02. Vocational Education and Training (VETNET)
Paper
Generic Skills in the 14-19 Curriculum: Policy Coherence and Teacher Status
Charlynne Pullen, Mark Boylan
Sheffield Hallam University, United Kingdom
Presenting Author: Pullen, Charlynne
The skills needed for work in the 21st century have been debated since this century began. The Partnership for 21st century skills, established by leading multi-national companies including Microsoft, Cisco, Adobe, Ford, Dell and Pearson, set out to establish a framework for the 21st century skills needed in the modern workplace. These, naturally, included the use of ICT and digital technologies, as well as those better known as 21st century skills today such as critical thinking, creativity, and team working. The OECD adopted the concept in 2010 with Andreas Schleicher stating “educational success is no longer about reproducing content knowledge, but about extrapolating from what we know and applying that knowledge to novel situations” (https://www.oecd.org/general/thecasefor21st-centurylearning.htm).
Not all countries have adopted the language of 21st century skills. However, many have adopted what we refer to here as ‘generic’ skills as part of their curriculums and values for education (OECD 2022). Apart from the OECD, other frameworks have been developed. For example, Skills Builder (https://www.skillsbuilder.org/) is used by employers, educators, and impact organisations across 10 countries including England, as it provides a useful framework to define skills. Eight essential skills are identified – listening; speaking; problem solving; creativity; staying positive; aiming high; leadership; and teamwork. Voogt and Roblin (2012) highlighted the key common skills as being ICT literacy, collaboration, communication, social and cultural skills, with a majority also including creativity, critical thinking and problem solving.
Although 21st century skills are often related to children in compulsory schooling through curricula, the academic literature focuses on them in the context of those skills required by graduates transitioning into the modern workplace. Similarly, large scale quantitative research on the changing skills needed in job roles is driven by the availability of the comprehensive US-based O*NET taxonomy. To enable this more locally, England has been reviewing skills taxonomies (Popov et al, 2022) in preparation for developing its own version. 21st century skills therefore, despite mostly being delivered to children and young people during compulsory education, are mainly researched in the context of being skills for work.
Our research focuses instead on the generic skills taught to young people aged 14-19. We review how generic skills are delivered to 14–19-year-olds across a range of jurisdictions focusing particularly here on England, the Netherlands, Singapore, and Scotland. We structure our analysis around four key factors: the systems and structures; the formation and enactment of policy; the educational and vocational cultures and traditions; and the education and status of teachers. We find that policy coherence and the professional status of teachers is crucial for the effective and consistent teaching and learning of generic skills to 14-19 year olds.
Across the four countries there is significant variation in the extent that generic skills are incorporated into the curriculum and how far this is a central curriculum design consideration and how far it is secondary. Policy coherence includes incorporating generic skills into the 14-19 curriculum at the same time as making sure they are part of a more general shift to adopt generic skills in other parts of the curriculum. For example, in Scotland, the Curriculum for Excellence was initially devised in 2004 and has been refreshed in 2019. The most recent version retains the explicit reference to skills, stating that young people are entitled to experience ‘opportunities for developing skills for learning, skills for life and skills for work’ (Scottish Government, 2019).
Methodology, Methods, Research Instruments or Sources UsedInitially, we drew on an OECD review of curriculum framework and visualisations (OECD 2022) to scope different approaches and components used to address generic skills and core educational values in the curriculum. Informed by this, we undertook a comparative review of the generic skills taught to 14–19-year-olds across a selection of jurisdictions. For the purposes of this paper, we focus on England, the Netherlands, Singapore, and Scotland as representing different relationships to ways generic skills are addressed (or not) in the 14-19 curriculum. In keeping with the policy review, we focused particularly on grey literature to understand the policies relevant to generic skills and their implementation. Our starting point was the country profiles and reviews of skills and curricula by the OECD, which led us to individual country or jurisdiction policy documents and other literature. As well as curriculum frameworks, the corpus included descriptions of teacher education content and processes relevant to the generic skills curriculum. We undertook additional searches to ensure relevant academic literature was also included.
The analytical frame used for the comparative review began with a core and extended to consider four key factors. The first core part was a conceptual model comprising generic skills, subject and vocational skills and teaching and learning processes. Secondly, we considered the four key factors that influence the conception and implementation of skills in the 14-19 curriculum across each jurisdiction. These are: 1) the systems and structures, notably the curricula and qualifications and the organisation of schools or colleges for 14-19 years olds; 2) the formation and enactment of policy, including policy mechanisms, and influences over policy; 3) the educational and vocational cultures and traditions, particularly the perception of vocational versus academic education, and any social or economic change in the jurisdiction; and 4) the education and status of teachers, considering both their initial teacher education and the extent to which teachers are valued professionals with agency and autonomy over the skills curriculum. Applying this frame, we generated a country case study mapped to the analytical frame and then undertook a comparative analysis across countries. In this presentation we focus particularly on the influence of the second and fourth of these factors.
Conclusions, Expected Outcomes or FindingsWe find that teacher education and professionalism influence the conception and implementation of skills at 14-19 in all jurisdictions. However some countries, including England, have particular issues around the 16-18 stage or equivalent age when the division between vocational and academic learning begins.
The generic skills identified within the paper have been widely adopted, with some variation, suggesting they will influence the experience of learners around the world, and so possibly workforce skills globally in the future. The ability to shape and adapt the teaching and learning of these skills for 14-19 year olds, firmly establishing the value of the teacher, enabled more acceptance of the need for these skills, and ensured young people learnt them, as far as we can tell. Singapore, for example, adopted a clear approach, encouraged teachers to deliver it, and ensured widespread acceptance. Conversely in Scotland, a new approach based on 21st century skills, has patchy adoption and is being reviewed.
The incorporation of generic skills in the curriculum is relatively recent and so policy coherence is needed to support their adoption amongst teachers already in the profession, as well as new staff. The policy must also be fully implemented by teachers with the professional status and autonomy to weave generic skills into their teaching and learning in ways that best suit their own teaching approach and the needs of their students. Policy coherence helps to give teachers confidence in the policy, but the nature of generic skills, as opposed to subject content, means the teacher, and their educational organisation (school, college, etc.), has more control over the style of delivery. Combining a high status for teachers and policy coherence, we argue, leads to the effective delivery of skills for 14-19 learners.
ReferencesBellanca, & Brandt, R. S. (2010). 21st century skills : rethinking how students learn. Solution Tree Press.
Dalby, D. and Noyes, A. (2018) Mathematics Education Policy Enactment in England’s Further Education Colleges, University of Nottingham
Forestier, K., Adamson, B., Han, C., & Morris, P. (2016): Referencing and borrowing from other systems: the Hong Kong education reforms, Educational Research
Griffin, McGaw, B., & Care, E. (2012). Assessment and Teaching of 21st Century Skills (Griffin, B. McGaw, & E. Care, Eds.; 1st ed. 2012.). Springer Netherlands.
Hodgson, A. & Spours, K. (2014). “Heavy Fog in the Channel — Continent Cut Off”: Reform of Upper-Secondary Education from the Perspective of English Exceptionalism. European Educational Research Journal EERJ, 13(6), 683–698.
Independent Assessment Commission (2022) Qualifications for a New Era: Equitable, Reliable Assessment: Final Report, A New Era Commission
Labour Council of Skills Advisers (2022) Learning and skills for economic recovery, social cohesion and a more equal Britain, Labour Party
OECD (2020) What Students Learn Matters: Towards a 21st century curriculum, https://www.oecd-ilibrary.org/education/what-students-learn-matters_d86d4d9a-en
OECD (2020) Education 2030 Curriculum Content Mapping: An Analysis of the Netherlands curriculum proposal, https://www.oecd.org/education/2030-project/contact/E2030_CCM_analysis_NLD_curriculum_proposal.pdf
OECD (2022) National or regional curriculum frameworks and visualisations Annex, Curriculum Analysis Project 2030, https://www.oecd.org/education/2030-project/curriculum-analysis/National_or_regional_curriculum_frameworks_and_visualisations.pdf-
Popov, D., Snelson, S. and Baily, T. from Frontier Economics (2022) Review of Skills Taxonomies. Report prepared for the Skills and Productivity Board, Department for Education
Sahlberg, P. (2007) Secondary Education in OECD Countries: common challenges, differing solutions. European Training Foundation
Schmidt et al., (2022) When Practice Meets Policy in Mathematics Education: A 19 Country/Jurisdiction Case Study OECD Education Working Paper No. 268
Scottish Government (2019) Scotland’s Curriculum for Excellence (refreshed): Putting learners at the heart of education https://scotlandscurriculum.scot/
Skills Builder Partnership (2022) Impact Report https://www.skillsbuilder.org/
Tomlinson, M. (2004). 14-19 curriculum and qualifications reform. Final report of the Working Group on, 14-19. http://people.exeter.ac.uk/kewatson/Tomlinson_word.doc
Trilling, & Fadel, C. (2009). 21st century skills learning for life in our times (1st ed.). Jossey-Bass.
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of curriculum studies, 44(3), 299-321
World Bank (2005) Expanding Opportunities and Building Competencies for Young People: a new agenda for secondary education. World Bank.
Weninger. (2017). The “vernacularization” of global education policy: media and digital literacy as twenty-first century skills in Singapore. Asia Pacific Journal of Education, 37(4), 500–516.
02. Vocational Education and Training (VETNET)
Paper
How Does the Learning Environment Support Vocational Student Learning of Domain-General Competencies?
Sami Löfgren1, Liisa Ilomäki1, Jari Lipsanen2, Auli Toom3
1University of Helsinki, Finland; Faculty of Educational Sciences; 2University of Helsinki, Finland; Faculty of Medicine; Department of Psychology and Logopedics; 3University of Helsinki, Finland; Faculty of Educational Sciences; Centre for University Teaching and Learning
Presenting Author: Löfgren, Sami
Changes in the workplace, technological evolution and political aims for labour mobility challenge initial vocational education and training (IVET) systems to prepare students for life-long learning (Billett, 2014; Nägele & Stalder, 2017). Basically, IVET provides students with a formal qualification which can be referred as domain-specific competencies (Gekara & Snell, 2018). However, due to their inevitable lack of versatile job experience young IVET graduates cannot stand out in recruitment situations with their domain-specific competencies; instead, students profit from domain-general competencies (Löfgren et al., 2022; Nägele & Stalder, 2017). These refer to integrated sets of knowledge, skills and attitudes that broadly assist an individual to adapt and act in unknown situations (Gekara & Snell, 2018; Nägele & Stalder, 2017).
In this study, Finnish IVET students’ domain-general competencies are investigated from the student perspective. In fact, Finnish technical-trade employers and IVET teachers have considered that IVET students graduate with varying or even unsatisfactory levels of competencies (Löfgren et al., 2020, 2022). However, students themselves have been seldom consulted (Billett, 2014). Also, Panadero et al. (2019) note that there are not many validated self-report instruments for IVET student domain-general competencies except for the one of Kyndt et al. (2014). They measured the following domain-general competencies that are not sufficiently addressed in the formal curricula but are greatly beneficial in the workplace: work organisation, cooperation ability, professional attitude, problem solving, active listening, empathy and assertiveness (Kyndt et al., 2014). This instrument covers very well the competencies we have found to be important for the Finnish IVET graduates (see Löfgren et al., 2020, 2022).
Despite its rarity, the instrument of Kyndt and colleagues (2014) and all other competency questionnaires alone may give a too simple, acquisition-driven impression of the student development of competencies. This is problematic because technical-trade educators, for example in Finland (Virtanen et al., 2014) and Sweden (Nylund & Gudmundson, 2017) tend to prefer a craftsperson habitus to their pedagogical task; thus, educators seem to stress students’ responsibility for their studies.
In fact, the learning environment alone can help the IVET students to overcome their difficulties and to continue with their studies, provided that the educators especially concentrate on their interaction with the students (Virtanen et al., 2014). In an advanced learning environment, educators at school and in the workplace provide the students with social support, recognition, equal treatment and a positive climate for learning so that the students may overcome individual adversities and develop more positive self-efficacy beliefs and a motivation for learning (Lüthi et al., 2021; Virtanen et al., 2014).
This study aims to discover how IVET students consider their learning of domain-general competencies and learning environment. We also want to find out how the experienced vocational learning environment contributes to student learning of domain-general competencies. The research questions are as follows:
RQ1) How do technical-trade IVET students perceive the domain-general competencies they have learned during their studies?
- H1. Students’ domain-general competencies consist of the categories of Work organisation, Cooperation ability, Professional attitude, Problem solving, Willingness to learn, Active listening, Empathy and Assertiveness.
RQ2) How do technical-trade IVET students experience their learning environment established by vocational educators?
- H2. Students’ experienced learning environment in IVET consists of receiving Social support from teachers and workplace mentors; encountering Equality and relatedness; having a constructive Climate for learning; and receiving Recognition for one’s opinions and efforts in learning.
RQ3) How does the experienced learning environment relate to technical-trade IVET student learning of domain-general competencies?
- H3. A supportive, equal, constructive and encouraging learning environment contributes to student learning of domain-general competencies.
Methodology, Methods, Research Instruments or Sources UsedResearch context
In Finland, IVET is primarily a state-led and government-funded system. IVET studies consist of 180 competence points and usually last some three years. Students must spend at least 30 percent of their studies learning at the workplace but a greatly higher attendance at the workplace is also possible.
This study was conducted in cooperation with four Finnish metropolitan vocational education providers. The focus was at technical vocational trades so that in-depth scrutiny was possible. Further, the study concentrated on automotive engineering, mechanical and metal engineering, building service technology and electrical and automation engineering because these programmes were the most active sending students to apprenticeships to local workplaces.
Measures and data collection
The data were collected with an online survey combining two different instruments. All items were rated on a five-point Likert scale (1 = ‘completely disagree’ to 5 = ‘completely agree’). Firstly, student perceptions about their learning of domain-general competencies were collected using the instrument of Kyndt et al. (2014), which includes the scales of work organisation, cooperation ability, professional attitude, problem solving, active listening, empathy and assertiveness. As suggested by Kyndt et al., (2014), a separate scale measuring participants’ willingness to learn was developed and added to the instrument as well as two items measuring participants’ excessive usage of mobile phones and flexibility at work.
Secondly, data about the socio-emotional characteristics of the students’ experienced vocational learning environment were collected with the instrument of Soini et al. (2015). This instrument measures to what extent the students consider their educators to provide them with social support, recognition, a positive climate for learning and equal treatment.
Sample and data analysis
Data collection took place between November 2020 and February 2021. The questionnaire was presented to 1,060 IVET students, of which 132 voluntary students completed it (12.5%). 112 participants were male and 13 were females, 3 ‘other’ and 4 did not want declare their gender. The mean age was 22.5 years (SD = 8.87; range: 18-55). As regards data analysis, means, standard deviations, Cronbach’s alphas and bivariate correlations were first calculated for the scales. Then, a structural equation modelling (SEM) strategy was applied to test the hypotheses. Due to the relatively small sample, the scales were used as composite variables (based on mean) to limit the number of model parameters. A robust MLR procedure also helped to endure non-normality.
Conclusions, Expected Outcomes or FindingsThis study succeeded to yield valuable information about the examined phenomena with the help of already validated survey instruments (cf. Kyndt et al., 2014; Soini et al., 2015). However, the relatively small sample (N=132) and response rate (12.5%) raise the question whether only the most active and motivated students answered the survey. Also, due to the small sample an item-level SEM was not possible but composite variables based on scale means had to be used.
According to the results, IVET students’ domain-general competencies consisted of work organisation, cooperation ability, professional attitude, problem solving, willingness to learn, active listening, empathy and assertiveness. Students’ experienced learning environment consisted of social support, recognition, equality and a positive climate for learning.
Students assessed their level of competencies to be relatively high; similarly, they gave high ratings for their experienced vocational learning environment. High-achieving students tend to have strong self-esteem and self-efficacy beliefs; therefore, they may better exploit the resources in their learning environment and learn effectively (Lüthi et al., 2021). Still, the question remains whether the non-participating students would have assessed their level of competencies or their experienced vocational learning environment as high. This is a task for future research, especially because technical-trade employers and educators have commonly criticised IVET graduates’ level of competencies (Löfgren et al., 2020, 2022).
Our findings further showed that a vocational learning environment may greatly contribute to student learning of domain-general competencies (R2 =.48) if the educators provide students with social support, recognition for student endeavours, equal treatment and a positive climate for learning. This finding is in line with earlier research (e.g., Lüthi et al., 2021; Virtanen et al., 2014) and strengthens the view that IVET students learn competencies better in a high-quality learning environment.
ReferencesBillett, S. (2014). The standing of vocational education: sources of its societal esteem and implications for its enactment. Journal of Vocational Education & Training, 66(1), 1–21. https://doi.org/10.1080/13636820.2013.867525
Gekara, V., & Snell, D. (2018). Designing and Delivering Skills Transferability and Employment Mobility: The Challenges of a Market-driven Vocational Education and Training System. Journal of Vocational Education & Training, 70(1), 66–84. https://doi.org/10.1080/13636820.2017.1392996
Kyndt, E., Janssens, I., Coertjens, L., Gijbels, D., Donce, V., & Van Petegem, P. (2014). Vocational Education Students’ Generic Working Life Competencies: Developing a Self-Assessment Instrument. Vocations and Learning, 7, 365–392. https://doi.org/10.1007/s12186-014-9119-7
Löfgren, S., Ilomäki, L., & Toom, A. (2020). Employer Views on Upper-Secondary Vocational Graduate Competences. Journal of Vocational Education and Training, 72(3), 435–460. https://doi.org/10.1080/13636820.2019.1635633
Löfgren, S., Ilomäki, L., & Toom, A. (2022). Teachers’ perceptions on relevant upper-secondary vocational graduate competencies and their development. Nordic Journal of Vocational Education and Training, 12(2), 98–125. https://doi.org/10.3384/njvet.2242-458X.2212298
Lüthi, F., Stalder, B. E., & Elfering, A. (2021). Apprentices’ Resources at Work and School in Switzerland: A Person-Centred Approach. International Journal for Research in Vocational Education and Training, (8)2, 224–250. https://doi.org/10.13152/IJRVET.8.2.5
Nylund, M., & Gudmundson, B. (2017). Lärare eller hantverkare? Om betydelsen av yrkeslärares yrkesidentifikation för vad de värderar som viktig kunskap på Bygg-och anläggningsprogrammet [Teacher or craftsman? The importance of vocational teachers’ professional identification for what they regard as important knowledge in the Building and construction programme]. Nordic Journal of Vocational Education and Training, 7(1), 64–87. https://doi.org/10.3384/njvet.2242-458X.177164
Nägele, C., & Stalder, B.E. (2017). Competence and the Need for Transferable Skills. In M. Mulder (Ed.), Competence-Based Vocational and Professional Education: Bridging the Worlds of Work and Education (pp. 739–753). Cham: Springer. https://doi.org/10.1007/978-3-319-41713-4_34
Panadero, E., Garcia, D., & Fraile, J. (2019). Self-assessment for learning in vocational education and training. In S. McGrath, M. Mulder, J. Papier and R. Suart (Eds.), Handbook of Vocational Education and Training: Developments in the Changing World of Work (pp. 1359–1370). Cham: Springer International Publishing.
Soini, T., Pietarinen, J., Toom, A., & Pyhältö, K. (2015). What contributes to first-year student teachers’ sense of professional agency in the classroom? Teachers and Teaching: theory and practice, 21(6), 641–659. https://doi.org/10.1080/13540602.2015.1044326
Virtanen, A., Tynjälä, P. & Eteläpelto, A. (2014). Factors promoting vocational students’ learning at work: study on student experiences. Journal of Education and Work 27(1): 43–70. https://doi.org/10.1080/13639080.2012.718748
02. Vocational Education and Training (VETNET)
Paper
Integrating General Subjects into Vocational Lessons Teaching in German VET-Schools
Andreas Saniter, Ana Rovai
Uni Bremen, Germany
Presenting Author: Saniter, Andreas
In Germany, teachers traditionally study two subjects, for regular schools for example physics and English. In vocational education and training (VET), for example metalworking and English. This is in line with teaching at regular schools: Students have lessons in ~10 subjects each week and each teacher is responsible for two subjects. In VET-schools, this classical structure of teaching was replaced successively since the late 1990s by the so-called “learning field” approach (Lernfeldansatz, cp. for example KMK 2007). In this teaching approach, apprentices only have lessons in their vocation, subdivided into 10-15 (depending on the vocation) consecutive learning fields distributed over three years. General subjects like “[m]athematical and scientific content, technical contents, safety information and economics, business administration and ecological aspects should be imparted in an integrative manner within the learning fields” and “40 hours of English language objectives and contents are integrated into the learning fields” (BIBB 2015). In the first ten years after this re-structuring, many generic papers on learning fields have been published (cp. for example Fischer 2004, Straka 2005, Deitmer 2007).In the last years, nonetheless, the scientific and pedagogical discussions became rather quiet. Now, more than 25 years after this paradigmatic shift, it is time to explore its introduction, success, possible weaknesses and development potentials – and to work on the latter. Our research questions, exemplarily for the general subjects of physics and English, are:
* How advanced is the implementation of the learning fields on meso-level in the technical VET-schools in the German federal state of Bremen?
* Are there any concrete concepts or collections of examples of apparent good practice that could support VET-teachers in teaching accordingly?
* How does the implementation on micro (teaching)-level take place?
* From the perspective of the teachers, where are the deficits and how could they be overcome?
Although the empirical part of the study focusses on one country, only, we expect that the paper could help improving VET-teaching and VET teacher education in other countries, as well – and vice-versa, so that we could learn from the experiences made in other countries represented by delegates in the audience.
Methodology, Methods, Research Instruments or Sources UsedTo work on the first question, we performed desk research, referring to all publications on legislative, administrative, pedagogical and research level about learning fields in the German federal state of Bremen (and beyond). Additionally, also focusing on the second question, we interviewed the delegates for physics and respectively English of four respective all five technical VET-schools in Bremen and the representatives of the regulating authority. The research method applied to answer the third question was participating observation in VET teaching. The findings from the first three methods set the basis for the work on the fourth question: developing, testing and improving examples of apparent good practice via design based research (DBR).
Conclusions, Expected Outcomes or FindingsFormally, the learning field approach is implemented in the technical VET-schools in Bremen. This means that no separate lessons for general subjects exist anymore – with the partial exemption of English: few schools still offer separate lessons as they experienced that their technical teachers cannot impart English. However, neither concrete concepts for implementation nor collections of apparent good practice exist. Accordingly, the implementation on micro-level depends on the interests and strengths of each single teacher. If a teacher is good in physics, for example, or even had physics as second subject during higher education career, physical concepts are explained. Otherwise, all physics-teaching potentials when tackling “energy”, “force”, “impetus”, “tension”, “current” etc. from a technical perspective are wasted during the lessons. The same applies for English: most teachers do not feel confident working in a foreign language and thus ignore their task to impart it. It became very clear that the teachers have the feeling that they have been left alone with the task of implementing the learning fields. They seek support on a low-threshold level, which means no additional policy papers any more, but examples of apparent good practice. Thus, we started to develop, test and improve a couple of learning sequences, integrated in learning situations for technical subjects, for English and physics that we would like to present on the ECER 2023 – to collect feedback from a broader audience.
ReferencesBIBB (2015): Ordinance on vocational education and training in the industrial mechanic. https://www.govet.international/dokumente/pdf/Industriemechaniker_Zerspanungsmechaniker_Uebersetzung_AO_RLP(1).pdf (consulted 26.01.23).
Deitmer, L. (2007): Die Einführung des Lernfeldkonzeptes in der beruflichen Erstausbildung – Definition/Ziel des Konzeptes, Erwartungen, Auswirkungen auf Curricula, Schulorganisation, Unterrichtsgestaltung und Lernortkooperation, Handlungsschritte zur Einführung, Ausblick. In: Kreklau, Sieger (Hrsg.): Handbuch der Aus- und Weiterbildung, 181 Erg.-lfg., Unterschleißheim/München: Wolters Kluwer Deutschland.
Fischer (2004): Grundprobleme didaktischen Handelns und die arbeitsorientierte Wende in der Berufsbildung. Berufs- und Wirtschaftspädagogik online. http://www.bwpat.de/ausgabe4/fischer.shtml (consulted 26.01.2023).
KMK (2007): Handreichung für die Erarbeitung von Rahmenlehrplänen der Kultusministerkonferenz für den berufsbezogenen Unterricht in der Berufsschule. https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/2007/2007_09_01-Handreich-Rlpl-Berufsschule.pdf (consulted 26.01.2023).
Straka (2005): Prüfungen und Standards in der beruflichen Bildung. Die KMK-Handreichungen zur Erarbeitung von Rahmenlehrplänen - eine kritische Reflexion zum zehnten Jahrestag. Berufs- und Wirtschaftspädagogik online. https://www.bwpat.de/ausgabe8/straka_bwpat8.shtml (consulted 26.01.2023).
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