Conference Agenda

Our research topic is observation-based and collaborative learning, forms of informal learning, among students preparing for an ISCED level 3 qualification, and among the students and adults they observe. We are looking for answers to the question of the extent to which this type of learning is present in the lives of apprentices. The target group of the survey is young apprentices in 3-year apprenticeship in Hungary and Poland, who obtain an ISCED level 3 qualification at the end of their studies, and who do not have direct access to higher education. We are studying this group of students because they often experience difficulties with formal learning, and teacher feedback suggests that informal learning can often be more effective for them. A further reason for focusing on them is that little attention is paid to lower secondary VET (Benke & Rachwał, 2022) where young people are often disadvantaged in many respects, many of whom drop out and often end up in vulnerable groups of workers after leaving shool.

According to Werquin (2008), informal learning can be part of the process of practicing cognition and mastery, including observing and assisting in task-related operations. It includes performing and practicing tasks with others, communicating about the task before it is performed, planning the task, discussing the main steps, distributing tasks, and finally discussing and evaluating the results.

Our research focuses on how students observe work-process by observing apprentices and experienced adults at work, watching professional programmes on television and the internet. We research also their communication and collaboration on work tasks and their joint practice based on apprentices' perceptions.

The theories of Connectivism Learning Theory, Situated cognition, and Social Learning Theory were invoked mainly as the theoretical background for the research. According to the Connectivism Learning Theory, learning occurs in a variety of ways and forms, through communities of practice, personal networks, and the completion of work-related tasks (Siemens, G. 2004, 2018). We derive our competence from forming connections. The extension of a personal network creates new ways for gathering new knowledge. Other people’s experiences become the surrogate for our new knowledge. The Connectivism Learning Theory emphasizes that the newest generation of students is generally strongly linked to social media and online collaborative tools. In recent years, a new group of learners appeared who are considered part of the 'digital native' or the 'net generation'. The human experience is infinitely varied, so there are many approaches to media and learning in particular (Downes, 2010). According to Situated cognition, learning happens within situational contexts. Students can acquire knowledge from observing others and making practice. Situated learning occurs in the context of the experience. Situational learning places great emphasis on relationships and interactions with others to build understanding. Situational learning works to develop the role of the student within the greater community (Brown et al., 1989; Lave & Wenger, 1991, Billett, 1996). Bandura's (1986) social learning theory of learning through model observation and imitation provides also useful theoretical background for studying learning from others. We also refer to Boschma (2005) who draws attention to the five dimensions of proximity, which he defines as cognitive, organizational, social, institutional, and geographical proximity. He claims that without proximity, two potential partners cannot learn from each other. At least one of the above five dimensions must be met for the process of learning from each other to take place. A similar finding is made by Lengyel (2012) who points out that the further apart two partners are from each other on the social network, the more difficult they can learn from each other.

Early leaving from education, including vocational education and training (VET) pathways, is a challenge for European policymakers and educators. In Estonia, most early leavers from education and training fail at the transition from compulsory primary education to general or vocational upper secondary education (Kallip & Heidmets, 2017). In VET, students mostly drop out during their first year of studies (Musset et al., 2019). Successful educational transitions are vital, as these have long-term consequences - early school leavers have a higher risk of unemployment, poverty or social exclusion (Kallip & Heidmets, 2017).

To address the described problems, Estonian vocational schools have since 2016 implemented the Choice of profession training (CoPT). It is an introductory transition program aiming to develop key competencies, provide positive learning- and work experience, and enable young people to familiarize themselves with different professions to support them in making informed choices in their further educational pathway (Kinkar et al., 2019). Starting as a project-based educational intervention, in 2019, CoPT became a permanent part of the vocational education system (Standard of Vocational Education, 2019).

CoPT can be seen as what Schmid (2020) describes as a preparatory VET program not leading to a specific qualification while offering studies in general subjects and guided opportunities to explore different specialties. The half-year program addresses the needs of those uncertain about their career choice and who have dropped out of school or need supplementary preparations for continuing their studies. There is no primary education requirement for students enrolling in CoPT. While the 30-credit point program does not provide a formal qualification, it develops learning outcomes equivalent to the second qualification level according to the European Qualification Framework (EQF). The curriculum must include at least 70% practical training in different specialities. The remaining 30% of the curriculum covers the core studies reserved for upgrading students’ knowledge in general subjects and developing the following key competencies: learning-, communication-, self-determination, performance-, information technology-, initiative, and entrepreneurial competence (Standard of Vocational Education, 2019).

Young people transitioning to VET can come from diverse backgrounds and have a wide range of needs and challenges. The transition is a significant event in a youngster's life, and it is essential that they are equipped with the key competencies necessary to navigate this transition successfully. The lack of maturity required for successful vocational training and insufficient personal and social skills contribute to the spectrum of risk factors in students’ transition to VET (Peinemann, 2019) and the teachers and specialists perceive the heterogeneity of the students in the transition programs often as a challenge (Jäppinen, 2012).

The number of young people participating in CoPT has increased almost tenfold (from 30 to over 300) since 2019 (HaridusSilm, s.a.). However, there needs to be more research about the youngsters encountering themselves in CoPT and the key competencies they need. Therefore, the study aimed to determine the CoPT coordinator’s perceptions of the learners in CoPT and about developing their key competencies. We chose the perspective of program coordinators, as according to our previous study (Roos et al., 2021), they have a central role in supporting CoPT learners in the program: in addition to coordinating the support network of many specialists (VET teachers, special education teachers, social pedagogues and others), they are often student’s primary trusted person in CoPT.

Two research questions emerged: (1) how do the coordinators describe a group of CoPT learners; and (2) which key competencies do they consider essential for those students’ development?