This publication contains 40 research papers from more than 20 countries which were presented at the international vocational education and training (VET) conference 'Crossing boundaries in vocational education and training: innovative concepts for the 21st century', held from 2-4 September 2015 in Bremen, Germany. Three levels of 'boundary' that define and shape the field of VET are identified: (1) systems - socio-culturally different VET systems have evolved along conceptual lines; (2) institutions - formal and informal regulatory systems have formed within different VET systems; and (3) practices - in the institutions or systems of rules, practices have been established to cope with the central questions of teaching, learning, and competence development. The three levels are influenced by conceptual ideas, terms, and constructs. Papers contribute to a discussion of how these conceptual ideas take shape, their boundaries, the backgrounds for which they are valid, underlying assumptions, evident developments, and which are fit for the future requirements of the 21st century. A wide range of topics were covered such as the transition from school to work, work-based learning, the professionalisation of teaching staff, using digital media in VET, the transfer of VET to other countries, quality assurance and training networks.
The papers from session one, 'Concept and practice of design based research: arena of innovation, task-oriented and multimedia based learning and trans-sectoral qualifications', are as follows: Work learning in small and medium sized enterprises: a case of implementation ECVET provision in SMEQUAL European Project / Giuditta Alessandrini; Discovering (hidden) pathways within the framework of design-based research (DBR): developing an 'arena of innovation' in VET contexts / Petra Frehe, H.-Hugo Kremer; Work process oriented and multimedia-based learning in vocational education and training / Falk Howe, Christian Staden. Papers from session two, 'School and workplace: cooperation, combination and comparison', are: Operating between rationalities: how Swedish vocational teachers and workplace tutors negotiate and create students' training schemes / Ingela Andersson; School and workplace factor moderators on the development of professional competences in initial vocational education / Ana Ines Renta Davids, Jose Miguel Jimenez Gonzalez, Manuel Fandos Garrido, Angel Pio Gonzalez Soto; Challenges and opportunities of work-based practical training: a comparison of apprenticeship system and VET high-schools in Turkey / Ozlem Unluhisacikli. Session three, 'WorldSkills competition: development of vocational excellence and work career', contains: School-to-work transition and development of work career of vocational skills competitors / Laura Pylvas, Petri Nokelainen. Session four, 'International comparisons of occupational competence and modularisation of VET: insights in Europe and beyond', contains: Modularisation of VET: the quiet revolution crossing European boundaries / Matthias Pilz, Junmin Li.
Session five, 'Professional antinomies and professionalisation of teachers and teacher candidates in China, Indonesia and the Baltic region', contains the following papers: 'Professional antinomies' as a theoretical and empirical approach to transnational research on the professionalism of teachers in vocational education / Alexander Schnarr; TVET teacher training and implementation of concept of vocational disciplines in China / Fangfang Sun, Zhiqun Zhao; Teaching-learning strategy for developing critical thinking and creativity for engineering student teachers / Muchlas Samani, Euis Ismayati, Mochamad Cholik, Suparji. Session six, 'Co-developing 'Learning Toolbox': building capacity in online learning - promoting mobile technologies in working and learning', contains: Research workshop 'Co-developing 'Learning Toolbox': building capacity in online learning - promoting mobile technologies in working and learning' / Pekka Kamarainen, Ludger Deitmer, Lars Heinemann, Joanna Burchert, Werner Muller, Graham Attwell, Deirdre Hughes, Melanie Campbell, Raymond Elferink. Session seven, 'Different system challenges and approaches in VET: learning pathways (Netherlands), vocational programs (Spain), permability (Germany) or college for all (USA)?', contains: Students' learning performance and study careers in different learning pathways in Dutch VET compared / Harm Biemans, Hilde Tobi, Hans Marien, Loek Nieuwenhuis, Erik Fleur; From PGS and PCPI to FPB: 20 years of basic vocational education provision in Spain / Fernando Marhuenda-Fluixa, Francesca Salva, Almudena A. Navas Saurin, Miriam Abietar Lopez; What does vocational mean?: exploring the understanding of vocational in higher education and vocational education / H.-Hugo Kremer, Eva Ruschen; College and career readiness for all: the role of career and technical education in the United States / Victor M. Hernandez-Gantes. Session eight, 'Improving quality in prevocational education and IVET: work process orientation, 'living the curriculum', training networks and the role of social partnership', contains: The potential of implementation of work process based propaedeutic apprenticeship schemes in the VET systems of Germany, Spain and Lithuania / Andreas Saniter, Vidmantas Tutlys, Fernando Marhuenda-Fluixa; 'Living' the curriculum at school and classroom level: an international multilevel study on pre-vocational education in Germany, France and Great Britain / Susanne Berger; Training networks in VET as innovative concepts: reasons and boundaries for training companies to participate / Regula Julia Leemann, Sandra Da Rin, Christian Imdorf; New and old partnerships targeting VET in the 21st century / Magdolna Benke.
Session nine, 'Policy transfer and policy learning in Europe and beyond', contains the following papers: Europeanization in the VET policy as the process of shaping educational space / Krista Loogma; Tensions and interrelations between the modern and the traditional sector of TVET: some insights from the construction industry in Egypt / Stefan Wolf. Session 10 contains the paper: Reviewing activity theory, developmental work research and change laboratory methodology: experiences, critique and lessons learned / Pekka Kamarainen, Michael Gessler, Larissa Freund, Susanne Kopatz, Johanna Lasonen, Marianne Teras, Ines Langemeyer. Session 11, 'Work based learning, learning in work processes and in SMEs from a Norwegian, Dutch and German perspective', contains: Contributions to learning at the workplace: a perspective of secondary vocational trainees / Haske van Vlokhoven, Ruud Klarus, Loek Nieuwenhuis, Derk Jan Nijman, Jeroen J. G. van Merrienboer; Work-based learning and learning within work processes: two sides of the same coin? / Frank Molzow-Voit, Sven Schulte. Session 12, 'Professional identity, inclusive practices and digital inclusion: perspective from Finland, UK, Germany and Taiwan', contains: Conceptualisations of inclusive practice in English vocational and educational training systems: meeting challenges and identifying strengths / Helen Trory, Sheena Bell; A pilot for a new professional profile: 'e-facilitator' for digital inclusion - closing the gap in professional education for digital competences / Christoph Kaletka, Bastian Pelka, Gerhard Seiler, Nenja Wolbers.
Session 13, 'Learner-generated and/or instructional videos as a means for competence development in VET'. contains the following papers: Learner-generated videos as a means for subject and language learning in the care sector across Europe / Eileen Lubcke, Miguel Civera, Lena Setzepfand, Kimmo Oksanen; Teacher self-governance in technology-based learning project: a pedagogical approach / Evode Mukama. Session 14, 'Challenges and strategies of VET in emerging countries: insights in Africa and Asia', contains: TVET and the South African democratic developmental ideal: plausible rhetoric, creative tinkering or radical revisioning / Salim Akoojee; Changing VET scenario in India / Joginder Singh Sodhi; People skill empowerment towards sustainable employment: an integrated and community-oriented TVET framework for rural areas in Iran / Nematollah Azizi. Session 15, 'Reflections on the orders of time, the ordering of competencies and the reflective practitioners: preparations for a post-growth economy?', contains: Conceptualizing time in the orders of initial vocational education / Sirkku Ranta; High performance work practices, hierarchical ordering of competencies and educational mismatch: the effect on competency creation and destruction / Riccardo Leoni, Paola Gritti; Educating the reflective practitioner and vocational bildung / Ruhi Tyson; Vocational education and training for a post-growth economy / Klaus Ruth, Eileen Lubcke, Joanna Burchert. Session 16, 'Assessing and validating competences by exemplary approaches from Australia, Germany, Bulgaria, Austria as well as from the Nordic region', contains: The challenge of assessing social competencies in VET: a review of all actual research practices in German-speaking countries / Burkhard Vollmers; Trade examinations: questions of ownership and validity / Haege Nore, Leif Christian Lahn; Achieving and contributing more in life: crossing the disinterested to VET qualified boundary, nurtured by learning leaderful environments / Lewis Hughes; Validation arrangements: a comparison between the exceptional admission to the apprenticeship-leave examination in Austria and the validation of professional knowledge, skills and competences in Bulgaria / Mariya Dzhengozova.
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