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Interventions in emotional competences and scientific studies of emotional competence are flourishing in the educational context. However, we find very few programs in Europe involving emotional interventions in vocational education and training (VET) and a dearth of scientific contributions. Our purpose with this paper is twofold: a) we provide the state of the art on existing international scientific publications about emotional training interventions in VET and a summary of existing programs at the European level; b) by relying on the analysis of relevant cases in the educational literature, we provide guidelines about how scientifically-based interventions in emotional competences in VET could be developed. Ultimately, our goal is to open a discussion of emotional training as a novel domain of research for VET scholars and practitioners, and of how emotional competences could be introduced in a vocational curriculum.

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In a dual initial vocational education and training (IVET) system, an integration between school- and work-based learning is essential to provide apprentices with necessary trade-specific skills and to ensure the quality of training. However, apprentices often perceive a disconnection between learning sites. Accordingly, based on the concepts of boundary crossing and school-workplace connectivity, this study aimed to investigate how the integration between school- and work-based learning contributed to the quality of Swiss IVET from the perspective of apprentices, vocational teachers and in-company trainers. Data were collected through focus groups (n = 64) and thematic data analysis was carried out following an inductive and deductive approach.

Key findings indicated some issues related to sociocultural differences between school and training company: a general devaluation of school-based learning (non-aligned with workplace-learning or perceived as useless) and the diversity of apprentices' experiences at the training company. Furthermore, the analysis revealed how these situations perceived as disconnected can become learning opportunities: by applying a skill acquired at school in the workplace that is not part of the routine (learning mechanism of transformation); by bringing in the classroom authentic situations experienced by apprentices at work (learning mechanism of reflection). Implications for training and teaching are addressed.

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In Switzerland, individuals who follow the typical dual form of an initial vocational education and training (VET) programme to learn a trade do so at two main learning sites: a training company and a vocational school. In this context, apprentices' motivations differ noticeably between the school and the training company. Based on the self-determination theory constructs of motivating styles, basic psychological needs, and autonomous versus controlled motivations, this study aims to understand how apprentices perceive their teachers' and trainers' motivating styles, control and autonomy support at the two learning sites. Three hundred and twenty apprentices provided written answers to open-ended questions. We coded the data using thematic analysis. While the exercise of control appeared to be rather similar at the two learning sites, autonomy support varied greatly.

At the vocational school, autonomy support was expressed through teachers' listening skills and availability; at the training company, it was related to independence and equal recognition of apprentices and employees. The apprentices perceived teachers as having a more controlled motivating style and in-company trainers as having a more autonomy-supportive style. At the school, control was described primarily as organisational pressure and teachers' demands, whereas, at the training company, it was reflected in a lack of recognition and thankless tasks. We discuss the relationship between motivating styles and the satisfaction of basic psychological needs in the context of dual VET.

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Being in-company trainer in a dual [vocational education and training] VET system is not only about imparting trade-related knowledge or know-how, but also about taking on a pedagogical role. However, this latter role is often neglected, as in-company trainers experience a strong pressure to be productive workers at the same time as they train apprentices. They also have a complex function with several hats. Accordingly, our study looked at their needs and preferences in terms of pedagogical continuing education offerings. Specifically, through an online survey, we asked in-company trainers from all over Switzerland (N=5'079) which continuing education offers would be most relevant for them, as well as the formats, modalities and periods of these courses. Comparisons by sociodemographic variables (such as company size, activity sector or geographical region) were then made to identify specific preferences. Our results should on the one hand better understand the situation and constraints of in-company trainers and, on the second hand, contribute to the development of course offerings that are closer to in-company trainers' needs.

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Based on the literature showing the important role of emotional intelligence (EI) in well-being, academic achievement, but also in sustainability and employability, the present study addresses the question of the role of EI in training achievement in vocational education and training (VET) context, and more especially in the health and social care sectors. Among the competences required to succeed in these VET programs, we posit that EI is an important component of the skills and abilities that apprentices need to be successful in their path to become professionals. 92 apprentices in health care and social care programs at the end of dual-track vocational training completed an online survey. Results confirm our hypothesis that EI as ability and as personality trait positively influence the final exam grades. These new findings reveal the importance of EI on training achievement in health and social care and open the path to new investigations exploring the role of EI in the VET context.

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The quality of education and training is a key factor in explaining apprentices' motivations and helping sustain their efforts in acquiring the necessary skills for their future occupation. Yet, the perceived quality of initial vocational education and training (IVET) may vary according to the learning location and the occupational fields. To identify the characteristics defining IVET quality, according to apprentices, and whether these characteristics differ between occupational fields, a survey was administered to 320 apprentices enrolled in a Swiss dual IVET program in the fields of retail and technics. The apprentices were asked what they consider to be the high- and low-quality aspects of their education and training. Results showed that the most frequently mentioned aspects reflecting high quality referred to the apprentices' social learning environment, whereas the codes related to poor quality referred to the IVET context. Differences in the perception of quality were found between the two occupational fields.

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Given the growing focus on initial vocational education and training (IVET) quality in Switzerland, a study investigating in-company training quality as perceived by 320 apprentices in technical and retail occupations was conducted. The aims were 1) to examine potential differences in the perceived quality of in-company training between the two occupational fields and 2) to analyze how the perceived quality of in-company training was associated with apprentices' sociocognitive learning processes (self-efficacy beliefs, self-regulated learning, help seeking tendencies) and their intention to prematurely terminate a contract. A survey was used to collect the data. The results reveal a single difference, related to time overload, between the two fields. Furthermore, multiple aspects of quality mattered for the sociocognitive processes considered, over and above the effects of control variables (motivations for choosing the apprenticeship). Finally, interaction effects between the occupational field and the quality aspects were found. The study constitutes a very first step in providing recommendations for in-company training.

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This paper studies apprentices' perceptions of initial vocational education and training [IVET] quality at school and at the training company. Are there any patterns in the way apprentices capture IVET quality? Are there differences regarding perceptions of IVET quality at school or at the training company? By using data from a survey of 333 apprentices in the retail and commercial employees' fields, we performed a cluster analysis. The aim was to identify natural groupings and explore the association of these clusters with outputs of IVET quality, such as self-efficacy and engagement at school and at the training company, and with sociodemographic variables. We identified four clusters of apprentices: 'disenchanted', 'enthusiastic', 'moderate' and 'fluctuating', each with a different pattern of IVET quality perception. Apprentices in the 'enthusiastic' cluster had higher scores in IVET quality compared to the other three clusters. Conversely, 'disenchanted' apprentices had lower scores. 'Moderate' apprentices had very centred scores, while 'fluctuating' apprentices showed varied patterns.

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In the Swiss dual initial vocational education and training (IVET) system, quality plays an important role. Among the quality characteristics are perceived role stress, which can differ depending on school and professional apprentices' experiences. The aim of this contribution is to highlight different dual apprentices' profiles based on their perceptions of role stress as a characteristic of their IVET's quality. Using latent profile analysis, we uncovered four apprentices' profiles reflecting different perceptions of role stress. We examined the profiles in terms of their sociodemographic composition, perceived satisfaction, and professional and school engagement. The results show that the profile in which apprentices report the lowest role stress is the one with the highest average levels of satisfaction and professional engagement. This contribution underlines the central aspect of role stress perceived by apprentices and informs about the importance of considering it in the quality of IVET.

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Teachers' and in-company trainers' skills constitute an important component of quality in initial vocational education and training. This study aimed at investigating how these skills are perceived by 320 apprentices from the technical and the retail fields in Switzerland. Written answers to six open-ended questions were analyzed with both an inductive and a deductive procedure. Results show that apprentices expect their teachers and trainers to master multiple skills. Specifically, pedagogical skills hold a central role, whereas trade-specific and social skills appear as secondary. Furthermore, teachers are highly expected to have updated trade-specific skills and, in parallel, in-company trainers are expected to hold appropriate pedagogical skills. The significance of the role and pedagogical preparation of teachers and trainers is discussed.

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The volume from which this paper is taken is available in VOCEDplus at TD/TNC 151.801. Show less