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This collaborative research was conducted on robotic-assisted surgery within a Swiss academic hospital. We used a methodology of cross self-confrontation to investigate learning and training in the operating room with three different populations: surgeons, surgical nurses and operating room assistants. In particular, we researched whether videorecordings from real operations can be transformed into learning and teaching tools. We highlight three aspects of our findings: (a) all professions report mixed feelings regarding a demanding situation; (b) an academic hospital is a setting in which a complex and flexible interplay of technical and didactic functions is observed; (c) the solving of potential technical problems tends to be delegated by surgeons to hierarchically lower-level professionals, i.e., surgical nurses and operating room assistants. As a conclusion, the research exemplifies the needs for additional teaching and learning spaces outside the operating room, as well as the challenges of learning scientificated knowledge - in action in this medical setting.

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This paper aims to evaluate the adequacy of employees' job requirements compared to their qualification and to identify typical qualification sequences and career paths in the commercial field. The results aim to contribute to the debate on the relevance of vocational qualifications in the labour market, driven by the trends of academisation in some occupational fields. The analyses are carried out based on the data from the follow-up survey to the [Federal Institute for Vocational Education and Training/Federal Institute for Occupational Safety and Health] BIBB/BAUA Employment Survey of 2018. With regard to qualification-adequate employment, the results show sector-specific differences. Overall, qualification adequacy is higher in the tourism and banking sectors than in trade and logistics. The quantitative analysis of typical training sequences in the four sectors also confirms the important significance of professional career paths in trade and logistics.

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Digital learning media can extend traditional media concepts beyond the presentation of explicit knowledge. In this paper, a digital learning system for Technical Vocational Education and Training (TVET) is described that integrates the concept of learning from errors into work processes of company-based apprenticeships. The learning system detects action errors at work, simulates error consequences and visualizes possibly hazardous consequences in Augmented Reality. In order to do so, the digital learning system utilizes information gained from work analysis. Work analysis methods help to reveal and communicate variations in work processes. Traditionally, they support qualification research with empirical evidence on changes in work practice and the need for adaption.

This article investigates whether work analyses facilitate the development of digital learning media and didactic concepts in TVET. For this purpose, work processes in company-based apprenticeships have been analysed using structural and procedural work analysis methods. The results illustrate the contribution of work analysis on didactic conception using the Hamburg Model of Teaching Practice and Learning Practice and face a critical discussion. The article further provides an outlook on a desideratum, which focusses on the integration of structural and procedural work analysis results in a didactic compatible unified technical development framework.

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The purpose of this short paper is to introduce factors that can facilitate or hinder skilled migrants' access to their previous vocation. The approach employed was based on the literature review and some preliminary interviews with the skilled migrants. The results indicate that the factors are located on different levels; there are individual, organisational and societal factors, which interplay with each other. In addition, the factors have dual nature, and they can both facilitate and/or hinder access to vocations. Interviewees have experienced several pathways to their vocation and the labour market in Sweden. Some have chosen another vocation, and some have continued their studies to become vocational teachers in their area. To face challenges and to support skilled migrants' access to their previous vocation and the labour market, actions are needed on different levels.

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[Vocational education and training] VET has been specially considered suitable for youngsters who have lived some kind of educational exclusion process, and part of the modern VET systems were developed in response to social needs by political or citizenship movements. Spanish education system had got an early school leaving rate higher than the European average, so it's a critical issue in terms of educational policy in which a different set of educational, social and political actors are involved. Based on a case study, we focus on quantitative description of the City Council's Socio-occupational Centres Network (CSL Network) as part of those local programs address to achieve educational and social inclusion, which emerged in response to social needs by synergetic interaction between Local Administration and the commitment of organized citizens.

In this context, this paper aims to know how these programs are working, what are the experiences for teachers and for students. Taking into account this framework and based on case study, we aim to describe a City Council's Socio-occupational Centres Network experience in Spain. CSL Network focused on young people who dropped out of schools and set up training alternatives for them, increasing - over time - the pre-existing official training system. On average, every year, 500 students follow different courses offered by CSL Network. Those students belonging to the most socially disadvantaged sectors are over-represented. Situated in the border between the education system and the non-regulated training system, CSL Network offers a significant way to increase the reception capacity of the Spanish education system, and students increase their possibilities to access a job.

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Digital transformation is leading to pressure for vocational education and training [VET] in Europe to adapt. Teachers should prepare young people for the changing world of work but also provide social and civic education. At the same time, they should be able to use new digital and AI-based applications with confidence. In addition, they need general AI knowledge to participate as responsible citizens in the discussion about AI and ethical and social questions. The work of vocational educators significantly determines the quality of VET. Accordingly, the issue of the training and continuing education of VET teachers is of paramount importance to ensure the quality of VET. We look at massive open online courses (MOOCs) as an innovation in the provision of professional development in AI for VET teachers and trainers.

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This article aims to understand the adoption of Sector Skills Councils (SSCs) in Chile as a policy to affect Technical and Vocational Education and Training (TVET). Drawing upon a Cultural Political Economy (CPE) approach for the study of policy adoption, this qualitative study focuses on three cases where business associations have adopted SSCs. The analysis is based on sectoral documents, press articles and semi-structured interviews with sectoral and national actors. This study's findings illustrate that the adoption of SSCs in Chile has resulted from the combination of the persuasion strategies from a national policy entrepreneur, the neoliberal educational and political conditions at the national level, and the economic and organisational circumstances at the sectoral level. This case is particularly interesting, given the leading role of private actors in adopting these bodies. Thus, this article offers further insights into the debates within the literature of TVET policymaking, particularly the role of non-state actors.

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This study aims to provide insight into the learning processes that take place when vocational student teachers work with multimodal digital logbooks at the campus and between school and placement. The study will highlight vocational student teachers' experiences of using logbooks between university and practicum as well as between school and pupils' practicum. It will also highlight how student teachers learn when working with logbooks. The data consist of transcripts from eight interviews with vocational student teachers about their experiences of working with a digital, multimodal course logbook in their placement course and 19 essays about working with digital, and sometimes multimodal, logbooks between secondary school and practicum.

A thematic analysis was conducted based on the key concepts in a previously developed model (Kilbrink et.al., 2021) to find out how student teachers experience the use of digital multimodal logbooks and their own learning processes during it. The analyses also show that both kinds of logbooks worked well for the students as a means of both advancing and showing their professional development. There are as many learning examples as there are essays, and the student teachers learn from failure as well as success. When the Identification model is applied to the data, pedagogical aims seem to play a greater role than the choice of digital technology. In addition, how the technology is used becomes a crucial factor for which level of communication is reached. By using the Identification model to analyse vocational student teachers' experiences of using digital, multimodal logbooks as boundary objects between university and practicum as students and between school and practicum as teachers, as well as their experienced learning processes in relation to the use of the logbooks, the study provides insight into some of the learning processes that take place across learning institutions and practicums.

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[Virtual reality] VR-based learning has increased significantly in the curricula of the school-based parts of the Danish dual [vocational education and training] VET system, not least within the social and health care programmes. However, recently a project has been accomplished about developing, testing and researching VR-based learning about [Chronic Obstructive Pulmonary Disease] COPD for employees and students working in care homes. The empirical data includes interviews with seven learners. The results show that the learners are motivated for learning through VR, among other reasons, because they are active in the learning process. Furthermore, the results show that the learners achieve knowledge about a systematical treatment of COPD patients. However, they do not experience that they transfer this knowledge into altered ways of treating the patients. It is discussed why VR-based learning particularly underpins active participation and why the learners do not transfer knowledge into practice. It is concluded that VR-based learning should include systematic reflection.

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The paper aims to explore work-based learning in light of the increasingly demanded need to make the competences acquired in non-formal and informal contexts recognizable and visible. In the context of the Third sector, the development of transversals competences increasingly requires 'enhancement' because still too often these skills and competences are invisible and difficult to transfer to other contexts. Along this line, the research project intends to analyze and understand, through empirical survey quali-quantitative, the transversal compentences of civil service operators in the double key of active citizenship and employability. From the collection of the data that emerged t[h]rough the focus groups, the most active transversal skills were identified for each of the six areas of competence by the civil service operators. From the partial analysis of the results relating to the qualitative survey using the focus group tool, the need to implement training methodologies regarding the observation of learning processes in the voluntary sector emerges strongly, in order to give more and more visibility to those transversal competences developed by civil service operators.

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