu. We use panel data from the Transition from Education to Employment Project (TREE), and employ longitudinal autoregressive structural equation models. The results show a destabilization of wellbeing over time for the group with downward educational mobility. Le niveau d’éducation est déterminé dans une large mesure par les origines sociales. Il est considéré comme un facteur ayant une influence majeure sur le statut et le succès professionnel dans les sociétés modernes. Le transfert intergénérationnel du niveau d’éducation entraîne une série de conséquences. Certaines de ces conséquences sont de nature intra-individuelle. Dans cet article, nous examinons l’impact du transfert intergénérationnel du niveau d’éducation, qu’il soit réussi ou non, sur le bien-être (estime de soi, attitude positive face à la vie). Nous nous appuyons sur les travaux de Pierre Bourdieu et analysons les données du panel du projet « Transition de l’éducation à l’emploi » (TREE) au moyen de modèles d’équations structurelles autorégressifs longitudinaux. Les résultats montrent une déstabilisation du bien-être au fil du temps che zles adolescents en mobilité sociale descendante.

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When making the transition from compulsory school to upper secondary education and training, young people in Switzerland have two main options: company-based apprenticeships or exclusively school-based programmes. Based on Bourdieu, we assume that schools and training firms each have their own particular selection procedures. We expect these different procedures to change the patterns of the influence of social origin on transition -- even when controlling school achievement. We test our assumptions by applying event history analyses to Switzerland's first nationwide longitudinal survey of young people (TREE). As expected, cultural capital of the family of origin is highly relevant for access to school.-based programmes, whereas economic capital favours the entry into apprenticeships., Der Abschluss einer zertifizierenden nachobligatorischen Ausbildung ist zur Norm geworden und wird von (fast) allen Jugendlichen angestrebt. Eng an die Berufswahl gekoppelt ist stets auch die Wahl zwischen einer dualen oder einer schulischen Ausbildung. Im vorliegenden Artikel beziehen wir uns auf Bourdieus Kapitaltheorie sowie auf Eccles 'Expectancy-Value-Model', um für eine Schweizer Schulabgänger-Kohorte anhand einer Competing-Risk-Modellierung zu prüfen, inwiefern sich die Selektionsprozesse beim Übertritt in duale sowie in schulische Ausbildungen unterscheiden. Die Ergebnisse stützen die Leitthese spezifischer Prozesse: Je nach der Form der angestrebten Ausbildung beeinflussen die soziale und kulturelle Herkunft sowie die schulischen Leistungen und Leistungsbewertungen der Sekundarstufe I die Erfolgschancen beim Übertritt in eine nachobligatorische Ausbildung auf sehr unterschiedliche, ja teils gegensätzliche Weise. Un-ter anderem wird ersichtlich, dass sich mit der scheinbar neutralen Weichenstellung zwischen dualen und schulischen Ausbildungen auch ein intergenerationeller Statustransfer verbindet. Mit dem meritokratischen Anspruch des Bildungssystems nur schwer verträglich ist ferner auch das geringe Gewicht der objektivierba-ren Schulleistungen beim Übertritt an der ersten Schwelle; der schulische Leistungsausweis erweist sich zwar durchaus als wichtig – er ist aber nur lose an die effektiven Leistungen gekoppelt. Deutlich wird schliesslich, dass die offenkundigen Übertrittsschwierigkeiten von Jugendlichen mit Migrationshintergrund vollständig durch ihre Herkunft aus überwiegend unteren Sozialschichten sowie, seitens des Lehrstellen-marktes, durch die Aufenthaltsdauer im Land erklärt werden können., Au cours de la transition de l’école obligatoire aux formations du niveau secondaire II, les jeunes sont dirigés dans deux directions: l’apprentissage « duel» en entreprise ou une formation scolaire à plein temps. En admettant avec Bourdieu que les écoles et les entreprises fonctionnent selon des logiques de sélection différentes, nous nous attendons à ce que l’origine sociale exerce une forte influence, différenciée selon le milieu social, sur l’accès à une formation secondaire de niveau II. Nous vérifions nos hypothèses au moyen d’une «event history», en nous basant sur les données du premier sondage suisse longitudinal sur les jeunes TREE. Conformément à nos hypothèses, le capital culturel exerce une influence importante sur les chances d’accéder à une formation scolaire à plein temps, alors que le capital économique favorise l’entrée dans un apprentissage duel.

Inwieweit die Schule ihrem Anspruch gerecht wird, für Chancengleichheit zu sorgen und vorschulischen sozialen Ungleichheiten entgegenzuwirken, wird kontrovers diskutiert: Bourdieu etwa geht von einer Perpetuierung und Legitimierung sozialer Ungleichheiten durch die Schule aus, welche dem offiziellen Auftrag, alle Jugendlichen bestmöglich zu fördern und soziale Ungleichheiten zu vermindern, eindeutig zuwiderläuft. Im vorliegenden Artikel wird für die Schweiz empirisch untersucht, welche Bedeutung ausserschulische Ungleichheiten und schulische Leistungsdifferenzen bei der individuellen Bewältigung des Eintritts in eine anerkannte nachobligatorische Ausbildung an der 'ersten Schwelle' zukommt. Empirisch stützt er sich auf die repräsentative Jugendlängsschnitt-Studie TREE (Transition von der Erstausbildung ins Erwerbsleben, www.tree-ch.ch). Der relative Einfluss von sozialer Herkunft und Schulleistungen auf den Eintritt in eine zertifizierende Sek. II-Ausbildung kann mit den TREE-Daten erstmals detailliert abgeschätzt werden. Unsere Befunde belegen dabei starke Herkunftseinflüsse auf den Eintritt in eine zertifizierende, nachobligatorische Ausbildung, die teils direkt, teils vermittelt über die Schulleistungen wirksam werden. Insbesondere Jugendliche aus bildungsfernen Schichten sowie solche mit Migrationshintergrund stossen beim Übergang an der ersten Schwelle unabhängig von der Schulleistung auf grosse Schwierigkeiten. Dies ist ein bildungs- und gesellschaftspolitisch brisanter Befund, ist das Absolvieren einer postobligatorischen Ausbildung heutzutage doch zu einer entscheidenden Vorbedingung für eine existenzsichernde Erwerbsarbeit wie auch für gesellschaftliche Teilhabe im weiteren Sinne geworden. Fazit: Zusammenfassend kann festgehalten werden, dass hinsichtlich des Eintritts in zertifizierende Sek. II-Ausbildungen bedeutende sekundäre Ungleichheiten bestehen. Die soziale Stellung der Herkunftsfamilie, hat – ganz unabhängig von der erbrachten schulischen Leistung – einen enormen Einfluss darauf, wer in eine zertifizierende Ausbildung eintritt und wer nicht. Hinzu kommt, dass die im Eintrittsprozess an der ersten Schwelle ebenfalls sehr einflussreichen schulischen Ausweise und Bewertungen die faktischen Leistungen nur sehr ungenau widerspiegeln. Dies steht einer egalisierenden Einflussnahme der Schule umso mehr entgegen, als die schulischen Leistungsbewertungen ja ihrerseits keineswegs frei von unterschiedlichsten Herkunftseinflüssen sind. Die Befunde zeigen im Weiteren, dass beim Eintritt an der ersten Schwelle, bezogen auf duale und schulische Ausbildungen, teils spezifische Mechanismen spielen: So gelingt es den schulischen Angeboten auf der Ebene Sekundarstufe II besser, Jugendliche mit Migrationshintergrund zu integrieren als betrieblichen Ausbildungsformen. Den Schulnoten scheint im Lehrstellenmarkt weniger Gewicht zuzukommen, als den mehr disziplinarischen Zeugnisvermerken, was sich seitens der schulischen Ausbildungen genau umgekehrt verhält. Auch der Unterschied zwischen den Geschlechtern wird beim Einstieg in die Sekundarstufe II weitergetragen: Junge Frauen ergreifen weiterhin eher schulische, junge Männer dagegen häufiger duale Ausbildungen. Und schliesslich finden sich starke Belege für die These, wonach sich mit der Wahl des Ausbildungstyps auch ein versteckter, aber bedeutender intergenerationeller Statustransfer verbindet.

Previous studies have shown that values are developed during young adulthood. This study investigated whether and when developmental trajectories of values depend on gender, language region, cognitive competence, expected education duration, and ambition. Longitudinal data of 2620 adolescents in Switzerland were collected at eight waves of measurement over 10 years. Latent growth model analysis revealed that work values mainly increase between ages 16 and 20, whereas family values primarily increase after age 20. This pattern fits the major life and career roles sequence: Becoming established in one's career comes first, and focusing on family building follows later. The initial levels and development of values were essentially affected by gender, but other individual factors such as cognitive competence, expected education duration, and ambition also showed some effect, particularly on family values. These new insights into the development of values improve the understanding of the career decisions and career behavior of adolescents.

Context: The structural anchoring of sustainability in vocational education and training practice is an essential goal of the National Action Plan (Germany) and represents a problem of vocational education and training for sustainable development that is still valid today. Methods: A promising transfer path is offered by the targeted anchoring of offers in educational practice, flanked by pedagogical support. However, a complete structural anchoring of ESD is a necessary, but not sufficient condition for the transfer of didactic concepts of ESD into educational practice. This paper shows how a design-based research approach is used to familiarise trainers and company trainers with the contents and methods of ESD and make them capable of acting. The multiplier approach, which is presented here in more detail, serves to anchor sustainability more deeply in vocational education and training. Findings: The article mainly refers to the hurdles that can occur during the transfer and how these are addressed in the project. Context: The structural anchoring of sustainability in vocational education and training practice is an essential goal of the National Action Plan (Germany) and represents a problem of vocational education and training for sustainable development that is still valid today.Methods: A promising transfer path is offered by the targeted anchoring of offers in educational practice, flanked by pedagogical support. However, a complete structural anchoring of ESD is a necessary, but not sufficient condition for the transfer of didactic concepts of ESD into educational practice. This paper shows how a design-based research approach is used to familiarise trainers and company trainers with the contents and methods of ESD and make them capable of acting. The multiplier approach, which is presented here in more detail, serves to anchor sustainability more deeply in vocational education and training.Findings: The article mainly refers to the hurdles that can occur during the transfer and how these are addressed in the project.

Context: The European Taxonomy of Skills, Competences, Qualifications and Occupations (ESCO) has been developed over the last ten years, in particular with the aim of promoting worker mobility in Europe. With regard to the vocational training systems this raises the question of whether the effects of ESCO will remain limited to labour market mobility or whether the identification of skills needs as well as the definition of occupational skill profiles could also have an impact on the contents of national VET programs. This paper analyses the mechanisms of European governance in the inter-play between European labour market policy and VET policy within the ESCO development and implementation process. Approach: Methodologically, this paper is based on (1) a document-analysis of European legal acts, resolutions and declarations in the context of the ESCO development and implementation. In order to reconstruct the ESCO governance with the respective roles, tasks and constellations of relevant actors at the national and supranational level, minutes and documents of central European bodies in the ESCO construction process are evaluated in a second step (2). These analyses are complemented by interviews conducted with actors in ESCO construction and ESCO implementation (3). Findings: Preliminary results show a diverse interweaving of governance forms through binding legal acts, soft legislation and the financial support of implementation programs. On the one hand a rather hierarchical governance through regulations and decisions becomes visible. On the other hand, the coordination process between the European Commission and the member states also includes "soft" forms of coordination through consultation and negotiation. Conclusion: The findings emphasize on the one hand the project logic of ESCO, on the other, a conflicting logic between education and labour market policy. Initial analyses suggest a greater depth of intervention of European education policy by linking labour market and education policy. In this respect, however, it will be important how and in which manner qualification profiles will be linked to the ESCO occupations and skills. This process has not yet been completed at the present time.&nbsp

Context: Previous research on VET systems in Spanish regions shows that these systems tend to be grouped in two different clusters, one of them with high socioeconomic performance and better VET supply indicators and the other one with low performance in this regard. Therefore, a question arises as to whether the VET supply factors are favoured in the regions exhibiting highest socioeconomic performance. Approach: Due to the importance of STEM VET enrolment as a VET supply factor, the current study analyses the relationship between VET students’ enrolment in STEM courses and a series of indicators of the regional socioeconomic environment. Findings: Two contextual (socioeconomic) indicators mainly predict STEM VET enrolment in a positive and significant way: working population aged 16–64, by sector of industry and working population aged 16–64, with VET qualifications in the same sector. In addition, some exploratory analyses show that the general working population in the industrial sector has a higher impact on STEM VET enrolment when the working population with VET qualifications among the industrial workers is also high. Conclusion: From a wide range of socioeconomic indicators, those related to the demand of STEM qualifications are the most relevant when explaining STEM VET enrolment. Both the relevance of the industrial sector at the local level in terms of employment and the weight of workers with VET qualifications in this sector have a key role in the demand factors influencing the enrolment in STEM VET.

Context: This study is part of an Erasmus+ KA2 CBHE project, „Professional Development of Vocational Education Teachers with European Practices/Pro-VET “, and it represents one of the final results of the conducted research and delivered courses among VET teachers in the Republic of Serbia. Approach: The research is based on three iterations of VOOC titled „Effective team working for VET teachers according to EU practice“developed during the project life and the evaluation results of that process. All participants, 192 in total, have had an opportunity to fill out the questionnaire about using group and team working in their everyday teaching activities and express their knowledge about these topics before the iteration starts. The results are summarised and presented through descriptive statistics, and logistic regression was used to measure the level of significance of the selected variables. Findings: Empirical research was conducted by collecting and analysing primary data using a survey method. To meet the needs of VET teachers in the Republic of Serbia, an online survey was designed, which referred to teachers’ attitudes on team working in VET institutions. The research results are based on the sample, which included 192 respondents. Statistical analyses of all collected data (descriptive statistics, linear correlation, logistic regression analysis) were used to draw conclusions about the relationships between the observed variables. Conclusion: Logistic regression analysis confirmed that the strongest and statistically significant predictor of the answer that teachers use teamwork is synergy. Other factors do not have a statistically significant effect on the use of teamwork. This research has shown several conclusions: communication in teams is open but not practical; despite adequate leadership, the roles in the teams are not clearly defined; and as a result, the team members do not have a strong sense of belonging to the team. It reduces the synergistic effect.

Context: The article focuses on the use of different approaches to peer learning in Vocational Education and Training in Germany. Approach: Based on a multi-method research study, the question "How does peer learning influence collaborative learning and social relationships and interactions within classes in the vocational education and training system?" is researched by using social network analysis and guided interviews. Findings: The research results show that peer learning, among other things, establishes a positive feedback culture in the learning groups, creates new friendships and makes apprentices want to work more cooperatively with each other in the future. In addition, peer learning was able to promote social integration and solidarity. Conclusion: These findings make peer learning a potentially meaningful and usable learning approach in Vocational Education and Training.&nbsp

Context: The paper is based on the BMBF and ESF-funded research project ‘Ageing-appropriate, process-oriented and interactive further training in SME (API-KMU)’, which is a collaboration between LSWI at the University of Potsdam, the Karlsruhe Institute of Technology KIT’s Institute of Vocational and General Pedagogy, the media design and VR-development company rooom as well as two SMEs to apply the learning environment in the companies. The project aims to develop a virtual learning environment for novices in the job to benefit from the experiences and knowledge of skilled workers. In the paper, we look at research undertaken in one case: a company in natural stone processing (SPP). Approach/methodology: The research approach is based on the analysis of the work tasks (BAG); two main tasks for learning modules were identified. Semi-structured interviews with staff were done, and the observation of the workplace was both video-recorded. The didactic approach is subject-oriented, referring to self-directed and constructivist learning and shaping principles. These form the basis for the development of a virtual learning environment and training concept, including learning modules for use in SMEs. The learning environment is developed to support the SME’s needs in the onboarding process. Findings: The analysis of the work process of mitre gluing was followed by the development of a so-called ‘competence spider’, a tool to support both self-reflection and external assessment in the context of employee interviews. It supports an open dialogue structured along the competences identified and required for the job and how those are perceived by the employee him/herself (internally) and by the supervisor (externally). Conclusion: The analysis of the work tasks (BAG) is a helpful instrument for both identifying skills and competences required and for developing criteria for a training concept. Complex work processes can be broken down into single activities to be used for self- and external assessment in an employee interview. The design process of a pedagogically shaped virtual learning environment is a complex and challenging process, which needs to be designed carefully with regard to the didactic approach and its requirements. The learning contents can be mediated and supported through animation videos.&nbsp

Context: A major challenge for contemporary Secondary Vocational Education and Training (SVET)is to enhance its responsiveness. Responsiveness can be defined as the ability of (teams of) educational professionals to interpret socio-economic and technological developments for curriculum development in terms of content and pedagogical approach. In the Netherlands, SVET-qualifications are developed on a national level by tripartite stakeholders (employers, union representatives and education). Based on these national qualifications, teacher teams in the SVET-colleges have to develop curricula. Research in Dutch SVET shows that the development of SVET-curricula is often a school-internal process with a focus on planning in terms of time and sequence (Hoeve & Van Vlokhoven, 2019). Actual co-makership with business partners is still a rare phenomenon. Approach: A consortium of six SVET-colleges and three research institutes started a collaborative interactive research project (Ellström, 2010). Interactive research is about the joint learning processes of practitioners and researchers which results in knowledge creation through co-development. The aim of the project was to develop a more interactive approach in which schools and enterprises are both actively involved in curriculum development. The central research question to be answered was: What are the characteristics of a responsive protocol that SVET teacher teams, in co-makership with their business partners, can effectively be used in the development of adaptive, vocation-oriented curricula? Representatives of 10 teacher teams participated in an inter-organisational professional learning community (iPLG). In the iPLG practitioners and researchers worked together on the design of a responsive protocol for curriculum development. Findings: The iPLG designed a tool (guidepost) for SVET-teams to organize for responsive SVET. In the tool, two agendas are combined: an explorative agenda and a developmental agenda. The explorative agenda comprises the trends ‘outside’: the developments at the labour market and in the professional field. The developmental agenda contains the necessary curriculum components. The agendas are interrelated since developments at the occupational level should resonate in the educational programs of the SVET-college. Conclusion: In the design of the guidepost, the significant characteristics of a responsive protocol are included. The guidepost can be used either as an analytical tool (e.g. which agenda elements are solid, which ones are we proud of; which ones need further elaboration) or as a tool to improve particular agenda items in order to increase the responsiveness of the curriculum. By implementing the tool in a team routine, SVET-teams will be able to monitor the quality of the responsiveness of their curriculum and make (small) adjustments on regular basis.&nbsp

Context: Adult educational practice doesn't adequately promote adult participation in VET in Latvia. One of the obstacles is the discrepancy between the offer provided by VET and the demand adults can accept. This issue is significant from an international perspective. Approach: The holistic, inclusive approach of this study implies three interconnected sub-systems of universal, selected and indicated personalised needs of VET learners, recognising a range of super-diverse needs of young adults that are not just academic and professional (particularly in dual VET practice). Findings: The findings of the study reveal the "resistance theorists' perspective": students react to the form rather than the substance of schooling. This is evident in young adults’ narratives, which appeal for changes in schooling organisation, discover the key elements of the process of schooling and its crucial didactic design elements, guiding the learning classes towards understanding subject-matter content in a way that helps the students to think and participate in productive dialogue with teachers, encouraging young adults to embed the acquired school-matter-knowledge in their own work and life. Conclusion: he key elements of classroom practice that meet the super-diverse personalised demands of adult learners in VET may affect their attitudes toward learning and, in turn, their learning behaviours. All of this means that the analytical results of the current study will be of interest to a wide range of VET stakeholders where the value of adult learning is central.&nbsp

Context: In the course of digitalisation, work and business processes in companies are changing worldwide. Currently, only a few studies explicitly deal with the consequences of the digital transformation for vocational training personnel in companies. Approach: This paper presents the results of a country-specific comparison of the assessed degree of digitalisation of vocational training personnel in Germany, Spain, and Great Britain from the perspective of company representatives (n = 482). Furthermore, possible influencing factors, such as the assessment of the degree of digitalisation, the number of employees, and the number of apprentices in the companies, were examined with the use of regression analysis. Findings: The results show that the predictors number of employees, country, number of apprentices, and degree of digitalisation predict the criterion digital competence of the vocational training personnel statistically significantly. Furthermore, the assessed degree of digitalisation, the country, and the number of apprentices have a significant influence on the assessed digital competence of the vocational training personnel. Also, the number of apprentices correlates stronger with the assessed digital competence of vocational training personnel than the number of employees in a company. The comparison of the countries Germany, Spain, and the United Kingdom shows that company representatives asses the digital competence of vocational training personnel in the United Kingdom significantly better than in Germany. Conclusion: In summary, based on the present results, it can be argued that a high degree of digitalisation, several apprentices between 11 and 30 as well as the location of the company in the UK are more likely (compared to the other factors examined) to result in high digital competence of the vocational training personnel.&nbsp

Context: Second Chance Schools (E2O, its Spanish acronym) represent an educational response that tries to deal with early school leaving and provide a path for educational re-engagement, labour inclusion and personal reconstruction. This study aims to describe and analyse the guidance model of the Spanish E2O. Approach: In 2021, we conducted semi-structured interviews with the management of twenty-four schools, 10 professionals in companies hiring youth after finishing their training in E2O, as well as 9 teachers in secondary schools to which former students of E2O returned. Additionally, we conducted a survey among 351 youth who had finished their E2O, and we analysed the record of another 1592 youth who had finished their E2O in schoolyear 2019/2020. We present a descriptive analysis of the quantitative data obtained here. Findings: The analysis of the interviews shows that the guidance in the E2O is considered a process of personal accompaniment. Some of the defining elements of this process are comprehensiveness (employment, vocational and personal guidance), fluidity in communication through formal and informal channels and the adaptation of the process to each student. The guidance processes begin with an initial phase in which a reception and initial diagnosis process is carried out; it continues with a constant monitoring phase during the itinerary, with formal and informal meetings; and it concludes with a preparation phase for the departure of E2O itself. The quantitative assessment of young people about the orientation processes in the E2O is very positive, although there are some nuances regarding the assessment of flexibility. Conclusion: The orientation processes developed in the E2Os are a key aspect behind success in educational re-engagement, professional insertion, and personal reconstruction.&nbsp

Context: A fundamental problem in competence development is how the added competences lead to a change in practice. There is a transfer problem from the competence development process to change of actual actions and activities. A similar fundamental problem is found in development projects when the new experiences do not lead to permanent new activities. In this project, an approach is used that qualifies the school leaders to perform new activities and ensure that these activities are used in practice. In the study, we anticipated that the interplay between researchers and school leaders would improve the quality of vocational education program at the participating schools. Approach: Based on experiences from a project about improving practices at eight vocational schools in four countries, we analyse a cooperation between researchers and school leaders. Through this cooperation, the school leaders were trained to handle educational change. In this project, a development model is used to ensure quality development at the schools and for the competence development of the school leaders. The article describes how this learning process can be conducted and how the leaders’ competences are developed, and not least, how they used this competence in practice. The specific activities in this development project include three factors. The first is a process in which the school leaders clarify what the development work is about and what goals they have. The second factor includes leaders' systematic reflection on what they do and what they learn from what they are doing. The third factor concerns systematic summaries of the reflection on the learning process. Findings: We found that there was a long-lasting process and a systematic and guided interchange between reflections and actions. Mutual trust and positive personal relations are factors that benefit the process. Different understanding of purpose and meaning and the need for reflections are obstacles. Conclusions: The findings indicate that establishing a constructive dialogue around a learning circle between researchers and practitioners is not a straightforward process. The practitioners’ ability to join the process must not be taken for granted.&nbsp

Context: The paper introduces an augmented reality learning system that detects human vocational actions in company-based dual TVET. Based on digital twins in a simulation environment, a head-mounted display visualises simulated consequences of detected action errors while the system prevents consequences in reality. The learning system enables situated learning in TVET. A prototype resulting from the development process shows potential as a suitable learning medium for vocational schools. Because vocational schools do not have situational vocational characteristics, the research question asks which technical adaptions apprentices suggest improving the prototype for vocational schools. Do their suggestions constitute situated learning characteristics? Approach: 28 apprentices for Mechanics in plastics and rubber processing evaluated the prototype of the Augmented Reality learning system in a user study. The study used a learning task on an injection-moulding machine that assesses the quality and proceeds a filling study. The apprentices rated the system usability based on the ISONORM usability scale and responded to open feedback questions regarding possible improvements of the prototype. Findings: The results indicate many objective situational characteristics and constraints that allow improvements of environmental and occupational characteristics at VET schools. Due to missing social interaction in the focused vocational learning tasks, the social and subjective dimensions have not been part of the study. A reflection and evaluation phase after completing the learning tasks needs to address this issue didactically for optimal competence acquisition. Conclusion: The discussion paves the way for useful adaptions in order to incorporate an improved prototype in vocational schools. Teachers then can implement learning approaches based on vocational actions on a machine mock-up using an Augmented Reality learning system in the classroom. Future research should address the design of a suitable reflection phase to facilitate learning from performed actions.&nbsp

Context: In recent years, there has been an increasing focus on the promotion of emerging researchers. Due to the growing number of PhD students and the decrease in post-doctoral positions, the preparation of PhD students for careers outside academia has become more and more important. This study addresses the career aspirations of doctoral researchers in the field of vocational education and training, considering the pandemic-related influences on their career development and the support offered within the doctoral programme. Approach: Six doctoral researchers from three different European countries (Germany, England, Sweden) were interviewed online in semi-structured interviews. The countries were chosen because of their different VET systems. In addition, the interview partners conduct their doctorate under different organizational conditions: structured programmes vs. individual doctoral education. The data was analysed using the method of focused analysis of qualitative interviews. Findings: Due to the COVID-19 pandemic, the framework conditions of the doctorate have changed, and many challenges have arisen for doctoral researchers, independent of the structure of the doctoral programme or the VET system. Nevertheless, the structured doctoral programme in Sweden, a country with a science-oriented VET system, tends to prepare students more strongly for a career within academia than the doctoral programmes in the other countries. With regard to the career aspirations of the doctoral students surveyed, on the other hand, a strong tendency toward career aspirations outside academia can be observed. Conclusion: The pandemic-related circumstances have not allowed the doctoral researchers to network within the scientific community and beyond as they had hoped. The result - regardless of the doctoral programme or country - is that the interviewees are facing an uncertain future with regard to the end of their doctorate.&nbsp

Context: The attraction to internationalize vocational education and training (VET) generates various business models among German VET providers seeking new markets and expanding their portfolio of services internationally. To support German VET providers in their internationalization, the Federal Ministry of Education and Research (BMBF) has created two funding programs (BEX and IBB) for the development of international business models in VET. In the context of this paper, adaptations of the business models with regard to the course of the projects over both funding periods are considered in order to find out what factors were considered by the VET providers in that process. Approach: 18 projects from two funding lines (BEX and IBB) were analysed, each project is a consortium of at least a VET provider and a research institution. The sample includes all funded projects in which at least one organization was funded subsequently in both funding lines. This allows for better comparability between the cases and between the two funding lines. The research design was thus constructed as a longitudinal study. The data includes project documents and qualitative interviews with project actors. The nine categories of the Business Model Canvas according to Osterwalder and Pigneur were applied to identify adoptions made in the business models of the selected projects. Findings: Substantial changes to the original project planning with regard to the business models can be seen with reference to the reduction of the complexity of the offered VET services. Adjustments to the business models are primarily determined by industrial factors, especially with regard to the stakeholders involved, and changes based on market factors to adapt the VET services to the needs of partners and customers in the target country. A considerable part of the adjustments to the business models are also based on pandemic-related factors. Conclusion: It can be assumed that the analyzed VET providers have a high level of problem-solving expertise due to the consortium approach. The digitalization of some elements of the business models can possibly be understood as an innovation driver so that innovations can be expected. Further research in the form of a journal contribution will look at these and other aspects in more detail. It would be necessary to consider degrees and patterns of innovation regarding the analysed projects and the database presented.

Context: Dual apprenticeship systems receive major attention on account of their structural speciality, their traditional working, didactic and learning principles, and, above all, because they seem to solve the problem of integrating young people into the labour market relatively smoothly. In contrast to other VET systems the German and the Swiss VET system pay tribute to both private and public interests, including shared responsibilities. Furthermore, subsidiarity, not central regulation, plays a major role in what political science labels "collective skill formation" (Busemeyer & Trampusch, 2019). Approach: This paper is based on a historical analysis of the development of the German and Swiss system. Furthermore, topical documents and research literature in both countries are evaluated and synthetized from a comparative perspective. Findings: Although the German and Swiss VET system are labelled as dual apprenticeship countries differences in the development are important, which will shape the further pathways that aim at hybridity, including labour market access and possible changes in higher education. Conclusion: Dual apprenticeships are still playing an important role in both countries. Each country-specific solution of adapting dual apprenticeships in a global economy and in the face of expanding higher education had to be elaborated based on collaborative governance and commonly shared issues.&nbsp

Context: This research was conducted in the context of Swiss vocational education and training (VET) teacher training. Lecturers from all institutions in the German-speaking part of Switzerland that train vocational teachers were surveyed. Approach: The overall objective of this study was to find out how university lecturers conceptualise students' creativity. Overall, 19 university lecturers from five universities of teacher education in German-speaking Switzerland participated in our study. The data were analysed via qualitative content analysis and open coding. Findings: From the lecturer's perspective, student creativity is categorised into a 5-category model in which lecturers 'see' student creativity represented by (1) student self-reflection, (2) independent decision-making, (3) curiosity and motivation, (4) producing something and (5) developing original, new solutions. Additionally, a creative achievement according to their opinion in the profession of a lecturer is the creation of a new, innovative teaching/learning arrangement within university teaching. Conclusion: The findings show that the understanding of student creativity is very complex as a common understanding of student creativity in higher teacher education does not exist. The categories identified in our study could be used not only to 'see' student creativity but also to promote and even evaluate it in higher education.&nbsp

Context: The main research question of the symposium is how the latest findings from scenario research impact theoretical research on vocational education and training, VET policies, and the evolution of VET systems in various countries. Approach: The symposium includes four presentations followed by a discussion. One of the important expected outcomes of the symposium is that the new scenarios hold the potential to catalyse supporting future innovation and strategies in vocational education and training. Findings/Conclusion: We propose that the regular application of the scenario approach could be a useful complement to various other prospective approaches used to guide European employment and vocational training policies.&nbsp

Context: Sustainable rural development depends on how swiftly new knowledge, and practices are accepted, adopted, and implemented and formal, non-formal and/or informal vocational training opportunities designed specifically for agriculture sector can cater for much needed knowledge transfer. This study is situated in such a context; through a qualitative methodology, it aims to explore to what extent the implementation of a modular pilot vocational education and training (VET) programme is effective in terms of fostering a “perspective transformation” towards adoption of better, novel, and innovative practices in agriculture (Mezirow, 1991, 2000). Approach: In order to determine whether the participant farmers experienced a perspective transformation, the Learning Activities Survey and Follow-up Interview Form developed by King (1997) were employed as data collection tools. The study group consisted of practising farmers (n=16) who have successfully attended and completed at least two modules of the programme. Findings: As a result of the data analysis, the PT Index Scores reveal that the majority of the participants (n=12) have experienced a perspective transformation as a result of the training they have received. The majority of participants (n=10) who have experienced a perspective transformation have noted that it was induced because of the unconventional approach of the delivery of courses. A total of 11 participants revealed that the field visits were effective for their experience of transformation while one participant informed that the transformation was induced during classroom discussions with peer farmers. Conclusion: This study aims to identify and discuss the efficiency of a modular pilot VET programme in agriculture that is designed and targeted to meet the identified needs of farming community in northern part of Cyprus for adoption of better practices. The results of this study can be useful for a broad range of stakeholders that are active in agricultural sector; education and training institutions that deliver agricultural training, agricultural policymakers aiming for sustainable rural development practices, educational practitioners and/or consultants active in the sector, vocational education, and training authorities as well as curriculum developers.

Context:The context for this paper is strongly underpinned by the significance of the integration of education and the world of work, which has been recognised as akey issue for policy, practice and research across Europe and beyond. Approach:The four interrelated symposiumpapers focus on the complexities of work-based learning and explore itsdifferent configurations.The potential of a social ecological approach for exploring the relationships between workand learning will be considered. The papers will further draw on perspectives fromthree European countries: Germany, Latvia and the UK. Findings:Through these three cross-national case studies, the context of the workplace has been considered as a crucial indicator ofdifferentdimensions of work-related learning.The papers identify some influential interdependent and embedded processes involved, such as the consolidation of theory and practice,digitalisation, personalised workplace learning patterns and crossing boundaries betweendifferent sectors, approaches and learning routes such as work-based and Higher Education.In these processes, the central place of agency of the learning individual, needstobe taken intoaccount, and the social ecological approach provides a useful frameworktocapture the interdependent, relational and contextually embedded developments involved. Conclusion:Through these three case studies, this paper aimstofacilitate cross-nationaldiscussion of the complex nature and changing demands of contemporary work-based learning, particularly highlighting the significance of its inclusive perspective and embedded approaches.&nbsp

Teaching in Danish vocational education and training (VET) during the COVID-19 crisis switched to remote teaching from March 2020 and thus took place under conditions that differed significantly from the ordinary ones. In the article, pupils describe the changed context for the pedagogy and teaching in VET in focus group interviews. Using a sociological approach, the described changes and conditions in the remote teaching are analysed seen in the light of concepts such as power, control, and discipline. The findings show that the context of the remote teaching influenced the pedagogical practice, the teacher-guided supervision as well as teachers’ mandatory control of pupils’ attendance. Based on the analysis we concluded that the pedagogy of the remote teaching influenced processes of inclusion and exclusion.

Context: There aredifferent practices and experiences of work-based learning (WBL) and training of trainers (ToT) in themember states of the EU.Moreover, workis changing; new skills are demanded and havetobe acquired relatedtothe application of Industry4.0 technologies (AI, cyber-physical-systems, VR, Big Data etc.). Themain aimof the Erasmus+ Project “STEP -UP Supporting Tutors Educational Profile” is improving continuing professional development of in-company trainers and tutors engaged in WBL practices in this changing workenvironment. Approach: In first part of the study (IO1) comparison of the relevant aspects of the VET systems of the countries Spain, Germany, Italy and Lithuania. Analysis of the strength, weaknesses, opportunities and threats (SWOT) of the existing institutionalmechanisms and apparent good practices in WBL andmethodological approaches for supporting on support of WBL tutors and trainers working indigitalized workprocesses competence development in the involved countries. The roles of trainers and their competence requirements were researched by applying content analysis of thedifferent competence profiles and occupational standards. Findings: The studyrevealed: In all four countries work-based learning (WBL) is seen as a promising approach of closing the gap between school-based VET-programmes and labourmarket needs. However, 3 in 4 countries are still developing their approaches on WBL in formof an established dual system. There aredifferences regarding the involvement of stakeholders, funding schemes and quality standards. Conclusion: Themain structure of WBL was identified. Establishing a sustainable dual system, anchored quality standards, legislation and funding are still goalstoachieve. Regarding the role of teachers and trainers the study points out that there is still the need of enhancing technical and pedagogical competences as well as innovative approaches for the training of trainers and tutors. This will be subject of part two of the study: developingToTmodules enhancing teachers and trainers’ competences in the field of pedagogy anddigitalization.&nbsp

The purpose of this paper istodescribe the transition fromcompulsorytothe post-compulsory school or vocational tracks and the completion of the post-compulsory education of seven cohorts of youngsters living in the Swiss canton of Ticino. The approach consists in the analysis of the school pathways in ordertoillustrate the educational tracks followed after completing lower secondary school highlighting typical features, delays and reorientation needs in the following 5 years (8, for the 4 older cohorts). School pathways are put intorelationtovariables such as gender, social origin and nationality. The results of the longitudinal analysis indicate that within eight years fromthe lower secondary school, around 60% of students belongingtothe sociallymost deprived group have completed a VET programme while less than 20% are in possession of a high school baccalaureate. These percentages equal 40% and ca. 43% respectively among theupper classstudents. Both in the lowest and in the highest social group 13% are NEETs or people who are untraceable. The conclusions are that, if VET promotes social inclusion of themost vulnerable youngsters and improves their chancestointegrate as skilled workers in the labourmarket, the biggest concern are people who could not enter or could not complete the VET.Moreover, the riskon inequality at a further stage of the working trajectory depending on the type of upper secondary education and of vocational qualification should be taken intoaccount.&nbsp

Within the context ofdigital change of teaching and learning in nursing schools, the full potential of web-based learning has not yet been developed. While web-based learning offers interactive,multimedia and social learning withdigital platforms, traditional paper worksheets are still widely used by nursing teachers. Our approach is to analyse and develop potentials of web-based learning activities as a transformation of worksheet teaching practices in German nursing schools. Accordingly, thismixedmethod study explores the context of teaching and learning with worksheets during the rapid change todistance learning in theCOVID-19pandemic in Germany. Drawing on the educational ecosystemmetaphor for schools, thedigital change represents a holistic transformation of teaching and learning practices including authoring, sharing, collaboration and use of content by teachers and learners. We collected and explored 119 use cases of worksheets in German nursing schools during the pandemic lockdown in 2020. The results show that worksheets are self-authored by teachers, shared among teachers anddistributed partially usingdigitalmedia. But according to their content, they appear fragmented in the learning process. As a conclusion, the study identifiesmain challenges in (a)developing a holistic and learner centred school culture of teaching withdigital tasks and activities and (b) enabling teachers to authordigital learning tasks focussing on thinking in cases than reproducing knowledge facts.&nbsp