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This paper is based on research undertaken on the supervised practice of an undergraduate programme of study which leads to both BA (Hons) degree and a professional qualification in youth work in a university in England. Youth work, for those unfamiliar with it, is a form of informal and experiential educational practice with young people often located in community settings. The purpose of youth work is to help young people learn about themselves, others and society through the use of educational activities which combine enjoyment, challenge and learning. Importantly, however, the findings of this paper we would argue are directly transferable to a variety of practice-based educational and vocational settings where students need to reflect on, analyse and either assess their own practice or have their practice assessed by others. [ABSTRACT FROM PUBLISHER]

The intentions with which hands-on simulations are used in vocational education are not always clear. Also, pedagogical-didactic approaches in hands-on simulations are not well conceptualised from a learning theory perspective. This makes it difficult to pinpoint the added value that hands-on simulations can have in an innovative vocational curriculum that not only aims at developing technical and procedural skills, but also at developing competencies and professional identity. This paper introduces a more explicit conceptual discussion regarding the opportunities for using hands-on simulations in innovative curricula. A systematic literature review aimed at positioning hands-on simulations in relation to other work-related contexts, based on their learning environment characteristics and outcomes, shows that certain constructivist characteristics and outcomes are underexposed in empirical research about simulations. The results of an additional in-depth analysis of literature specifically focusing on two fundamental characteristics of constructive vocational learning (i.e. authenticity and increasing students’ ownership) propose ideas about how hands-on simulations can have added value to innovative curricula. This paper concludes with concrete strategies for designing and implementing hands-on simulations from the social constructive learning theory with the aim of stimulating not only technical and procedural skills, but also competencies and professional identity. [ABSTRACT FROM PUBLISHER]

Workplace relations like any social relation first and foremost have a moral dimension. Thus, if vocational education sees one of its major goals in helping apprentices to deal with moral issues, one of the core objectives in vocational education is the support of the apprentice’s development of moral judgement competence. Since Lawrence Kohlberg has provided his cognitive-developmental approach we know a lot about moral development. But we know little about the influence of social environment on moral cognitive structures. With this paper the author intends to explore questions concerned with the developmental conditions of moral judgement within apprenticeship. To do so, the paper firstly provides a theoretical approach on certain social conditions for moral development; secondly gives some empirical evidence for this approach concerning data raised in context of a longitudinal study in Germany; and thirdly suggests some ideas for using this approach within the vocational education system. [ABSTRACT FROM PUBLISHER]

Sweden is internationally commended for a high degree of gender equality, but many divisions in Swedish society, including the labour market, disadvantage women. This paper addresses gendered divisions of preparation for civic participation in the vocational upper secondary national curricula, which may participate in reproduction of the pattern. In a comparative analysis of the curriculum guidelines for different vocational upper secondary programmes, we focus on the inclusion of important knowledge for empowerment and how knowledge is contextualised in terms of valued labour positions. We deploy Bernstein’s concepts of horizontal and vertical discourse and Connell’s concepts of production, consumption and gendered accumulation. A general finding is that vertical discourse is contextualised towards discourses of consumption in girl-dominated programmes and towards discourses of production in boy-dominated programmes. Boy-dominated programmes include more knowledge that can be clearly classified in recognised disciplines or fields, whereas girl-dominated programmes include courses of undefined knowledge, such as creativity and entrepreneurship. We conclude that the vocational curricula reinforce rather than challenge existing gender structures in the labour market and wider society. In a historical perspective, it can be concluded that Swedish vocational education policy has a continuum of ‘gender-blindness', and thus confirming with wider norms. [ABSTRACT FROM AUTHOR]

The Netherlands has a binary higher education system in which academic education and higher professional education at EQF levels 5–8 co-exist. There is also secondary vocational education at EQF levels 1 up to 4. In this paper, I analyse policy documents resulting from the Bologna Process and argue that under neo-liberal conditions, higher professional education brings opportunities for both students and employers, but also creates a socio-economic tension in terms of employability. The gap between higher professional education and secondary vocational education adds to the formation of a labour market in which higher professional education graduates are prepared to an international labour market but employability pressure is being put on lower skilled employees, creating unequal employability opportunities for vocational education graduates. [ABSTRACT FROM AUTHOR]

This paper presents the most important results of a research project aimed at gathering empirical evidence on current efforts to foster and develop cross-curricular competences (CCC) in Vocational Education and Training (VET) Centres located in the Basque Country (Spain). The case study research method was used, with data being gathered by means of a questionnaire completed by 473 teachers from 61 centres, as well as 16 group interviews with management teams, 16 discussion groups with students and 4 with teachers, and 3 in-depth interviews. Three general conclusions can be drawn from the results: (1) There is no common way of understanding or defining CCCs among the teachers–students–management teams of VET centres; (2) Cycles are the ideal context in which to develop processes of pedagogical change which incorporate work on CCCs in an integrated manner; and (3) Assessment continues to be the most problematic curricular element. The study also highlights a more specific set of conclusions related to organisational characteristics, the teaching–learning process and the dynamics of educational innovation. [ABSTRACT FROM AUTHOR]

As job security declines and precarious employment arrangements become more prevalent, transferable skills have become vital for job seeking success. In recognition of this issue, many governments are seeking to redesign their training systems in ways that transferable skills become better emphasised. This paper examines the challenges of developing transferable skills among a nation’s workforce and the tensions that can emerge between training design intentions and training delivery outcomes when training delivery is marketised. Australia, where incremental training sector reforms have occurred since the late 1980s, serves as the context for this study. While training design occurs through a tripartite process involving employer, government and union representatives, training delivery is now determined in an open, deregulated market environment. Our analysis reveals a complex underlying design with an in-built intention of developing widely transferable skills, yet there exists significant concern about the actual training outcomes. We conclude that in an environment where VET delivery is user-choice driven with the aim of fulfilling specific employer skills needs the quality, depth and breadth of transferable skills are compromised. [ABSTRACT FROM AUTHOR]

Epistemic beliefs are individual beliefs about knowledge and knowledge acquisition. Empirical studies indicate that learners’ epistemic beliefs influence their learning processes and success (e.g. motivation, text comprehension, learning strategy selection, grades). Teachers and trainers can support their apprentices in developing preferable epistemic beliefs to facilitate learning. To do this, instructors need information on learners’ current beliefs for lesson planning and monitoring epistemic beliefs development. The following paper reports the validation of a tool for generating this kind of information: the Instrument for Measuring Epistemic Beliefs in Marketing. The instrument validation is based on three studies (Study I: 225 university trained business administration students; Study II: 531 vocationally trained retailers/wholesalers; Study III: 179 vocationally trained bank assistants). It reveals high reliabilities (αvalues about .700), stable factor structures, and incremental validity in comparison to general epistemic beliefs. The new questionnaire is able to predict grades in marketing and can be used to diagnose apprentices’ epistemic beliefs for adjusting instruction to learners’ preconditions. Findings based on the new instrument indicate that apprentices show partly unfavourable epistemic beliefs. As a result, supporting learners in developing preferable beliefs provides an opportunity to increase their learning success. [ABSTRACT FROM PUBLISHER]

National Qualifications Frameworks (NQFs) are intended to promote stronger linkages between education institutions and the labour market. This paper examines how industrial relations institutions mediate the relationship between formal qualifications, job classifications and pay outcomes in Australian manufacturing. In Australia a tribunal sets job classifications and pay grades through industry-based awards; collective agreements that displace the award can be negotiated, primarily on an enterprise by enterprise basis. In a representative sample of 100 collective agreements in the manufacturing industry, we find linkages in collective agreements are less common, weaker and refer to a narrower range of qualifications than the comparable awards. In fact, a third of enterprise-level collective agreements contain no reference at all to an NQF qualification. These findings suggest that diffusion of NQFs in the labour market cannot be taken for granted and challenge prescriptions that qualifications should be defined around narrow descriptions of competence to reflect employer preferences. [ABSTRACT FROM PUBLISHER]

Reform of vocational education and training policy (VET) in New Zealand has been underpinned by the view that VET can contribute more to equal opportunity by creating more meaningful and rewarding pathways into employment, and by neutralising the influence of background factors on achievement. While the reforms have succeeded in some respects, research shows that participation in VET remains structured by background factors including ethnicity, socio-economic status and gender. This primarily theoretical paper contributes further to the debate by assessing the relationship between ethnicity, participation and achievement in VET, and the labour market. To advance this argument, the research draws upon field theory, which highlights the importance of differences in the rules of the competition for advancement through education across time and space in mediating the outcomes of VET. [ABSTRACT FROM AUTHOR]

The topic of the present paper is how successful young people from a migration background in Germany are in making the transition to initial vocational education and training (VET). Particular emphasis is placed on interactions with social origin and gender. The analyses are based on the 2011 BIBB Transitional Study, a representative survey of over 5000 young people living in Germany from the birth cohorts between 1987 and 1993. It is revealed that a migration background exerts a negative effect on the chances of progressing to company-based or fully qualifying training. For a successful transition to VET the school-leaving qualification achieved is very important and migrants often achieve only lower school-leaving qualifications. Interaction effects occur between migration background, social origin and gender. The transition chances of young migrants are, however, also worse when a multitude of relevant factors are controlled for. The results indicate that migrants in German society still have to contend with reservations. [ABSTRACT FROM AUTHOR]

How established is the horizontal permeability between modes of vocational education and training (VET) in Switzerland? Formally encouraged by the Swiss law on VET, horizontal permeability refers to transitions across VET modes, i.e. between dual and school-based VET. This paper first discusses why horizontal permeability is indeed relevant and then empirically examines the horizontal permeability of the Swiss VET system for a given occupation – commercial VET. The latter is the largest VET domain in Switzerland and, importantly, a domain in which school-based VET is well established. The empirical analysis uses panel data following a cohort for over 10 years in the Canton of Geneva. Results show that going from school-based to dual VET within commercial VET increases chances to earn a qualification, however students changing modes lose half a year in the process. These findings suggest that, at least in commercial VET, horizontal permeability is only partial. [ABSTRACT FROM AUTHOR]

Skill development has been a major policy agenda in several countries and there is a lot of emphasis on the promotion of vocational education and training (VET) programmes. This paper investigates the labour market outcomes of the vocationally trained population in India using the data from a nationally representative survey on employment and unemployment. We find that a large section of the population in the age group 15–59 years does not have any kind of formal training. Among the VET holders, a large share is accounted for by non-formal trainees. Quite a high proportion of formal trainees in the workforce remain unemployed reflecting underutilisation of human resource. We also examine the extent to which individuals’ training matches their occupational levels and find that overall about two-thirds of the trainees are employed in occupations related to the field of training. Further, we compare the returns to general secondary and vocational education streams using the standard earnings function accounting for the sample selection bias. Our findings show that the relative returns to vocational education is higher than that to general secondary education. [ABSTRACT FROM AUTHOR]

A striking number of young people in Germany with the Abitur – the qualification required for entry to higher education – do not, in fact, go on to university immediately after leaving school but opt first to do an apprenticeship. This phenomenon, where general and vocational curricula are taught independently and separately, is known as the ‘additive double qualification pathway’ and represents an extreme type of hybrid qualification. This paper considers a range of individual influences in an attempt to obtain a holistic view of the possible motives of those who opt for this pathway. The study focuses on apprentices with the Abitur who were surveyed as they were about to complete their vocational training and were on the point of moving on to a university or university of applied sciences (Fachhochschule). The research investigates four very different training occupations with relatively high proportions of Abitur holders: industrial clerk; bank clerk; optician; and motor vehicle mechatronics technician. It is a large-scale quantitative research study (n = 1234). The range of possible motives is hypothesised, systematically operationalised and finally tested empirically. [ABSTRACT FROM PUBLISHER]

Increasing the number of tertiary graduates has been a priority on the political agenda of the EU for some years. The focus has mainly been on academic courses though, with less emphasis on the role of vocational education and training. International educational statistics indeed show a clear increase in the number of persons completing tertiary education programmes in recent years. In overall terms, this development is referred to as ‘academisation’. The present paper provides a critical analysis and uses examples from Germany, Austria and France to show that this interpretation is neglecting two crucial facts. One is that various academic programmes in fact are combining academic with vocational learning. The other is that there are vocational programmes in the tertiary education sector that are not adequately visible in international education statistics. This understanding is important in relation to future policy-making as well as individual decision-making. [ABSTRACT FROM PUBLISHER]

This paper extends arguments for differentiating knowledge into conceptualisations of occupational practice. It is argued that specialised forms of knowledge and practice require recognition and differentiation in ways that many contemporary approaches to practice theory deny. Drawing on Hager’s interpretation of MacIntyre, it is suggested that occupational practices are differentiated from non-occupational practices by their ‘purposiveness’, and by how their internal and external goods relate. Furthermore, we can differentiate within the category of occupational practices by (i) the character and extent of specialised knowledge that underpins the practice, and by (ii) how socio-epistemic and institutional conditions shape how knowledge is recontextualised within the practice. This leads to an outline differentiation between forms of specialised and non-specialised occupational knowledge and practice. [ABSTRACT FROM PUBLISHER]

An apprenticeship in media production in England is at the centre of this case study exploration. The context is exemplified by the organisation of the process of production around project teams and the development of project-based working cultures. Given these developments, the working conditions and learning opportunities presented to apprentices can be characterised as de-centred and distributed. This contrasts with the characterisation of apprentices’ learning as novices who develop expertise in stable, well-bounded vocational communities. Through an analysis of young apprentices’ journeys, we argue that despite the challenges presented, the case study exemplifies the extent to which the apprenticeship is capable of innovation in project working as opposed to full employment conditions. Through its focus on media apprentices’ journeys, this paper makes visible the specific experience of learning in project working, distributed and de-centred working conditions. We conclude by referring to an ideal typical conception of the model of learning underpinning the apprenticeship which may be useful as an heuristic tool for others involved in designing and/or researching apprenticeships in project working conditions. [ABSTRACT FROM AUTHOR]

Many advanced market democracies pursue social justice by bundling together a range of programmes represented as active social policy. Northern European exemplars sanction employment as an economic and social citizen’s civic obligation, promote lifelong learning and place welfare payments as a last resort. In the United States, market-based post-school education financed by guaranteed student loans was developed as a policy alternative. Australian politicians have embraced elements of both, resulting in a massive reduction in public delivery of vocational education and training in favour of multimillion dollar, stock exchange-listed private providers. The resultant amalgam of active labour market policy and free market principles positions standard setting as a regulatory mechanism and in support of cross-jurisdictional market operations. This paper explores the interaction between active policy and demands of the market while speaking to wider issues that arise when a government first creates and then intervenes in markets. [ABSTRACT FROM PUBLISHER]

The paper presents empirical data to consider some of the current debates concerning the nature of vocational knowledge taught in Further Education colleges to students following craft, vocational and occupational courses. The concept of ‘knowledge in motion’ and workplace learning theories are employed as a conceptual framework to examine the continuing professional development (CPD) activities of vocational teachers. This is used to shed light on the ways in which teachers use CPD as a means of accessing and transporting vocational knowledge from occupations to classrooms. Empirical data were gathered through questionnaire, in-depth interviews and participant observation. The findings are presented around five themes: (1) the range of CPD engaged with by vocational teachers; (2) the limitations of propositional, explicit knowledge; (3) engaging with and capturing tacit knowledge; (4) managing the temporality of vocational knowledge; and (5) networking within and to the occupation. Findings suggests that vocational knowledge is distributed and networked and this conceptualisation makes visible some of the ways teachers are able, through CPD activity, to transport vocational knowledge from occupations to classrooms. [ABSTRACT FROM PUBLISHER]

Successive governments have pledged to enhance the quality of apprenticeship in Britain so as to achieve ‘parity of esteem’ with academic study. Yet, at the same time, the discourse of the academic-vocational divide has dominated the academic, policy-maker and practitioner debates. This paper draws on two recent studies designed to explore the learner identities of apprentices on different apprenticeship programmes: motor vehicle maintenance (level 2) and engineering (level 3). Through this work, we are able to explore the role of the academic–vocational divide in identity construction and to challenge assumptions about vocational learners. It will be argued, that, far from being ‘naturally practical’, the young people draw on normative discursive categories in their construction of continuous identities. The findings raise important questions about the UK apprenticeship system as currently conceived, while at the same time drawing attention to the possibility for change. [ABSTRACT FROM AUTHOR]

The article provides an alternative theoretical framework for evaluating contemporary issues facing education, specifically vocational education and training (VET) in Europe. In order to accomplish this, it draws on the theoretical insights of the capability approach in the work of Amartya Sen; the concept of vulnerability as intrinsic to every human being, established by Fineman and Grear; and the concept of oppression advanced by Iris Marion Young. By developing the core concepts of each of these theories, the paper presents a human-based evaluative tool for education and argues that a fundamental misconception has arisen as to the purpose of post-compulsory education, a misconception generated by the wholesale application of the language of skills and productivity to the field of education, thus relinquishing its role to purely economic interests. The social justice framework presented herein aims to present a possible alternative approach to discuss and evaluate VET, in which humanistic concepts such as the recognition of human vulnerability and agency are central to the debate. [ABSTRACT FROM PUBLISHER]

Despite the prevalence of adult skills-based learning, adult education researchers continue to ignore effective interdisciplinary skills-based methods. Prominent researchers dismiss empirically supported teaching guidelines, preferring situational, emancipatory methods with no demonstrable effect on skilled performance or reproducible expertise. This paper presents findings showing empirically supported best bet practices for adult skills-based learning. These findings are synthesised into seven guidelines for skills-based teaching. Educators may use these practices to inform practice and structure learner-centred adaptive training programmes. [ABSTRACT FROM PUBLISHER]

Despite expending a great deal of public money, and after many government-led ‘reforms’ to develop an apprenticeship system that rivals those found in other countries, the apprenticeship system in England still faces a number of challenges and failings, not least in the private training market. This paper explores the landscape of private training provision in the context of the most recent apprenticeship reforms and its implications for independent training provision. Reviewing the proposed shift from the provider-led to an employer-led system we suggest that the government is overestimating the readiness of industry to lead apprenticeships in England and will still rely heavily on private training provision. We propose that a high-quality system of apprenticeships requires refocusing from a single-actor-led to a multiple-actor-led system based on good relationships between ‘strong’ actors with shared cost and responsibilities. [ABSTRACT FROM PUBLISHER]

Vocational education taking place in the dual contexts of workplace and school often lacks integration of concrete experiences with theoretical knowledge. The interplay between workplace and school contexts and their often antagonistic priorities call for a specific model that transforms these divergences into learning opportunities and connects different forms of knowledge into an integrated body of knowledge that contributes to developing vocational competence. This paper presents a multidimensional pedagogical model, called the ‘Erfahrraum’, for the design and implementation of educational technologies as a way to foster this integration in initial dual vocational education and training (VET). The ‘Erfahrraum’ model informs the design of shared spaces for capturing and reflecting on experiences made in different contexts in which VET takes place. The model particularly emphasises the importance of shared reflection processes to turn concrete experiences into relevant integrated knowledge. Examples of implementations in different professions using a range of different technologies illustrate the power of the ‘Erfahrraum’ model. [ABSTRACT FROM PUBLISHER]

Oman’s 3165-km-long coastline, which includes bays, islands and lagoons, has been rich in fish and crustaceans. In spite of this, the fishing sector and fishermen in Oman have not developed well. The fishermen have just managed to subsist and their motivation to stay in the traditional or artisanal fishery has declined. Assuming that the assessment of fishermen’s training needs could be one of the possible solutions, this paper attempts to identify, categorise and prioritise training needs of fishermen on the Batinah coast. Questionnaires were administered to 1934 fisher folks in the eight coastal regions on Batinah coast. Training needs were identified using the exploratory factor analysis technique for data reduction over a previously compiled list of 93 items of interest. This analysis extracted (categorised) 30 key factors, which were further classified into technical and/or behavioural needs. The outcomes suggested that some of the training needs of fishermen are as diverse as the groups of identified factors. It would be worthwhile training the fishermen on most of these aspects. The discussion revealed some vulnerability in the current training practices and recognised a need for educating and training these fishermen differently. Development of specific training programmes and policies are expected. [ABSTRACT FROM PUBLISHER]

In Germany, social background has a strong influence on school performance in the general educational system. Children from lower social classes have fewer opportunities to gain higher school leaving certificates. In this paper, we ask the question if social selectivity is also present in the German system of vocational education and training. Based on the data-set of the German Transition Study of the Federal Institute of Vocational Education and Training, we analyse the transition from school to vocational education and training, including also the transition to higher education. We show that the successful placement in full vocational qualification programmes leading to a recognised occupation depends strongly on the general school-leaving certificate. As regards the direct influence of social background, there is some evidence for fewer chances for young people from lower social classes but only for non-holders of a higher education entrance qualification (HEEQ). Young people from lower social classes holding a HEEQ more often choose initial vocational training instead of a higher education degree. Our results show that the strong social selectivity of the German general educational system is perpetuated in the German system of vocational education and training and determines long-run career perspectives. Therefore, a policy for reduction of social selectivity in Germany has to target the teaching in the schools of general education. [ABSTRACT FROM PUBLISHER]

As industrialisation and urbanisation aggressively take hold in China, all possible labour pools are being tapped to meet the market demands. Liushou women, or women who stay behind in rural areas as their spouses join the massive migrant workforce, are one such labour pool. Vocational training has been adopted by the Chinese state as a development strategy for Liushou women. Against this background, this paper explores how the current vocational training policies and programmes have promoted gender equity for Liushou women. Specifically, it conducts an extensive literature and policy review using a mix of analytical tools: women’s empowerment framework and the social relations approach. Not only does it map the changing social relations within which vocational training for the women is embedded, it also addresses women’s equity in the areas of welfare, access, conscientisation, participation and control. [ABSTRACT FROM PUBLISHER]

This paper provides a view of the experiences of former high school apprentices in Canada. Conceptually, we draw on the work of Bourdieu with particular attention to vocational habitus, as well as feminist writers who discuss the gendered construction of skill and gender relations in the workplace and family. Empirically, we present our analysis of survey data from 173 male and female apprentices in two provinces and interviews with female apprentices in Alberta. Our data provide insights into youths’ school experiences as well as their subsequent trajectories and plans for the future. Findings suggest that female youth relied more than young men on the support of families and external influences in choosing a trade. Young women in female-dominated trades faced different but no less significant challenges than those in male-dominated trades. Women who succeeded in completing apprenticeship training did so because of their family habitus and expansive training experiences. [ABSTRACT FROM PUBLISHER]

Internationally, the delivery of vocational education and training is being challenged by increasing skills shortages in certain industries and/or rapidly changing skill requirements. To respond to this challenge, rigid and centralised state bureaucracies are increasingly adopting partnerships between schools and industry as a strategy to encourage school-to-work transition programmes to address the local labour market demand. Drawing on experiences in Australia, this paper reports on a case study of government-led partnerships between schools and industry. The Queensland Gateway to industry schools initiative currently involves over 120 schools. The study investigated how two commonly used partnership principles were understood by the Gateway to industry partners. Twelve school–industry partnerships from four industry sectors were analysed in terms of the principles of ‘efficiency’ and ‘effectiveness’ derived from the public–private partnership literature. The study found that some evidence of partnership activities associated with efficiency and effectiveness may be assigned to Gateway schools projects. However, little evidence was found that the above underlying principles were addressed systematically. Some of these partnerships were tenuously facilitated by individuals who had limited infrastructure or strategic support. Implications are that industry–school partnership stakeholders would benefit from applying partnership principles regarding implementation and management to ensure the sustainability of partnerships. [ABSTRACT FROM PUBLISHER]

In Canada, youth apprenticeships have been promoted as an educational alternative that leads to the development of valuable skills, allows for the opportunity to earn an income while learning and helps youth to gain a head start into lucrative, creative and in-demand careers. Yet, these programmes have remained rather marginal and continue to be perceived as being of lower-status compared to traditional post-secondary educational pathways, such as those leading to university or community college. In this paper, we draw on interview data with former youth apprentices in the province of Ontario to explore their reasons for entering apprenticeships in high school, their experiences in them and their own perceptions about the status and social recognition of apprenticeships. We suggest that policies regarding apprenticeship programmes in Canada need to expand their focus. While emphasis is currently placed on recruiting students by highlighting relatively utilitarian benefits, we argue that more focus needs to be placed on the training offered to apprentices including the commitment of employers to provide quality training on the job, the integration of classroom and on-the-job training and the opportunity for apprentices to move from partial to full participation in communities of practice. [ABSTRACT FROM PUBLISHER]

Many countries are adopting market-based training systems to address industry skills needs. This paper examines the marketisation of Australia’s training system and the implications for training provision and outcomes in the Transport and Logistics industry. Drawing on qualitative interviews from industry employers and training providers, we examine the social structuring of the training market with reference to employer perceptions, behaviour and implications for the training system and outcomes. We conclude that the training market is not neutral but one shaped by major employers. Employers becoming enterprise training providers and training to their specific needs are identified as entrenching employer control over the training system with the unintended consequences of potentially restricting broader worker employability, marginalising the interests of smaller employers and contributing to unfavourable labour market outcomes. Enhanced social partnership is presented as a way to address these concerns and mitigate the negative consequences of training marketisation. [ABSTRACT FROM PUBLISHER]

The British further education (FE) sector has experienced almost continual restructuring as it adapts to simultaneously meet the evolving needs of industry and to tackle social injustice. Studies examining the work of FE lecturers suggest that they have become alienated and stressed by loss of autonomy and work intensification. This paper discusses the findings of a qualitative case study utilising the concept of emotional labour to explore how female care lecturers within a Scottish FE college experience the demands of their work. The findings suggest that the influence of the broader FE sector, along with professional and gender identities, is evident in the lecturer’s teaching and care ethics and is directly related to the emotional demands faced by the lecturers. Furthermore, it is suggested that as current austerity measures affect the sector, lecturers may find it difficult to recognise and challenge excessive levels of emotional labour that are associated with their work. [ABSTRACT FROM PUBLISHER]

This study examines the role and impact of collaborative learning on training and development practices in Australian Men’s Sheds. We use a case study approach, underpinned by Peters and Armstrong’s theoretical framework of collaborative learning in adult education, to investigate five Men’s Sheds. Semi-structured interviews were carried out with five Men’s Shed co-ordinators, and five focus groups with a total of 61 members. In this study, vocational education and training is extended in a way to bridge the gap between work and retirement for many men in Australia. Three main themes emerged: the importance of training and development [beyond the workplace] for an individual response to member participation; a shared learning experience between men who teach and men who learn in the Sheds; and the collaborative learning that impacts on the learning of individual and groups. We discuss the urgent need for Shed co-ordinators to develop guidelines for training and development policies and use collaborative learning practices within the Sheds. The key message of the paper is that collaborative learning is critical to ensure effective training and development of men in Men’s Sheds. We also highlight the implications of poor training and development practices for Shed growth, legal compliance and member participation and men’s well-being. The findings will be of interest to other countries dealing with populations of retired men and others seeking membership in Sheds. [ABSTRACT FROM PUBLISHER]

In this paper, we consider the issue of the under-representation of young people from minority ethnic/migrant backgrounds in apprenticeships in England and Germany. Whilst there are many studies on apprenticeships in England and Germany, few focus on under-representation or discrimination, even fewer on ethnic under-representation, and there are no comparative studies of the topic. We review the existing literature and drawing on Critical Race Theory, we argue that most studies on apprenticeships and ethnicity tend to confirm rather than challenge stereotypes of these minority groups, and to view young people as autonomous agents able to make (relatively) free choices. We argue that connections should be made between ethnic under-representation and studies of the racial segmentation of the labour market. Drawing on these studies of the labour market, we suggest, innovatively but perhaps somewhat controversially, that it is likely that racialised norms shape expectations of the worker and migrant worker, and of who fits where in the labour markets and vocational training systems. Further, we argue that this challenges popular notions of what constitutes career ‘choices’ on the part of young people. [ABSTRACT FROM PUBLISHER]

As a consequence of the large-scale assessment studies (TIMMS; PISA) in compulsory schooling, attention is now being given to the modelling and measurement of competencies in initial vocational education and training. This new output-led perspective of teaching/training and learning/working processes demands new approaches to research. Using the concept of the curriculum–instruction–assessment triad this paper argues that competencies in the fields of business and commerce education can be determined and compared internationally via a large-scale assessment. Empirical results are presented that demonstrate the possibilities of running such an international study in VET. [ABSTRACT FROM PUBLISHER]

The credential landscape of vocational and higher education in the UK has expanded in recent years, alongside a rise in the number of students undertaking qualifications and a steady increase in tuition fees. The transition from an apprenticeship to higher education is one example of the progression from vocational to higher education. However, the ways in which this pathway is navigated according to the students who have followed this route have received little attention. This paper focuses on the examples of four students in England who each progressed to higher education with different qualifications. Drawing on Archer’s concept of reflexivity, the analysis revealed three important factors for negotiating transition. These were firstly the credential landscape itself, secondly how their employer perceived higher education qualifications and thirdly how higher education institutions perceived vocational qualifications. The findings illustrate how students confronted and overcame the various constraints and barriers in order to pursue higher education. [ABSTRACT FROM PUBLISHER]