02. Vocational Education and Training (VETNET)
Paper
Conditions for Successful Adult Learning Systems at Local Level: Creating a Conducive Socio-spatial Environment for Adults to Engage in Learning
Simon Broek1,2, Maria Anna Catharina Theresia Kuijpers1, Judith Hilde Semeijn1, Josje van der Linden3
1Open University (NL); 2Ockham-IPS (NL); 3University of Groningen
Presenting Author: Broek, Simon
The European policy landscape urges a commitment to lifelong learning for all adults, emphasizing its benefits at individual, societal, and economic levels (e.g. Council of the European Union, 2021; European Commission, 2017; Ministerie van Sociale Zaken en Werkgelegenheid & Ministerie van Onderwijs, Cultuur en Wetenschap, 2018). To achieve this, inclusive and attractive learning systems are essential, necessitating individual responsibility and agency towards learning. The central research question arises: What kind of socio-spatial environment is required to activate adults to learn? This literature review aims to conceptually explore the components of a conducive socio-spatial environment for adult learning, identifying success factors that can inform the development of inclusive learning systems.
The literature review focuses on vulnerable adults, those lacking resources to overcome difficulties independently. Adult learning, broadly encompassing formal, non-formal, and informal types, serves diverse purposes like personal development, leisure, and career support. Emphasizing lifelong development (Kuijpers et al., 2019; Kuijpers & Draaisma, 2020), the review draws on the capability approach to assess if individuals have the freedom to aspire to learning and if conversion factors facilitate turning this capability into actual learning.
The review adopts a three-level framework (micro, meso, macro) to analyse factors influencing adult learning participation (Boeren, 2017; von Hippel & Tippelt, 2010). At the micro-level, individual agency is crucial, where factors like aspirations, competence, and autonomy influence learning. Learning is seen as a socially embedded process, emphasizing the importance of the social context and communities in triggering change or supporting learning. The meso-level considers the socio-spatial learning infrastructure that activates adult learners, connecting macro-level policies to specific interventions at the local level.
At micro level, individual agency, comprising aspirations and competence, interacts with the social context in determining the willingness of adults to learn. A capability approach is employed to assess the freedom to aspire to learning and the presence of conversion factors for actual learning.
This meso-level looks at the whole socio-spatial learning infrastructure that activates a learner (Rutten & Boekema, 2012). This level examines the wider learning infrastructure beyond education providers, including material, discursive, social, and technological mechanisms. The meso-level is critical in operationalizing macro-level policies into interventions responding to specific adult learning needs in a socio-spatial context.
Given this multi-level framework, the central research question is: How can the socio-spatial environment activate a vulnerable person to learn, and what conditions constitute such an activating environment at meso-level? Three sub-questions support the investigation: 1) What conditions are needed to reach potential adult learners and engage with them? 2) What conditions are necessary in a socio-spatial environment to develop an effective infrastructure? 3) What should be prioritized in terms of policies to support the conditions for an effective infrastructure? The literature review navigates through micro and meso-level factors to answer the research question, aiming to identify conditions facilitating the creation of a conducive socio-spatial environment for adult learning. The analysis is expected to inform policy and practice, enhancing existing socio-spatial environments to activate adults to learn.
Methodology, Methods, Research Instruments or Sources UsedThe methodology employed for the literature review aimed to identify conditions contributing to a conducive socio-spatial environment for adult learning. The process involved a systematic search, screening, and analysis of relevant articles and reports.
The literature review initiated with a comprehensive search on Web of Science, utilizing combinations of keywords such as "learning cities," "region," "community," "success," "lifelong learning," "governance," "partnership," "lifelong," and "conducive." The objective was to cast a broad net and capture articles addressing adult learning, lifelong learning, and socio-spatial dimensions.
The initial search yielded a long-list of 107 articles. The screening process involved examining article titles and summaries to identify relevance. Additionally, bibliographies of the initially identified articles were explored to uncover further relevant sources. Reports from international organizations focusing on conditions for effective lifelong learning systems were also considered. This thorough screening resulted in a refined selection of 70 articles and reports for further examination.
Atlas TI was employed as the tool for analysing the 70 selected articles and reports. This software facilitates systematic coding and categorization of qualitative data, allowing for a comprehensive examination of the identified sources.
The 70 sources were categorised into three distinct strands aligning with the three sub-questions introduced earlier. The first strand focused on specific institutions, particularly local learning centres. Two articles and one report were identified within this strand, delving into the factors that contribute to the success of these organisations. The second strand concentrated on learning cities and communities, with a specific emphasis on the infrastructural dimension. Twelve articles and reports were analysed within this strand to comprehend the success factors of learning communities and cities. The third strand delved into the conditions of successful adult learning policies, scrutinising aspects pivotal for establishing effective policies and interventions. In total, eight articles and reports were considered in this strand.
The three strands exhibit a logical division in terms of scope. The first strand addresses institutional aspects, the second explores the interplay between institutions and socio-spatial environments, and the third focuses on policy and governance-related aspects. This division ensures a comprehensive and systematic examination of various dimensions influencing the creation of conducive socio-spatial environments for adult learning.
Conclusions, Expected Outcomes or FindingsThe starting point of the review involved situating the individual learner within their social context at the micro-level and analysing the necessary systems and interventions at the meso-level to activate them. Drawing from earlier research at the micro-level (Broek et al., 2023), a set of factors influencing learning, including agency-factors, personal circumstances, and various social environments, was identified. The review concentrated on meso-level conditions, led to the identification of characteristics essential for conducive learning environments.
As system characteristics, building conducive learning environments necessitates governance, political will, and partnerships to address broader social challenges hindering adult aspirations to learn. Sustainable funding and flexible approaches are crucial. Partnerships between adult learning providers and supporting institutions, both within and outside social domains, are pivotal for creating a comprehensive infrastructure. Monitoring and evaluation systems need to go beyond measuring participation rates.
At the intervention level, a holistic approach requires sensitivity in reaching out to adults, addressing challenges in intake procedures, creating motivating learning environments, providing tailored guidance services, and ensuring progression. Professionals in the field, must exhibit a high level of professionalism to engage with diverse learner groups, build partnerships, and solve problems.
The synthesis of identified conditions at the system and intervention levels forms a socio-spatial infrastructure that stimulates adults to learn within their specific social context. Bringing together success factors from diverse perspectives enriches existing overviews, providing a holistic understanding.
The literature review establishes the groundwork for an empirical approach to study socio-spatial environments' ability to activate individuals and engage with their communities. The identified success factors can serve as a foundation for developing a framework to assess regional or local policies and measures in developing learning-conducive environments for all adults, including those not yet positioned to learn.
ReferencesBelete, S., Duke, C., Hinzen, H., Owusu-Boampong, A., & Khau, H. P. (2022). Community Learning Centres (CLCs) for Adult Learning and Education (ALE): Development in and by communities. International Review of Education, 68(2), 259-290. https://doi.org/10.1007/s11159-022-09954-w
Biesta, G. (2006). Beyond learning: Democratic education for a human future. Paradigm Publishers.
Boeren, E. (2017). Understanding adult lifelong learning participation as a layered problem. Studies in Continuing Education, 39(2), 161-175. https://doi.org/10.1080/0158037X.2017.1310096
Borkowska, K., & Osborne, M. (2018). Locating the fourth helix: Rethinking the role of civil society in developing smart learning cities. International Review of Education, 64(3), 355-372. https://doi.org/10.1007/s11159-018-9723-0
Broek, S. D., Linden, J. V. D., Kuijpers, M. A. C. T., & Semeijn, J. H. (2023). What makes adults choose to learn: Factors that stimulate or prevent adults from learning. Journal of Adult and Continuing Education, 147797142311696. https://doi.org/10.1177/14779714231169684
Byun, J., & Ryu, K. (2012). Changes in Regional Communities: The Case of the Republic of Korea’s Lifelong Learning City Project. Advances in Developing Human Resources, 14(3), 279-290. https://doi.org/10.1177/1523422312446057
Downes, P. (2011). Community Based Lifelong Learning Centres: Developing a European Strategy Informed by International Evidence and Research. Research Paper for European Commission Network of Experts on the Social aspects of Education and Training (NESET) Cardiff University.
Duke, C. (2010). Learning Cities and Regions. In International Encyclopedia of Education (pp. 144-149). Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.00032-4
Facer, K., & Buchczyk, M. (2019b). Understanding Learning Cities as discursive, material and affective infrastructures. Oxford Review of Education, 45(2), 168-187. https://doi.org/10.1080/03054985.2018.1552581
Field, J. (2006). Lifelong learning and the new educational order (2nd rev. ed). Trentham Books.
Kuijpers, M., & Draaisma, A. (2020). Loopbaangericht leven lang ontwikkelen: Economisch en zingevingsperspectief voor nu en de toekomst : onderzoeksrapport. Bijzondere Leerstoel Leeromgeving & -loopbanen. https://leerloopbanen.nl/media/57e00871-5afa-40f5-b592-c9aacd336003
Nussbaum, M. (2013). Creating capabilities: The human development approach (1. paperback ed). Belknap Press of Harvard Univ. Press.
Rutten, R., & Boekema, F. (2012). From Learning Region to Learning in a Socio-spatial Context. Regional Studies, 46(8), 981-992. https://doi.org/10.1080/00343404.2012.712679
Sen, A. (1999). Development as freedom (1. Anchor Books ed). Anchor Books.
van der Veen, R., & Wildemeersch, D. (2012). Diverse cities: Learning to live together. International Journal of Lifelong Education, 31(1), 5-12. https://doi.org/10.1080/02601370.2012.636570
von Hippel, A., & Tippelt, R. (2010). The role of adult educators towards (potential) participants and their contribution to increasing participation in adult education—Insights into existing research. European Journal for Research on the Education and Learning of Adults, 1(1-2), 33-51. https://doi.org/10.3384/rela.2000-7426.rela0012
02. Vocational Education and Training (VETNET)
Paper
Policymaking for Linguistic and Cultural Diversity in Vocational Education and Training in Ireland: a documentary analysis
Lorraine Downey
Trinity College Dublin, Ireland
Presenting Author: Downey, Lorraine
In recent decades Ireland has become a much more culturally and linguistically diverse society, experiencing considerable inward migration driven by economic, political, social and cultural factors. Simultaneously, education systems have been experiencing significant reform with an increased focus on inclusive education and mitigating educational and social disadvantage. Data from the national funding agency for further education and training (FET) in Ireland shows that over 20% of learners enrolled in FET programmes are from migrant backgrounds (SOLAS, 2021). However, in stark contrast to the growing body of literature exploring cultural and linguistic diversity in the compulsory education system in Ireland (e.g., Smyth et al, 2009; Devine, 2011; Rodríguez-Izquierdo and Darmody, 2017), research related to multilingual learners in the further education and training sector is limited.
A review of the international literature exploring the participation of learners from linguistically and culturally diverse backgrounds in vocational and post compulsory education systems in Europe, North America and Australia identified several barriers or enablers to participation and success for multilingual learners; linguistic (e.g. Kanno & Varghese, 2010; Rusert &Stein, 2023), pedagogical (e.g. Choy &Warvik, 2019; Rosvall et al, 2018), sociocultural (Onsando &Billett, 2009), psychological (Ben-Moshe et al, 2008), informational (Atanasoska and Proyer, 2018; Morrice et al, 2020), financial (Chadderton and Edmonds, 2015; Jeon, 2019), and structural (Atanasoska and Proyer, 2018).
This paper seeks to establish (1) how multilingual learners are reflected in macro-level de jure education policy related to Further Education and Training in Ireland and (2) to what extent the policy literature addresses barriers to participation for this cohort. In total, 17 documents were selected based on a purposive sampling strategy. Analysis of the documents was conducted using a priori codes derived from the literature on barriers and bridges to participation in vocational education settings for multilingual learners from ethnoculturally diverse backgrounds. While linguistic concerns constitute the most frequently referenced policy recommendations, little consideration is given to the inter-related factors which contribute to success or distress for this cohort of learners.
Methodology, Methods, Research Instruments or Sources UsedThis qualitative research was undertaken to address one research question in a broader doctoral study, namely:
RQ: How are multilingual learners in Further Education and Training reflected in de jure policy at a macro level in Ireland?
The study utilised a documentary analysis applied to de jure education policies and education-adjacent policy in the Republic of Ireland. Documentary analysis of policy documents as a qualitative research method has many advantages to the researcher (Bowen, 2009; Cardno, 2018) while also aiding triangulation of data and adding to methodological rigour.
A purposive sampling strategy was applied based on several criteria. The policy documents selected for inclusion related to further and/or adult education in general or specifically addressed integration, literacy, or language. All documents were available publicly, were published since the establishment of the Education Act in 1998. The rationale for the final criterion was two-fold; the Education Act was the first policy instrument across the education system which specifically addresses educational disadvantage and set in motion the introduction and resourcing of numerous policy initiatives in the intervening decades to address underserved populations in the education system. Secondly, the late 1990s marked the beginning of the economic boom known as the Celtic Tiger and the first wave of significant immigration to Ireland. In the intervening 25 years, there has been considerable reform in education, not least in further education and training.
In selecting the documents for inclusion in the sample, the definition of policy was considered. Cardno posits that policy “… in its simplest sense is a guideline for action that is underpinned by a belief system associated with a particular value set normally aligned with a political or ideological position” (Cardno, 2018:624). The documents selected for the study represented a range of official documents that include strategies, acts, white papers and working papers. All documents were designed to inform, shape and/or direct future policy development and practice, be it sectorally or nationally.
In total 17 documents were selected for inclusion in the sample, based on the criteria set out previously. The documents were initially reviewed to aid familiarization and then coded using thematic analysis (Braun & Clarke, 2006; 2021) utilising à priori codes which were derived from the literature, allowing for emergent themes.
Conclusions, Expected Outcomes or FindingsAnalysis of the nomenclature used to describe learners from diverse migration backgrounds in the policy literature demonstrates a recurring trend to describe learners from migrant backgrounds in deficit terms (e.g. non-English speakers, non-native non-English speaking, low-skilled etc) and suggests a conflict in the inclusive values espoused in policy.
While recommendations addressing language barriers dominate the policy discourse, little consideration is given to the role in which the education system plays in addressing and removing the non-linguistic barriers experienced by migrant learners in FET.
ReferencesAtanasoska, T. and Proyer, M. (2018) On the brink of education: experiences of refugees beyond the age of compulsory education in Austria, European Educational Research Journal, 17 (2), 271-289
Ben-Moshe D, Bertone S and Grossman M (2008) Refugee access and participation in tertiary education and training. Institute for Community Ethnicity and Policy Alternatives (ICEPA) Victoria University. Melbourne.
Cardno, C. (2018). Policy document analysis: A practical educational leadership tool and a qualitative research method. Kuram ve Uygulamada Eğitim Yönetimi, 24(4), 623-640. doi: 10.14527/kuey.2018.016
Chadderton, C. and Edmonds, C. (2015) ‘Refugees and access to vocational education and training across Europe: a case of protection of white privilege?’ Journal of Vocational Education and Training, 67 (2), 136-152
Choy, S. and Wärvik, G.-B. (2019) Integration of learning for refugee and migrant students: VET teachers’ practices through practice theory lens, Journal of Vocational Education & Training, 71(1), 87-107
Kanno, Y & Varghese, M.M. (2010) Immigrant and Refugee ESL Students’ Challenges to Accessing Four-Year College Education: From Language Policy to Educational Policy, Journal of Language, Identity & Education, 9:5, 310-328, DOI: 10.1080/15348458.2010.517693
Rodríguez-Izquierdo,R. and Darmody, M. (2017) Policy and Practice in Language Support for Newly Arrived Migrant Children in Ireland and Spain, British Journal of Educational Studies, 1-17 DOI: 10.1080/00071005.2017.1417973.
Rusert, K & Stein, M. (2023) Chances and discrimination in dual vocational training of refugees and immigrants in Germany, Journal of Vocational Education & Training, 75:1, 109-129, DOI: 10.1080/13636820.2022.2148118
02. Vocational Education and Training (VETNET)
Paper
Increasing the Attractiveness of Vocational-Education-Training Through Higher Vocational-Education-Training Qualification Offers in Germany? Perspectives of Young People with Higher-Education-Entrance-Qualification.
Kathrin Petzold-Rudolph, Dina Kuhlee, Madita Kunze
Otto-von-Guericke-Universität Magdeburg, Germany
Presenting Author: Petzold-Rudolph, Kathrin
Vocational education and training (VET) is of central importance in Germany concerning economic development and social integration. The demand for VET among young people, however, has systematically declined in recent decades, a trend that had even intensified in the pandemic context (BIBB 2023). One reason is the demographic trend in Germany reflected in declining numbers of school leavers. These days, young people increasingly aim for school-leaving certificates on a high level and show a high tendency to enter a HE study programme afterwards (BMBF 2023). If they decide for a VET qualification, they do so preferably in the commercial field rather than in the technical field or in STEM professions (BIBB 2023). This indicates that VET appears to lack appeal, particularly for high-achieving young people (Hoffmann & Henty-Huthmacher, 2015, p. 3; BIBB, 2023).
In view of the increasing requirement levels in STEM professions (Warning & Weber, 2017; Arntz et al., 2020), there is a decreasing motivation among young people to take up such a profession. In addition, from the companies’ perspective, they are often not up to the requested requirements (Kuhlee et al., 2022, p. 673). In particular, there is a lack of suitable high-achieving applicants holding an HE entrance qualification in demanding technical training occupations. Therefore, these young people are considered as an important target group for image campaigns and innovation approaches in VET in order to meet the demand for skilled workers with vocational qualifications (Kroll, 2018, p. 132; BIBB, 2023). Taking this into account, the 17 projects within the InnoVET initiative of the Federal Ministry of Education and Research (BMBF) aim to design new higher VET qualifications focussing on industrial and technical fields in particular. The aim is to strengthen VET through further education and training courses – partly dovetailed with academic education - and thus to increase the attractiveness of VET.
But what makes VET attractive to young people? What makes a vocational career pathway attractive compared to an academic one? What do young people think about these newly designed vocational programmes? Can these programmes influence young peoples’ decision in favour of a vocational training and career pathway? These questions have neither been the focus of the InnoVET projects nor of empirical studies (Neu, 2021) and against this background are getting investigated more deeply in this paper. Based on empirical data from the research project GInnoVET, the paper discusses parameter of attractiveness of VET from the perspective of young people, presents the central design features of the newly designed qualification programmes and discusses the extent to which these programmes could influence the decision of young people for a VET pathway.
The theoretical background gets provided mainly through expectancy-value models (e. g. Eccles, 2011). The basic idea behind such models is that an educational pathway is favoured when it has a high subjective value and therefore also a high perceived benefit for the person and when at the same time the person expects to be able to achieve this option successfully. Personal, social and institutional factors are relevant for the respective assessment of the subjective value and the expectation of success (Schnitzler, 2019).
A distinction can also be made between influencing factors that arise from the training phase itself and those that arise from the future prospects associated with a successfully completed VET programme (Neu, 2021). According to Heublein et al. (2018), aspects of the training conditions and having the opportunity to shape the training conditions oneself can be subsumed under attractiveness during VET qualification. However, after completing the qualification, expectations of the labour market, aspects of professional self-realisation and skills acquisition become relevant for participants.
Methodology, Methods, Research Instruments or Sources UsedAgainst the background of the model approach outlined, one of the objectives of the conducted research is to identify relations between design features of the VET programmes, the perceived attractiveness of such training programmes and the possible choices made by young people. The collection of empirical data follows an exploratory research design, taking into account a mixed-method approach. In a first step, a total of 12 problem-centred interviews were conducted in spring 2023 with young people who had opted for VET or for a HE degree course in a technical subject area after gaining their HE entrance qualification in order to record the individual views of young people with regard to the essential features of attractiveness in terms of VET. The generated data corpus of 217 pages of transcript material was coded and analysed using a structuring content analysis (Mayring 2019) considering a deductive-inductive approach. A consensual procedure was used to ensure quality.
Based on the findings generated in the first step and the theoretical considerations presented, a questionnaire study of trainees and students in industrial-technical disciplines is currently being conceptualised and implemented in a second step focussing on the federal states of Bavaria, Baden-Wuerttemberg, Hesse, North Rhine-Westphalia, Hamburg, Saxony and Saxony-Anhalt. Against the background of the research objective outlined above, the analysis will draw on group comparisons between VET trainees and HE students with regard to their educational choices, their assessments of essential attractiveness parameters of vocational training and academic education and their assessment patterns for the innovation approaches mentioned in particular.
Conclusions, Expected Outcomes or FindingsBased on the interview data, factors among young people with a HE entrance qualification linked to the decision for VET were identified. It becomes apparent that next to influences from the social and regional environment, the vocational orientation process and the young people's assessment of costs, benefits and opportunities are relevant, too.
The young people surveyed – undertaking VET - rated a strong practical relevance, the physical nature of the work and the immediate usefulness of what they learn during the VET as particularly positive. They are also attracted by a certain degree of financial independence thanks to the received salary, a good work-life balance as well as the fact that they are able to remain in their regional and known social environment. The majority of interviewees believe that it is easier to finance an apprenticeship coming along with a salary rather than a degree programme.
With regard to the expectations of young people, only those interested in VET appear to have a high expectation of the benefits linked to a VET qualification. They rate their chances of success for a HE degree significantly lower than students interested in such programmes. Good grades and a high self-assessed probability of success with regard to HE degree programmes, on the other hand, reduce the probability of undertaking a VET pathway. After completing a VET, job security, an expected immediate integration into labour market and further training options appear to be important decision criteria for young people with a HE entrance qualification.
Against the background of the findings generated from the questionnaire survey, the qualitative findings are critically positioned and reflected upon in the paper. Conclusions on the attractiveness of VET in relation to academic education are drawn, and the possible increase in attractiveness on the basis of innovation approaches in VET are discussed.
ReferencesArntz, M., Gregory, T. & Zierahn, U. (2020). Digitalisierung und die Zukunft der Arbeit. Wirtschaftsdienst 100(13), 41–47.
Bundesinstitut für Berufsbildung (BIBB) (2023). Datenreport zum Berufsbildungsbericht 2023. Informationen und Analysen zur Entwicklung der beruflichen Bildung.
Bundesministerium für Bildung und Forschung (BMBF) (2023). Bildung in Deutschland 2022.
Eccles, J. S. (2011). Gendered educational and occupational choices: Applying the Eccles et al. model of achievement-related choices. International Journal of Behavioral Development, 35, 195–201.
Heublein, U., Hutzsch, C., König, R., Kracke, N. & Schneider, C. (2018). Die Attraktivität der beruflichen Bildung bei Studienabbrecherinnen und Studienabbrechern. Band 18 der Reihe Berufsbildungsforschung. Bundesministerium für Bildung und Forschung (BMBF).
Hoffmann, E. & Henry-Huthmacher, C. (2015). Vorwort. In: C. Henry-Huthmacher & E. Hoffmann (Hrsg.), Duale Ausbildung 2020. 19 Fragen & 19 Antworten (p. 3–4). Konrad-Adenauer-Stiftung.
Kroll, S. (2018). Vorbildung der Auszubildenden mit Neuabschluss. In: BIBB – Bundesinstitut für Berufsbildung (Hrsg.), Datenreport zum Berufsbildungsbericht 2018. Informationen und Analysen zur Entwicklung der beruflichen Bildung (p. 131–140).
Kuhlee, D., Bünnung, F., Pohl, M. & Stobbe, L. (2022). Systematisch innovieren. InnoVET-Innovationsansätze als Ausgangspunkt für die Weiterentwicklung des Berufsbildungssystems Zeitschrift für Berufs- und Wirtschaftspädagogik, 118(4), 670–683.
Mayring, P. (2019). Qualitative Inhaltsanalyse. Abgrenzungen, Spielarten, Weiterentwicklungen. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 20(3).
Mischler, T. & Ulrich, J. G. (2018). Was eine Berufsausbildung im Handwerk attraktiv macht. BIBB Report 5. Bonn.
Neu, A. (2021). Höhere beruflich-betriebliche Bildung. Entwicklung, Durchführung und Attraktivität am Beispiel der Abiturientenprogramme. wbv.
Schnitzler, A. (2019). Abi und dann? Was Gymnasiastinnen und Gymnasiasten zur Aufnahme einer beruflichen Ausbildung bewegt. BWP, 48(1), 15–19.
Warning, A. & Weber, E. (2017). Wirtschaft 4.0. Digitalisierung verändert die betriebliche Personalpolitik. IAB-Kurzbericht 12/2017, 1–8.
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