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A multinational study on training approaches and digital technologies adopted by the companies in disruptive changes
Francesca Amenduni1, Alberto Cattaneo1, Essi Ryymin2, Heta Rintala2, Katja Maetoloa2, Paolo Nardi3, Elena Soldini3, Peter Gruenheid4
1SFIVET, Switzerland; 2Häme University of Applied Sciences, Finland; 3Cometa, Italy; 4BNW, Germany
This study investigates how companies and company members approach learning, training and digital technologies in various disruptive sectors. A total of 63 participants were interviewed from Tourism (Italy and Switzerland), Textile (Italy and Switzerland), Automotive (Germany), Building (Switzerland) and Bioeconomy (Finland) sectors. Learning activities and digital technologies adopted by companies were analyzed and interpreted using qualitative content analysis. A coding scheme based on previous research (e.g. ICAP framework and reflective practice) was iteratively developed throughout the analysis. The percentage frequency of occurrence of the codes’ categories was calculated. The results suggested that training approaches were often ‘traditional’ or transmissive, reflection on practice and training approaches linked to collaborative constructivism. Concerning digital technologies adopted at the workplace, the most mentioned tools were for communication, followed by productivity and video tools, whereas learning content management systems and innovative applications were less recognised.
Knowing, acting, developing: curricular orientations and competence concepts along the curricula revisions of Switzerland’s commercial VET
Pädagogische Hochschule Zürich, Switzerland
Switzerland’s commercial VET underwent comprehensive curriculum revisions in the last decades. This article examines curricular orientations and competence concepts in the commercial curricula. For this purpose, the commercial curricula of 2003, 2012 and 2022 are qualitatively analysed. The principle of discipline has a long tradition, characterized by general education subjects. With the new revision, there is a shift towards the principles of situations and personality, introduced by vocational action fields. The 2003 revision introduced "competences" for the first time and the 2012 revision introduced "action competences"; however, these (action) competences are formulated specifically for each learning location and learning area. With the planned revision 2022 ("Kaufleute 2022"), "professional action competences" will be integrated across learning locations. In the older curricula, there is a discipline-specific competence concept, whereas in the new curriculum a vocation-specific. The upcoming 2022 curriculum revision represents a paradigm shift for basic commercial education in Switzerland and challenges commercial vocational schools in particular. This challenge also represents a desideratum for didactic research and practice. In the future, subject-related didactics (e.g. didactics of economics, civics and law) will only be useful to a limited extent. Therefore, vocational didactics is needed for commercial vocational schools. Existing didactic concepts from German-speaking countries, such as the learning field approach or the occupational field approach, may be fruitfully used in this context.
Bricklaying and automation technology apprentices in Switzerland: restrictive and expansive participation in companies and vocational identity
Alexandra FELDER, Kerstin Duemmler, Isabelle Caprani
In this presentation, we want to understand the importance of participation within workplaces for apprentices’ training experience and the development of their occupational identity. Participation in vocational activity and training can be organised in various ways in different training companies. Fuller/Unwin’s expansive–restrictive participation model (2003) will help us to analyze training experiences that have been in focus of a qualitative research with bricklaying and automation technology apprentices in Switzerland. Not only the tasks that apprentices fulfill in the company, also the relationships in the work team are essential determinants for the development of occupational identity (Cohen-Scali 2003). The results show that the learning contexts in companies have a strong impact on apprentices’ capacity to develop a vocational identity, through the capacity to develop agentic action during their apprenticeship and foster professional self-confidence.