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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: A so named dual VET was implemented as a top-down policy in the school-based VET system in Spain in schoolyear 2013/2014 (Marhuenda-Fluixá, 2015, p.61). This process was supported by the recently created Spanish Chamber of Commerce and has been fostered by different private groups such as Bertelsmann Foundation and Bankia FPD Foundation, both behind the Spanish Alliance fordual VET. However, there has been no specific empirical research about the impact of dual VET upon learning of students and to what extent it can prove successful. Approach:In this paper we present results ofaresearch conducted within acooperativeSpanish VETschool. We analyse the data on the implementation of dual training in the Higher Vocational Education and Training course in Early Childhood Education and Care. We focus upon tools employed for the assessment, and the criteria applied to gain evidence about the students’ performance in the workplace. Findings: More involvement is needed on the side of the company to identify and register technical and soft competences acquired by the student. Dual VET promotes pedagogical integration of different knowledge areas and the understanding of situations in working life, and students relate better their practical experience to the learning acquired in the VET school. Conclusions:Dualtraining can beextremely diverse and complex, anditis not a guarantee of better qualityby itself.According to the findings,the scenarios displayed in the workplace during the training and the quality of the information provided by the in-company trainer during the assessmentof studentsare two decisive variables for the success.Simplifiedtraining design and evaluation tools are needed tostreamline the bureaucracy involved in dual training programs.&nbsp

Context:The Spanish Ministry of Education has commissioned our research group to conduct a research on all accredited second chance schools where we are inquiring young people on their past and present educational experience; trying to differentiate the relevance of the personal, the social, and the occupational dimensions. We are also finding out about the educational practice of second chance schools: their projects, methodologies and organizational arrangements, as well as their choices of occupations for the vocational training. Approach:Our theoretical framework assumes that early school leaving is a multidimensional process where individual and social features are combined with a sense of fail in the experience of schooling (Bonal, 2003; Garcíaet al., 2013; Escudero, 2005;Bernadet al., 2015;Horcaset al., 2015; García-Rubio, 2015).Furthermore, we assume that second chance schools offer these youngsters chances to reengage, reconnect and develop a sense of belonging through a space of personal and vocational identity that restores their educational experience and invites them to search and follow their vocation(Martínez-Morales, 2021). The research question we want to address in this contribution is what the relevance of work-based learning, practical teaching, and occupational training in the reengagement of young people is. In order to find this out, we will use our data to establish differences among types of students according to the value they attribute to the vocational dimension of second chance schools. Findings:Regarding the opportunities offered by second chance schools, we found that 20,6% of survey responses state that second chance schools help them to get a job, 16,3% of the answers show that the school encourages them to look for a job. Furthermore, 17,6% declare the school will help them to achieve their GESO. Conclusions:Even if our datashow that the role of work and vocational training in second chance schools is not of major relevance, considering the high youth unemployment rates in Spain and the fact that our sample is within second chance schools, vocational training seems a better chance than reengaging in the school system or even taking control over their own lives.&nbsp

Considering the many challenges VET educators face, VET TE providers need to find answers on how to best design their education and training. The network “VETteach” aims at sharing good practice on current and future requirements of VET TE in the development and application of curricula, pedagogical and didactical approaches. The project partners of VETteach are from six European countries. All of them work in universities which have a long tradition as VET TE providers, and most of them are responsible for the education and training of future VET educators at their Universities. The contribution offers an insight in the project aims and deepens findings from an exchange workshop that focused on fostering civic engagement and self-reflexivity among teachers in December 2020.

Las Escuelas de Segunda Oportunidad (E2O) pretenden articular respuestas educativas al desafío del abandono escolar y del desempleo juvenil, trabajando con jóvenes entre 15 y 29 años, que han tenido dificultades en su itinerario académico ordinario y que viven situaciones de vulnerabilidad. Y para ello han ido dando forma a un modelo pedagógico que se apoya en la personalización de los itinerarios, en el acompañamiento educativo y en el aprendizaje en torno al trabajo. La investigación pretende ofrecer una mejor comprensión de la situación y experiencia de las y los jóvenes estudiantes de las E2O acreditadas en la Asociación Española de E2O y de cómo estas posibilitan el desarrollo de sus procesos de inclusión social, educativa y laboral. ESP

In an attempt to establish a VETNET publication series of conference proceedings, the 3rd Crossing Boundaries builds upon the tradition started in Bremen 2015and continued in Rostock 2017and joins the collection initiated by Nägele and Stalder (2018)by publishing the collection of contributions in an edited book of proceedings, based upon open access publication policies and available online. This might contribute to make it easier to follow-up upon on-going research produced by the VETNET community and to facilitate discussion and academic cooperation among the members of this community, both in terms of objects of research, theoretical foundations as well as methodological strategies and research methods. There are 65 contributions in this volume, produced by more than 100 scholars, ranging from well-known and well-established professors to those at the beginning of their academic careers, still under way to their PhDs. They come mainly from Europe, but also from all other continents but Australia, and research produced in 17 countries is presented here. Significantly, there are a few contributions from South America in this edition of the Crossing Boundaries conference, pretty much focused on the conference theme: pedagogical concerns and market demands. When we launched the call for this conference, we invited contributors to focus on pedagogical ideas, approaches and proposals helpful to contribute to the education of workers and citizens. We are convinced that Vocational Education and Training has to be able to comply with the changing demands set by the productive system in a growing precarization context. The notion of work and working relations are not what they used to be during the 20th century, and these changes pose new challenges on VET policies and practices. The papers presented and discussed at the conference offer a good amount of research results and interpretations on issues like careers and vocations nowadays and how they are addressed by VET providers and experienced by VET students, apprentices and teachers and trainers. Another issue strongly present in the conference is that of the reshaping of dual VET in those countries where it was well established in the last century and also in those trying to implement it nowadays. VET teachers and trainers is the third clear axis of contributions to this conference. Of course, there are other issues addressed like systems and agents in VET; assessment, evaluation and quality; VET and social inclusion or Continuing VET. We want to thank the financial support for the conference provided by the Facultad de Filosofía y Ciencias de la Educación, the Departamento de Didáctica y Organización Escolar; the generous contribution of members of the research group Transicions (GIUV2013-093) all three from the Universitat de València, as well the funding and support provided by Fundación Bankia por la Formación Dual. We want to also acknowledge the support provided in the organization of the conference and in the preparation of the proceedings by Susann Krugmann and Franz Kaiser from the University of Rostock, Michael Gessler from the University of Bremen, Christof Nägele from University of Applied Sciences and Arts Northwestern Switzerland and Barbara Stalder from Pädagogische Hochschule Bern. We also want to thank Pilar Cambronero for her work, without which these proceedings would not have been ready before the conference. Of course, authors and co-authors are the most important contributors to this volume and therefore those to be thanked for their effort. Here I would like to point to the work by young colleagues, particularly women, in several universities in Spain, who are building up the VETNET Spanish community and most of whom are determined to continue researching on VET, which has often been left aside of the attention of educational research in this country, with a few exceptions. Having them participating in the conference in Valencia is a joy. Prof. Dr. Fernando Marhuenda Fluixá, Valencia, 12th April 2019

Work Integration Social Enterprises (WISE) have explicit educational and training aims, as important as productivity and competitiveness. In our research, we have studied the features of the people in charge of qualification and accompanying processes as well as on the relations they establish and the strategies they use. In this paper we give an account of the process and results of the work conducted by one trainer in a WISE, in order to describe and analyse teaching and learning processes happening there. We describe a case study entailing a company that we have visited along two and a half years. Our research is qualitative and longitudinal, and the sources we have used are observation, interviewing and also documents analysis. We analyse the features of the accompanying staff (PTA is its acronym in Spanish), her leadership and possibilities of coordination, her style, role as well as the training strategies she uses. We also identify the principles and difficulties of the accompanying process. We conclude that it is key to the accompanying processes work upon personal development as well as teamwork. Furthermore, the PTA must be clear that the accompanying role is more important than her implication in the productive processes, which should be undertaken by someone else.

El context de la nostra investigació són les empreses d’inserció, que contracten entre sis mesos i tres anys personal que està aconseguint sortir de processos d’exclusió social, amb la idea que treballin i alhora aprenguin un ofici que els faciliti l’entrada al mercat de treball ordinari.Hem triat la noció de trajectòries d’aprenentatge de Michael Eraut per tal d’emprar-la en la nostra recerca, entre els diferents corrents acadèmics que tenen com a objecte d’estudi l’aprenentatge en el lloc de treball així com la formació que li dona suport. Ho hem fet tant pel seu potencial en termes de proporcionar-nos un enfocament longitudinal d’estudi sobre l’aprenentatge com per la seva integralitat en abordar les seves dimensions tècnica, social i personal, i també per la seva particular atenció sobre les persones que s’acaben d’incorporar al lloc de treball.En l’article expliquem com hem aplicat el model d’Eraut per dissenyar la nostra estratègia metodològica, que ara comencem a emprar. També expliquem els reptes als quals ens enfrontem, així com les decisions que ha calgut prendre per aplicar una metodologia capaç de mostrar l’aprenentatge, la formació i l’avaluació, així com la relació entre aquests tres processos. Finalitzem exposant els diferents temes que han anat sorgint durant la investigació des del punt de vista del disseny metodològic., The context of our research is Work Integration Enterprises. These hire people who are emerging from processes of social exclusion for a period of between 6 months and three years. In these companies, people work while learning a trade and learning to work, in order to facilitate their entry into the ordinary labour market.Of the different academic approaches to processes of learning at work and training, we have chosen Michael Eraut’s notion of learning trajectories to apply to our research. We have chosen it for its potential: it provides a longitudinal approach to learning, it takes into account technical, social and personal dimensions of learning, and it also develops a particular focus on the learning of newcomers in a working context.In the article, I explain how we have applied Eraut’s model to devise our research strategy, which is still under the process of implementation. I also explain the challenges we face and the decisions we have taken in order to apply a methodology that is capable of covering learning, training, assessment and the interactions among these processes. I conclude with reflections upon several areas that emerge from our methodological design., El contexto de la investigación son las empresas de inserción, que contratan entre seis meses y tres años a personas que están saliendo exitosamente de procesos de exclusión social, con el propósito de que trabajen y aprendan un oficio que les permita incorporarse al mercado de trabajo ordinario.Hemos optado por la noción de trayectorias de aprendizaje de Michael Eraut entre las distintas aproximaciones académicas al estudio de los procesos de aprendizaje en el puesto de trabajo y de la formación que lo promueve, a fin de aplicarla a nuestra investigación. Nuestra elección se basa en su potencial en tanto que proporciona una visión longitudinal del aprendizaje, también por su integralidad, al abarcar sus dimensiones técnica, personal y social, así como por su particular empeño en indagar en los procesos de aprendizaje de personas que se acaban de incorporar a un puesto de trabajo.En el artículo explicamos cómo hemos adaptado el modelo de Eraut al diseño de nuestra estrategia metodológica, que estamos empezando a aplicar en la actualidad. También explicamos los retos a los que nos estamos enfrentando en términos de decisiones para que la metodología nos permita dar cuenta de los procesos de aprendizaje, formación y evaluación y de las relaciones entre estos tres procesos. Finalmente, exponemos los asuntos que han ido surgiendo en el curso de la investigación desde el punto de vista del diseño metodológico.

Universidad de Granada. Departamento de Didáctica y Organización Escolar. Grupo FORCE (HUM-386)

Monográfico con el título: 'Mejorar la escuela: perspectivas didácticas y organizativas'. Resumen basado en el de la publicación Se justifica la importancia de centrar la mirada en el funcionamiento ordinario de la escuela prestando especial atención a la producción de desigualdades que acompaña, inevitablemente, a la cotidianeidad escolar. Asimismo se propone mostrar diferentes modos de aproximación a la misma desde las aportaciones de la pedagogía crítica, al amparo de una posición política orientada hacia la defensa de la misión de la escuela, su apoyo y su mejora. Madrid Biblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; biblioteca@mecd.es ESP

Resumen basado en el de la publicación. Monográfico con el título: 'La transición a la vida activa' Se presenta una investigación sobre las prácticas en empresa en los sistemas de formación y su extensión entre las políticas de empleo. Se cuestiona su utilidad en un contexto político en que las estrategias de inserción laboral enfatizan la 'empleabilidad', una noción reducida a sus parámetros individuales y para la que se rescata la dimensión relacional. Se describe la metodología empleada, los resultados y las conclusiones. Madrid Biblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 Planta; 28014 Madrid; Tel. +34917748000; biblioteca@mecd.es ESP