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Das Fach Mathematik ist in vielen naturwissenschaftlichen Studiengängen ein wichtiges Grundlagenfach. Zur Erlangung der allgemeinen Hochschulreife spielt das Fach an den Maturitätsschulen in der Schweiz ebenfalls eine grosse Rolle. Seit Jahren werden jedoch holperige Übergänge ins Studium konstatiert, und die Hochschulen diskutieren über Leistungsprobleme ihrer Studierenden in mathematikzentralen Lehrveranstaltungen. Der vorliegende Bericht nimmt das Engagement und die Leistungen von Studierenden in Mathematik in der Eingangsphase naturwissenschaftlicher Studiengänge (Biologie, Chemie, Erdwissenschaften, Geografie, u.ä.) in den Blick. Warum gelingt es vielen Studierenden scheinbar nicht, die Anforderungen in mathematikzentrierten Lehrveranstaltungen zu erfüllen? Liegt es am fehlenden Engagement oder gar am Unvermögen der Studierenden? Oder erwarten die Dozierenden zu viel? Welche Rolle spielen die Lehrveranstaltungen und die Professor:innen sowie Assistierenden? Welche Bedeutung haben die Maturitätsschulen als vorbereitende Institution? Was sollte und könnte sich zur Verbesserung der Situation ändern? Es werden Gemeinsamkeiten und Unterschiede in den subjektiven Wahrnehmungs- und Deutungsmustern der Akteur:innen identifiziert und begründete Handlungsempfehlungen abgeleitet., Diese Version wurde für von der Hochschule freigegeben und kann open access publiziert werden

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

Dokumentation der Tagung Reflexion im Berufswahlprozess - notwendig und doch so schwierig und doch so vom 02.12.2022, PHBern und online

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

It���s our great pleasure to offer the 2021 edition of the VETNET ECER proceedings, ���Trends in Vocational Education and Training Research���, Vol. IV. At the time of unprecedented challenges imposed by the COVID-19 crisis, promoting and sustaining both scientific communication and mutual learning has never been more important. As the pandemic continues to have a massive impact on face-to-face scientific communication throughout the world, the European Conference on Educational Research (ECER 2021), which was to take place in Geneva, Switzerland, is taking place online this year. Therefore, while meeting in person is still not possible, and we are all taking on alternative opportunities to sustain and foster active interaction and communication within our research community, and beyond. VETNET is a network of researchers interested in exploring different aspects of VET-related research, including initial VET, continuing vocational education and training, school-based and workplace-based learning provisions. It was founded in 1996 as the second research network of the European Educational Research Association (EERA). As a research community we attach great importance to stimulating and fostering VET and lifelong learning debates, aiming to bring fresh perspectives and critical discussion of emerging issues thus contributing to multi-disciplinary research and implications for policy and practice both in Europe and worldwide. The present edition, Trends in Vocational Education and Training Research, Vol. IV endeavours to support communication amongst researchers and to contribute to policy and practice in VET-related research in the modern world. The present edition includes more than thirty papers that provide a platform for sharing findings and identifying emerging trends for future research in Europe and beyond. The COVID-19 pandemic has brought unprecedented challenges both for individuals and society and profoundly disrupted vocational education and training around the world. The compilation of papers in this edition, while not focusing exclusively on COVID-19, provides an opportunity to reflect on current and future implications of the pandemic, specifically, exploring the ways to facilitate a more effective system of trans-national cooperation and mutual learning in order to contribute to more effective solutions for societal challenges which will continue to exist post-Covid. All papers are based on double-blind peer-reviewed abstracts that were accepted for presentation at the ECER in Glasgow. Final papers were commented by VETNET co-conveners and supported authors in revising their contributions. It���s our great privilege to thank all the authors for their valuable contributions to this volume. As the papers demonstrate, this edition has a strong international focus and brings together research findings from multi-disciplinary perspectives, diverse theoretical backgrounds and methodological approaches. It���s our sincere hope that new and existing network members and supporters will find the papers interesting and stimulating, initiating new discussions and issues for debate. Dr Christof N��gele VETNET chair / link convenor of VETNET q University of Applied Sciences and Arts Northwestern Switzerland, School of Education Dr Natasha Kersh, VETNET board member UCL Institute of Education, Education Practice and Society, London Professor Dr Barbara E. Stalder, VETNET chair / link convenor Bern University of Teacher Education

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: This article is dedicated to the relationship between theory and practice in social pedagogical vocational training courses and discusses this against the background of the discourse on professionalisation. The article is based on a research project that investigates the question of the design of the theory-practice relationship in vocational education and training. The first interim results of an interview study with teachers in Germany are presented and discussed. In this context, an insight into the understanding of a theory-practice link from a curricular point of view as well as from the perspective of teachers in vocational education is given, which should provide a starting point for international discussion. For a comprehensive understanding of the German system of socio-pedagogical vocational training courses and the corresponding design of theory-practice links, it will also be presented in comparison to international systems. Methods: The interview study can be classified as qualitative social research and was evaluated with the help of qualitative content analysis according to Kuckartz. Findings: Many opportunities to shape the relationship between theory and practice became clear. Conclusion: Teachers argue their approaches to the design of theory-practice linkages via modes that on the one hand enable differentiation and at the same time open up connectivity for the international theory-practice discourse. This article is dedicated to the relationship between theory and practice in social pedagogical vocational training courses and discusses this against the background of the discourse on professionalisation. The article is based on a research project that investigates the question of the design of the theory-practice relationship in vocational education and training. The first interim results of an interview study with teachers in Germany are presented and discussed. In this context, an insight into the understanding of a theory-practice link from a curricular point of view as well as from the perspective of teachers in vocational education is given, which should provide a starting point for international discussion. For a comprehensive understanding of the German system of socio-pedagogical vocational training courses and the corresponding design of theory-practice links, it will also be presented in comparison to international systems. Methods: The interview study can be classified as qualitative social research and was evaluated with the help of qualitative content analysis according to Kuckartz.

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.