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The discrepancy between competence and real work in engineering graduates can be resolved with cooperation by the construction industry. Therefore, it is necessary to determine the appropriate and required architectural engineering competencies with the current demands and conditions of the construction industry. So, this study aims to analyze the determinants of competence and test the competency development model for architectural engineering graduates according to the needs of the construction industry. The research sample method is non-probability sampling using purposive sampling. The research sample consisted of 240 practitioners and trainers from 40 construction industry companies. The PLS-SEM technique was used to test the measurement and structural models (3 dimensions, 8 elements, 47 constructs/indicators, and 9 hypotheses). The competence of architecture graduates is determined by the dominant factor, namely Utilities and Building Construction (UBC1 & UBC2, [lambda] = 89.90%), and Building Estimation and Costing (BEC7, [lambda] = 73.30%) is the lowest factor. The ability of the structural model to explain architectural competency measurements is 36.20% in the moderate category. The predictive relevance value (Q2) explains 47.5% to 56.0% of the phenomena predicted in the field and explains the level of strength of the observed value in the structural model. Furthermore, 9 hypotheses from 8 dimensions have a positive and significant effect. The results of this study can be a recommendation for schools in the competency implementation model, and efforts to improve graduates' abilities and skills so that they can be absorbed by the construction industry and reduce unemployment.

Purpose: Many veterans struggle with the civilian world and the loss of identity associated with leaving the service. This research investigates the Building Heroes Charity's role in assisting service leavers transitioning to civil employment, in the United Kingdom (UK) and what can be learnt from the training and support. Design/methodology/approach: An exploratory case study design was chosen to investigate the transition from military to civilian employment. The case study consisted of 12 in-depth interviews consisting of nine veterans, who had attended the Building Heroes courses and three course tutors. Findings: The Building Heroes Charity does have an important role to fulfill in the transition of military personnel from the service to civilian work. There are positive outcomes that complement the work done by the Career Transition Partnership (CTP), but there still needs to be recognition that the needs of veterans do differ by age, transferability of competencies and the financial resources available. Research limitations/implications: The limitations of this research are the sample size is small and the majority of the veterans are from the Army. This is mostly because the Army is the largest of the services. Originality/value: Though there is limited research into the employment of veterans, there is evidence to demonstrate that veterans are more likely to suffer from depression and potential homelessness than nonservice personnel. This research is unique in investigating the role of a charity whose main purpose is to improve the employability of veterans by reducing the competency skills gap between the military and construction industry.

A global transition to low-carbon, resource-efficient economies is occurring in response to risks posed by climate change and environmental degradation. Hydrogen is proposed as a zero-carbon substitute for natural gas with the potential to reduce carbon emissions in homes and businesses. Trades, including gasfitting, will be affected by the transition to a low-carbon economy and require upskilling to develop competencies to work with hydrogen to ensure safety and support domestic uptake. Understanding the training needs of trades practitioners is essential to the successful transition to a zero-carbon economy. This paper presents findings from a qualitative study of Australian gasfitters, exploring what motivates gasfitters to participate in training, what informs their ongoing learning and what their preferences are for hydrogen training. Most gasfitters are either self-employed or work in small businesses, and, as such, this context presents both challenges and opportunities to consider in upskilling strategies. Drawing on interview findings and literature on small business learning, the paper presents considerations to inform training approaches and policies in the transition to hydrogen and also, more broadly, for upskilling other small trade businesses similarly affected by a shift to low-carbon and green technologies.

Purpose: This study aims to explore the opinions of Built Environment Professionals (BEP) on the usage of fourth-generation digital technologies in the construction industry. Design/methodology/approach: This study adopts a qualitative research approach and conducts semi-structured interviews with Black, Asian and Minority Ethnic (BAME) professionals to explore the adoption and utilisation of fourth-generation digital technologies in the construction industry. The semi-structured interviews allowed the participants to elaborate on their experiences, and thematic analysis was employed to identify and analyse significant themes related to the topic. Findings: Accounts from BAME construction professionals reveal that the increased popularity of fourth-generation digital technologies, also known as Industry 4.0 technologies, does not necessarily result in increased usage. This is because many of these new technologies have not been embraced and are unpopular in certain circles. A more significant revelation is the impact of BAME community settings on determining the career pathways of most individuals, which often do not support the construction or digital technology pathways within the construction industry. Research limitations/implications: Research targeting ethnic minorities may not necessarily yield a large response due to the sensitivity of the issues raised. However, conducting a nationwide research with a larger sample size drawn from various locations in the UK could achieve more robust findings and uncover additional issues. Meanwhile, the results of this research can serve as a framework for more extensive investigations. Practical implications: The research offers valuable recommendations to industry and academia regarding the need to address the specific challenges faced by the BAME community in terms of digital technology adoption. These issues are often overlooked in most discussions about digital technology. Originality/value: The study provides critical recommendations that are relevant to Further and Higher Education (HE) institutions, industries, construction organisations, government bodies, etc. Recommendations include a call for collaboration between educational institutions, industry partners and local communities to facilitate awareness and orientation programmes within the community.

The skilled trades have long been ignored and under-valued in society. This article explores the potential problem with maintaining the status quo and the impacts it will have on future generations. It considers the steps educational institutions and leaders can make in addressing the skilled trades shortage and how changes to the current graduation requirements in Manitoba can lead to greater career pathways for all students. The goal is to include skilled trades training in the conversation along with improving numeracy, literacy, and information technology across all grade levels.

Worldwide, construction site accidents cause many casualties among construction workers every year. Although many safety guidelines that construction workers are urged to read and keep in mind have been formulated, it is still difficult for the traditional construction safety education mode to quickly and accurately improve the hazard recognition ability of construction workers. Taking appropriate intervention measures in construction safety education helps improve the learning effectiveness of construction workers. Cue design is a teaching design included in digital learning resource design. Therefore, this study combines information processing learning theory with the expertise reversal effect. Eye movements of two groups, inclusive of experienced and novice workers, were monitored during a safety education mode using two different cues (i.e., visual and question cues). Average pupil diameter, time to first fixation, and recognition accuracy were used as indicators to measure the cognitive load and adaptation level and to test the outcome of all workers receiving safety education. The study results showed that (1) compared with question cues only, visual cues are more intuitive and more accessible for construction workers to understand; (2) experienced workers performed better than novice workers in all aspects of the safety education mode using two cues, and the work experience of the learning group plays an essential role in the cognitive load, adaptation level, and test outcome of workers in safety education; and (3) compared with the two cues, novice workers' ability improved more obviously after receiving the safety education mode with visual cues. In contrast, experienced workers' ability improved more obviously after receiving the safety education mode that uses question cues only, and this phenomenon is associated with expertise reversal effect in the field of education. This provides a meaningful suggestion for personalized intervention measures in safety education in the construction safety field in the future.

This paper presents the experience of a group of Construction and Building Materials lecturers following the introduction of a new contest-based gamification activity aimed at improving interest and learning outcomes in the course. Students' motivation is of key importance in utilizing educational activities for study and learning in the subject. Evaluation is essential and, therefore, the proposed action makes it possible to earn an extra point in the continuous evaluation that contributes to passing the subject. The outcomes obtained in the first academic year in which this learning contest was implemented allow us to conclude that the activity had positive effects on motivation and the learning process, as well as on the number of students passing the subject. The students' opinion about the activity was very positive.

Gender disparity is an enduring problem in engineering and construction (EC) areas. The main purpose of this study was to explore the perceptions of female students in EC programs in the US toward factors impacting their situations and investigate barriers to their academic and professional paths. A quantitative research method was used to measure the perception of participants. In the first phase of this project 369 students participated in a paper-based survey. The results emphasized the effect of role models, by engineering students. The results also highlighted several similarities and differences between male and female students in regard to factors impacting the selection of major and career, such as career characteristics, familiarity with the industry, expected growth, and discrimination that facilitate or impede women's presence in educational and professional positions.

This qualitative study employs transformative learning theory to investigate the learning experiences of 18 current students and graduates of Escuela Taller 'Gaspar de Melchor de Jovellanos' (ET) in Old Havana, Cuba. ET is a tuition-free, skilled-trades program that trains adult learners with limited economic resources and opportunities to conserve and restore cultural heritage, including historic structures, artwork and ironwork. The purpose of this study was to determine if and how participants transformed as a result of attending ET. Participants experienced professional and personal transformations that they attributed to learning a trade, learning how to collaborate, rediscovering their Cuban heritage, and participating in the restoration of Old Havana. The findings also underscore the significance of becoming cultural agents, who they define as individuals who experienced transformations from attending ET who support the transformations of others in their local communities by educating them about the significance and value of Cuban cultural heritage.

This study examines how recently graduated journeymen, vocational teachers, and workplace trainers view the integration between learning at school and at work in a dual vocational education and training (VET) system, and how these views might be influenced by the duration and the sequencing of school- and work-based learning periods. Research indicates that effective implementation of the dual VET system is contingent upon successful integration of learning experience at the two venues. Recent graduates, workplace trainers, and teachers in all 51 certified trades answered an electronic questionnaire (667 participants, response rate 24%). Factor analysis of responses to 22 statements resulted in the identification of five factors. Findings show that the learning venues were parallel rather than integrated. Communication and collaboration between teachers and workplace trainers were limited and recent graduates, in particular, did not experience the program as a coherent whole. The results also showed important variations in the perspectives of the three groups of participants. The duration of the workplace learning period was not found to be associated with perceptions of program integration. Some limited effects of sequencing were found, but no clear pattern emerged. This study adds to knowledge on learning and integration, and indicates possible ways of improving program coherence and integration in a dual VET system.

Context: Through a dual model, based on 2 years of education in upper secondary school followed by two and a half year of apprenticeship training, Norwegian plumbing education has become an integrated part of the Technical Vocational Education and Training (TVET). Competence and skills are described in national plumbing curriculum. However, there is little information on how learning and training, interaction and relations between craftsmen and apprentices take place and develops at the workplace. The objective of this article is to identify significant learning processes by studying apprentices in a training agency and in communities of plumbers at the building site. Approach: The study has an ethnographic approach, based on a combination of fieldwork and interviews with apprentices, plumbers and a vocational teacher. During one year of fieldwork I followed a group of plumbing apprentices in a training agency, and in their plumbing companies at different construction sites. As a former plumber and vocational teacher, I was able to participate as a plumber and researcher and thus I had a unique position to work along with the apprentices and plumbers. This enabled me to observe interaction, learning and training in their communities of practices as an "insider." Findings: The study showed that the process of learning practical skills, a professional language and a technical rationale was time consuming, challenging and sometimes tiering. In return the apprentices discovered proficiency, gained confidence and were considered as participants in the community of plumbers. A central finding is the great value of working in a community of plumbers at the building site, combined by studying sanitary and heating technology at the training agency. Among peers at the training agency, the apprentices were challenged to build and explore complex pipe laying, and to discuss technical regulations and rationale with each other and the vocational teacher. Conclusion: Craftsmen, like plumbers, consecutively handle a variety of technical work tasks and situations. "Inside" practice, the plumbers are close to materials and systems on construction site, where pipes, cableways and building structures looks different from the plan and the progress on paper. As experts, the plumbers often solve problems more functional and cost effective than suggested in the blueprint. The study shows how apprentices and plumbers develop skills, tacit knowledge and professionality through involvement with relevant "things" and "situations," and by sharing experiences and technical expertise in communities of peers and plumbers.

Purpose: In 2017 and 2018, engineering applications and design process were given weight to with the updates carried out in the Physical Sciences Lesson Curriculum in Turkey. For the STEM education which is at the center of this update to reach its target, it is highly important that students accurately learn what engineers do, what their work field is, the characteristics they should carry and understand the nature of engineering. The present study aims to identify the perception of engineers of 5th, 6th and 7th grade middle school students through drawings. Research Methods: The study group of this research which is a descriptive survey model consisted of 119 students from a city located in the East Anatolian region of Turkey who were 5th, 6th and 7th grade students. The "Draw an Engineer" form was used as the data collection tool and the drawings were evaluated with a checklist. Findings: As a result of this study, it was determined that a majority of the students adopted the stereotyped idea that engineers are male. The findings showed that as the age increased, the rate of male engineers in the drawings increased as well and engineers creating designs were given more place to. In this study, it was concluded that in general the students mixed up what engineers do with the work construction workers or repairmen do and that they perceived engineers as individuals who work alone. Implications for Research and Practice: To be able to develop students' perception of engineers in a positive manner, it is considered important for students' to experience STEM education applications. In this context, it is suggested to give place to 'Science, Engineering and Entrepreneurship Applications' in all grade levels both in school and outside school learning environments. [Paper presented at the International Congress on Science and Education organized in Afyonkarahisar on 23-25 March, 2018.]

This study explored the psychosocial determinants of consumption of soda and other taxed sugar-sweetened beverages (SSBs) in Mexican construction workers (CWs) and whether consumption changed as a result of the 2014 SSB tax. We conducted a qualitative case study involving in-depth interviews and focus groups (FGs) with 30 Mexican CWs; supplemented with descriptions of the food and beverages consumed during lunch breaks. We used NVivo 10 to classify information according to the analysis categories, primarily informed by the Reasoned Action Approach (RAA). CWs reported not having changed their consumption of soda and other taxed SSBs as a result of the SSB tax, despite the price increase and "knowing" the potential negative consequences of soda drinking. The most important determinants of soda consumption are a deep-seated social norm of soda drinking and use of soda drinking as part of their professional identity; their likeness for soda; a wide availability of soda in their environments; and a low perceived behavioral control (because they thought themselves as addicted to it). Participants indicated that the best way for them not to consume soda would be if it were not available. These findings lend support for the tight regulation of the availability of SSBs. To have a meaningful impact on these consumers, the SSB tax may need to be much higher. Policy-level interventions should be coupled with interventions at the individual and community levels that aim at denormalizing soda consumption, create new meanings in relation to water consumption, and develop behavioral control to decrease soda consumption.

Purpose: The purpose of this paper is to analyse whether there is an adjustment between the Portuguese higher education supply and the needs of the labour market. Design/methodology/approach: An empirical study is performed, using a quantitative approach, relating the job offers for graduates registered at the employment centres and the number of graduates by higher education institutions (HEIs) in Portugal, at an aggregate level and NUT II regions, by areas of education and training, over the 2003-2018 period. To understand how job offers and graduates are correlated, bilateral Spearman's rank correlation coefficients were calculated. Findings: The results show that, in large groups of educational areas, exists a match between the higher education supply and the labour market needs, with an emphasis on the fields of "social sciences, business and law", "engineering, manufacturing and construction" and "health and welfare". However, at a more disaggregated level, a mismatch in the sub-areas of "teacher training and education science" and "computing" was found since labour market needs are much greater than graduates by HEIs and the two variables are moving in opposite directions. Practical implications: The study has revealed important aspects that the educational policy should take into account in order to create the conditions for a gradual adjustment to the labour market needs. Also, the results demonstrate that some measures should be taken in short/medium term to avoid problems in the medium/long term. Originality/value: One implication of this empirical study was the elaboration of a correspondence table to standardise the data analysis units from two different sources. As this correspondence did not exist prior to this study, this output is a relevant contribution to the research field. Another important contribution is the demonstration of a mismatch in some educational sub-areas that deserves special attention from educational policymakers.

This study explores the incorporation of structural masonry into the undergraduate programmes of higher education institutions in South Africa, specifically focusing on civil engineering. This study is of an exploratory nature. A significant portion of the urban infrastructure in South Africa is predominantly built using structural masonry. Structural masonry is a building method in which the walls of a building or any masonry component, such as a masonry beam or a masonry column, serve a structural purpose. Unfortunately, many higher education programmes that train civil engineers, technologists, and technicians do not adequately address aspects of structural masonry design, detailing, and construction. Hence, it is imperative to address this deficiency throughout the industry in order to enable masonry designers, such as structural engineers, to adhere to the requirements of the National Building Regulations and Building Standards Act 103 of 1977. Ensuring compliance is crucial for protecting the well-being and security of the general population. The researchers collected and examined data through content analysis and verified it with the civil engineering departments of higher education institutions. While civil engineering can be pursued at various traditional universities and universities of technology, only two have confirmed that they offer a fair portion of structural masonry in their undergraduate curricula. The researchers consider this a significant issue because it is critical for civil engineers and technologists to have a thorough understanding of structural masonry. This study is the first in South Africa to propose and support structural masonry education in undergraduate programmes, including design, detailing, and construction.

Background: The construction industry remains male dominated, despite the efforts of business and educational institutions to attract women into construction careers. Previous research has examined why female university students study construction management or engineering. To complement this knowledge, there is an opportunity to understand why so many Australian female high school students do not choose to pursue construction-related careers. Purpose: Framed in motivational theory, the purpose of the study was to understand why Australian female high school students do not choose a construction-related career by answering the question: How do the value beliefs of female high school students contribute to a rejection of the construction sector as a career choice? Design/method: Applying a qualitative methodology, we report on semistructured interviews with a sample of 15 Australian female high school students. Interview transcripts were inductively analyzed to reveal themes that were overlaid onto Eccles' expectancy-value theory to deepen our understanding of the values expressed by students when discussing their reasons for not wanting a career in construction. Results: Results revealed five themes--lack of awareness; lack of self-alignment; effect of male domination; sector esteem; and parental, teacher, and curriculum influence. Responses revealed the range of values contributing to the decision not to consider the construction industry. Conclusion: The paper concludes by suggesting that to increase the participation of young women in the Australian construction industry, the sector should respond to the value beliefs held by female high school students. It should transform the perception of construction into one of a profession that is relevant, valuable, and enjoyable for young women.

The context of this study was to examine factors contributing to significant workforce shortages in building trades in the United States. As it is, recruitment of qualified skilled trades workers is becoming increasingly difficult due to lack of a pipeline of prospective workers, and training programs. The study assumed a theoretical inquiry approach in order to address the following three main questions: (1) What is the scope of the workforce shortage in skilled and building trades in the US? (2) What factors are recognized as contributors to the building trades workforce shortage in the US? And, (3) What strategies can be implemented to reverse building trades workforce shortages in the US? Findings affirmed that the scope of workforce shortages in skilled and building (construction) trades in the US is very broad and the impact is rather deep. Factors contributing to the shortage include: declines in high school technical education programs, which have been replaced by career academies; misconception that higher education always equal higher income, but the untold story is higher debt associated with pursuing higher education; and stricter immigration laws, which are forcing potential workers out of the US. The study concluded that in order to reverse currently declining workforce trends the following six strategies should be implemented: (1) Make it a national priority, thereby appropriating adequate resources to the effort. (2) Increase the number or women and African Americans in building trades. (3) Expand apprenticeship programs. An expansion of both government and corporate incentives are needed to stimulate an increase in apprenticeships. (4) Reintroduce building and skilled trades programs in secondary and postsecondary schools. Growth in the number of Career Academies, and participation in them has been encouraging, yet there are not enough of them to meet the need. (5) Re-examine guest-worker programs, which are currently cumbersome for employers to participate in, and do not allow for anywhere close to the number of workers needed to meet workforce needs. (6) Change marketing of building trades from menial to meaningful. Many young people simply do not know that they can make a comfortable living from a career in skilled trades. They have been taught that at least a bachelor's degree is needed in order to have a successful career. This narrative has to be revised in order to create a pipeline of prospective skilled trades employees for the future.

Recently, learning management systems have been introduced in the Norwegian school system, including vocational schools. Some vocational teachers have been sceptical about using learning management systems in vocational education and training. This study examined if the vocational teachers' use of a learning management system facilitated the students' opportunities to prepare for the tasks that will be part of their future as an apprentice. The research question was How does the introduction of learning management systems in vocational education and training affect learning? In vocational education and training, the transfer of tacit knowledge from master to apprentice has traditionally played an important role in the teaching. This transference of knowledge takes place in a face-to-face setting and in an interaction between master and apprentice which is based on acting, showing, explaining, and commenting. Documentation requirements through learning management systems appear to strengthen the vocational students' understanding of work tasks they will encounter as apprentices in the workplace. Learning management systems allows for the transference of tacit knowledge, and the documentation also appear to strengthen the communication between students and teacher.

Based on qualitative research on and automation technology apprentices in Switzerland, this paper examines apprentices' experiences of participating in their company's production activities and becoming members of their community of practice, and the influence of these experiences on the development of their occupational identity. Participation in activity and training is organised in various ways in different training companies, and expansive-restrictive participation models help in understanding the importance of workplace learning for apprentices' training experience and the development of their occupational identity. The results show that in learning situations characterised by expansive participation, apprentices have substantial responsibility and autonomy throughout their apprenticeship, together with guidance adapted to their needs. Apprentices are highly self-confident and adopt agentic actions aimed at increasing the variety and complexity of tasks and their own autonomy. In restrictive participation, in contrast, apprentices are often poorly integrated into the community of practice and feel devalued as aspiring professionals. These apprentices primarily develop agentic actions to improve their participation in company activities and their apprenticeship, but they are largely unable to develop their skills or become independent in performing complex tasks, and they are limited in their ability to construct a vocational identity.

Construction is one of the most dangerous industries in the US. Career and Technical Education (CTE) programs are important settings in which new construction workers can learn about Occupational Safety and Health (OSH). CTE programs are sometimes the only place where these workers will encounter such training. We set out to examine the quality of OSH education received by students in post-secondary CTE construction programs by conducting a survey of instructors teaching in these programs across the country. The goal was to learn the extent to which previously identified "essential elements necessary for providing effective safety and health 'education'" are spread across these programs. Our findings show instructors in these programs prioritize hands-on training, make efforts to stay current in best practices in safety and health, and regularly update their curricula. We also found that instructors need more training on effectively teaching safety and health to more meaningfully integrate such content into their trade skill courses. Finally, we found that instructors need to better model effective safety and health management systems within their classrooms to help keep students safe and set "students'" expectations for safe work when they enter their chosen trade.

Engineering educators call for a widespread implementation of hybrid learning to respond to rapidly changing demands of the 21st century. In response to this call, a junior-level course in the Construction Engineering program entitled Construction Equipment and Heavy Construction Methods was converted into a hybrid learning model. The overarching goal in the hybrid course development was to take the content that can be engaged outside the class to an online platform so that class time can be used more efficiently for authentic and realistic open-ended problems included in-class and homework assignments. This study reports the design, development, and evaluation of this hybrid course and provides practical implications for hybrid course development.

Building Technology graduates from Ghanaian Polytechnics seek employment in the construction industry, yet little information is known as to whether their tertiary education is really related to and meeting the actual needs of their prospective employers in the construction industry. The tracer study was conducted to ascertain the performance of Higher National Diploma (HND) Building Technology graduates and the extent to which their academic training meets the employers' needs in the construction industry. In order to obtain a good assessment of the skills (technical and non-technical) and competencies of Polytechnic HND building Technology graduates, purposive sampling technique was used. Construction firms with Ministry of Water Resources, Works and Housing classification of D3K3 and above who have been in operation for a minimum of one year and have employed Polytechnic HND Building Technology graduates were identified. Out of the firms identified, thirty-five (35) were selected using simple random sampling technique. A Structured questionnaire was designed and distributed to site engineers, site supervisors, quantity surveyors, operation managers and project managers in the selected construction firms. Descriptive statistic was used to analyse the data using. The study revealed that Polytechnic HND graduates in the construction industry were performing creditably since the index of performance of site supervisors, quantity surveyors and site managers were generally above average. Apart from the academic competence, graduates possessed non-academic attributes which the employers emphasized as criteria for graduates' employability and performance in the construction industry. These attributes included verbal communication, teamwork, time management, commitment and interpersonal skills.

The study focused on construction waste reduction awareness as a step within Education for Sustainable Development (ESD) at the University of Nigeria, Nsukka. The method of collaborative action research was used with a questionnaire as an instrument. Data collected from 61 participants were analyzed using descriptive statistics (percentage, mean, and t-test) and multiple regressions. Results revealed that there were graduates of different degree levels and non-graduates working at the construction sites, where 4.9% and 27.9% had PhD and Master degrees, respectively. Improper material storage was agreed to be the main cause of construction waste, while the most effective reduction measure was applying source reduction through the calculated procurement. Multiple regressions revealed that awareness was significantly positively predicted by gender, qualification and status. However, both cause and reduction of construction waste were noted to be human related, thereby necessitating a campaign against construction waste at various sites, with the aim of raising motivated and inspired change agents.

The chaos theory of careers was applied to identify the connections between multiple jobholders' careers and societal change. Multiple job holding is a form of employment that consists of two or more overlapping jobs. Six interviews with men born in the 1960s in Finnish North Karelia, whose multiple job holding included agricultural and forestry work, were analyzed. Our results showed that multiple job holding career development has societal connections and that the experiences of multiple job holding varied across individuals. Moreover, multiple job holding experiences and further career development endeavors were influenced by whether the multiple job holding career developed in line with or counter to societal changes. The study contributes to the chaos theory of careers by showing that self-similar fractal shapes can be identified both in individual careers and in societal changes by studying connective metaphors.

It is important for anyone entering a profession to learn their profession's specialised language. This is also true of those learning trades such as automotive technology or plumbing. Knowledge of specialised language allows trades professionals to speak to other professionals and read technical material. Although this technical language is new to all students, learning it is harder for students learning in a second language. In this article we provide support for this learning for students from the Pacific Island nation of Tonga, who are studying a trade in English either in Tonga or abroad. In prior work we developed technical word lists in four trades, identifying the technical vocabulary in a 1.6 million-word corpus of course material. In this article, we extend that research by developing bilingual English-Tongan word lists, using culturally appropriate Talanoa methodology to draw on the specialist knowledge of Tongan-speaking trades' professionals. Translation revealed that numerous technical words do not have a direct translation in Tongan, particularly infrequent English words. It also revealed words with a clear Tongan equivalent, and Tonganised English words. The bilingual word lists will benefit Tongan trades' trainees in Tonga and those who are migrants to English countries.

Employers and labor organizations in the United States use apprenticeships to provide workers with technical education and paid on-the-job training leading to wage increases and higher-skilled jobs. When English learners participate in apprenticeships, employers benefit from an expanded pipeline of qualified employees and a more diverse workforce, and immigrant workers gain the qualifications and experience they need to realize their potential at work. This research study involved 66 interviews with ESL instructors, program staff, and thought leaders to learn to what extent English learners are participating in apprenticeships, what are the key elements of apprenticeships serving English learners, and what will be needed to sustain and scale apprenticeships equitably. Findings suggest that adult education providers have the tools to support ESL students' successful participation in apprenticeships, and that additional guidance and alignment of public and private resources will be needed to sustain and scale a more inclusive apprenticeship model.

Purpose: This paper discusses the well-publicized labor shortages in the building trades, reviews the causes for the deficiencies, and presents prescriptions for how career counselors and schools can play a critical role in encouraging young adults to consider construction occupations. Design/methodology/approach: Using data from government agencies, trade organizations, and scholarly publications, this paper describes the categories of the building trades as well as their employment trends and compensation prospects. It also reviews the personal and environmental factors that could lead to the "construction of a construction career." Findings: This article documents the reasons for the labor shortages in the construction industry and then offers recommendation on how younger adults could be encouraged to consider the building trades as viable career alternatives. Social implications: Labor shortages in the construction industry have a direct and indirect deleterious effect on the economic well-being of every country. This article provides suggestions on how to inspire young adults to consider the building trades as worthwhile career pursuits. Originality/value: There is a limited amount of scholarly attention given to career decision making related to occupations that do not require a college degree, including the building trades. This paper attempts to fill this gap in the literature by focusing on the individual characteristics and environmental factors that might prompt consideration of a career in the building trades. It also describes the educational, governmental, and corporate initiatives that work to encourage individuals, working in conjunction with their career counselors, to consider careers in the construction industry.

Vocational education and training (VET) can play a transformative role in reducing CO[subscript 2] emissions and improving the energy efficiency of buildings across Europe. Nearly zero energy building (NZEB) requires an energy literate workforce, with broader and deeper theoretical knowledge, higher technical and precision skills, interdisciplinary understanding, and a wide range of transversal competences. Through an investigation into VET for low energy construction (LEC) in 10 European countries, the article identifies a range of different strategies advanced under constraints imposed by the VET systems and construction labour markets. At one extreme, representing the 'high road', LEC elements are mainstreamed into broad-based occupational profiles, curricula and qualifications, whilst at the other, the 'low' road, short, specific and one-off LEC courses simply aim to plug existing 'skills' gaps. It is argued that the 'high road' approach, in encompassing a broad concept of agency, successfully addresses NZEB requirements whereas the 'low road' represents an instrumentalist approach to labour that jeopardises the achievement of higher energy efficiency standards. The article concludes by presenting a transparency tool set within the European Qualifications Framework, against which different VET for LEC programmes can be assessed.

Background: Smoking prevalence among Hispanic/Latino construction workers in the United States is very high (31%). Aims: To investigate tobacco use profiles in these minority workers and explore their management's views about implementing sustainable worksite smoking cessation services. Methods: Analysis of baseline data from a smoking cessation trial among Hispanic/Latino construction workers (n = 134; adult men =18 years), and semistructured, 45-minute interviews with 24 key personnel at six construction companies in south Florida were conducted. Interviews were recorded, transcribed, and analyzed thematically. Results: Overall, 43.3% of workers were Cuban, and 81.3% had low acculturation level. Nicotine dependence levels were "high" in 61.8% of workers. Half of the workers had a successful quit attempt but only 9.9% received advice from a physician to quit smoking, 16.7% used medication to quit, and 79.2% did not receive assistance. Participants in the interviews stated that nothing was provided to help smokers quit smoking and considered distributing self-help materials with free medications as the most appropriate service. Challenges to integrating the service were time restriction and cost. Recommendations for implementing the service were local/state government mandate. Discussion: Tailoring tobacco treatment to Hispanic/Latino construction workers' job circumstances and culture is essential to support their cessation efforts. Integrating worksite tobacco treatment services into other available health promotion programs (e.g., safety) and enforcing smoke-free legislation in the construction sector can facilitate its adoption. Conclusion: Involving key stakeholders and mandating the service by the State and local government are necessary to integrate sustainable worksite smoking cessation services in the construction sector.

This paper sought to discuss entrepreneurial learning competencies by determining the outcome of entrepreneurial learning on the views of built environment students in the university setting. In this study, three relevant competencies were identified for entrepreneurial learning through literature, namely: entrepreneurial attitude, entrepreneurial skills and knowledge of entrepreneurship. On this basis, questionnaire was designed and administered to graduate students in built environment. In all, a total of 124 questionnaires were administered to respondents. Out this, 84 were retrieved representing a response rate of 68% and were further subjected to analysis using Relative Importance Index (RII). The findings from the study highlighted on competencies factors that have great impact on entrepreneurs in dealing with tasks and problems related to entrepreneurial learning processes. These key entrepreneurial competencies as perceived by the built environment students were ranked as: "entrepreneurial attitude," "knowledge of entrepreneurship" and "entrepreneurial skill." The findings may help stakeholders in the building industry including up-coming graduate students. Thus, it could help in their journey into entrepreneurial terrain affiliated to advancement of their career, as a way to increase private wealth and the pursuit of a more balanced life.