Newsletter for European Research in Learning and Work [L&W]

Edition: June 2018 [www.news.wifo-gate.org][Impressum]

[Conferences] [Networks] [Programmes] [Projects] [Publications]

Dear Colleagues

Following on the 'data protection' query, many thanks for your prompt replies and appreciative comments! Otherwise, as always, let me draw attention to special features of this edition, namely a number of calls for papers or proposals relating to: SFIVET's Congress on Research in VET in Bern and the International Conference on Human Capital in Selangor (see Conferences), the EDEN Workshop on personalized guidance in Barcelona (see Networks and Organisations) and the IPEP Winter School in Verona (see Programmes).

Special thanks to all who contributed information for this edition, and also to our partners CR&DALL, CVER, PASCAL International Observatory, UFHRD, UNEVOC, VET&Culture and VETNET for providing input and sharing the L&W Newsletter via their mailing lists and web portals! 

The L&W Newsletter focuses on transnational research activities across Europe in the field of human resource development (HRD) and vocational education and training (VET), centred on major categories: conferences, networks, programmes, projects and publications. The next edition will appear in early August 2018. You are invited to submit short pieces of news (texts of 100 to 200 words, without attachments, but including links to web pages) - please by 31 July 2018 at the latest!

The L&W Newsletter reaches you via a mailing list of experts in and beyond Europe. Should you prefer to read the current edition online, you can find it under June 2018. You may also look up the details of data protection. Please pass the Newsletter on to your colleagues and networks. 

With best wishes
Sabine Manning
Research Forum WIFO
Editor of the L&W Newsletter 


Call for papers: VET congress

We would like to invite you to SFIVET's 6th Congress on Research in Vocational Education and Training, which will be devoted to the theme "The end of VET as we know it? Skills development in times of technical and social change". The congress will take place in Bern/Zollikofen on 4-6 March 2019. It will give you an opportunity to not only present your own research work but also to discuss research issues with other colleagues in the field. The congress is open to participants throughout the world. All presentations therefore need to be given in English. The call for papers can be found at http://sfivet.swiss/vet-congress. The deadline for paper submissions has been set for 31 August 2018.  We look forward to receiving many interesting and stimulating proposals. Kind regards, Prof. Dr. Antje Barabasch, Congress Chairperson.
(Posted by Vet Congress <vet-congress@sfivet.swiss>)

Update: Conference on human capital
International Conference on Human Capital: Workforce renewal in an era of global change, 28-29 November 2018, Taylor's University Lakeside Campus,Selangor, Malaysia
Universal consensus on the need to build workforce skills to support economic development is reflected in policy documents of international agencies like the OECD, ILO, IMF and World Bank, as well as supra-national regional bodies like ASEAN, APEC and the EU. All stress the importance of forecasting future skills needs to ensure education and training systems are aligned with labour market needs to avoid skills gaps, shortages and mismatches. Yet there is still confusion at the practical level as to what constitutes human capital and how best to develop the workforce to meet evolving labour market needs in a period marked by increasing volatility and uncertainty. This conference provides an opportunity for academics and representatives of business and government to debate the issues. Abstracts of 500 to 1,000 words should be submitted by 30 June 2018. Full details are on the website https://university2.taylors.edu.my/ICHC2018/
(Posted by Jonathan Winterton <Jonathan.Winterton@taylors.edu.my>)

ILO conference on innovations in apprenticeships
The International Conference on "Innovations in Apprenticeships: A skilled workforce for the Future" will take place on 04-05 July 2018 in the ILO Headquarters in Geneva, Switzerland.  The conference will present and discuss new research on innovations in apprenticeships across all world regions by speakers from partner international organizations, multilateral agencies, academia, and civil society. The focus of the conference is on the innovative approaches to apprenticeships that respond to contemporary and future challenges. We aim at providing an opportunity to exchange knowledge and deepen collaboration among key apprenticeship actors at global, regional and national levels in different country settings. Sessions will also consider the different institutional frameworks, strategies and stakeholders required to more effectively design and implement apprenticeship programmes and alleviate skills mismatches in the context of the future of work. More information, including the draft agenda, is available on the conference website. The registration for the conference is now open! You can register to participate by completing the online form. Please note that only registered and approved applicants will be able to attend, as places are limited. Looking forward to seeing you in Geneva! 

(Info received from Marcelo Cuautle Segovia <segovia@ilo.org>)

Conference on employer engagement in education and training
The 5th International Conference on Employer Engagement in Education and Training will take place at the BEIS Conference Centre, London Westminster, Thursday 5th and Friday 6th July 2018, focusing on "Social mobility, industrial and skills strategies, post-Brexit: What role can employer engagement and technical education play?". Confirmed keynote speakers include Russell Hobby - CEO, TeachFirst; Professor Kevin Orr - Professor of Work and Learning/ Associate Dean (Teaching and Learning), University of Huddersfield; David Laws - Executive Chairman, The Education Policy Institute; Dr Anthony Mann - Senior Policy Analyst, OECD; Sherry Coutu CBE - CEO, Founders4Schools. Speakers and presentations for the conference have now been confirmed! Download the conference programme. There are a limited number of tickets still available. Buy your tickets here.
(Info received from Jordan Rehill <jordan.rehill@educationandemployers.org>)

NOTE: Forthcoming and recent events related to European research in work and learning are listed on the WIFO Conference page [www.conferences.wifo-gate.org]. 
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Networks and Organisations

Call for proposals: EDEN Workshop on personalized guidance

First Announcement and Call for Contributions: EDEN 10th Research Workshop "Personalized Guidance and Support for Learning", 24-26 October 2018, Barcelona
EDEN's 2018 Workshop focuses on the crucial and changing roles of teachers in supporting student learning in the digital world. This includes the creation of conditions that encourage learning personalization, learner agency and self-direction. Experiences of learner empowerment resulting from balanced "guide on the side" teaching, timely teaching interventions, consistent feedback and feedforward, explicit teaching of learning-to-learn strategies, assessment for learning, and technology-based adaptive teaching will provide a substantive background for reflection and discussion. We invite all interested professionals to take part and discover the Workshop Themes by submitting their proposals. The deadline is  9 July, 2018. For more information please visit the website.
(Info received via EDEN Newsletter <eden-news@eden-online.org>)

Save the date for InnoVal conference
The Lifelong Learning Platform and its InnoVal project partners are happy to invite you to the European Conference on "Innovative Assessment Methods for Validation" taking place at the European Economic and Social Committee (EESC), Brussels, Belgium, on the 13 September 2018 from 09:00 to 17:00. Registrations will open in June: save the date in your calendar! The InnoVal Project (Innovative Assessment Methods for Validation) aims to address the urgent need to offer valid & reliable assessment methods that allow all learners to have a chance at validation, with a special focus on disadvantaged groups such as migrants, the long-term unemployed, and those who have had an adverse experience with formal education, including school-based assessments. A consortium of 6 organisations from 5 different EU countries is working to build a shared understanding of quality principles of assessment. It explores the benefits of non-traditional assessment methods for validation for low skilled adults as well as for migrants/refugees. 
(Info received from LLLPlatform Newsletter April 2018 <info@lllplatform.eu>)

AERA group on vocational and professional education
Update on the informal AERA group on Teaching in Vocational and Professional Education: This group is for researchers who are interested in research on teaching in vocation and profession orientated post-secondary education. This type of education includes post-secondary trades education, vocational education and training (VET Europe), polytechnic education (Canada), universities of applied sciences (Netherlands), further education (UK), technical vocational education and training (TVET-Australia), and 2-year colleges (USA). Typically, this type of education is geared towards a specific trade/job/profession; the instructors/teachers are experienced tradespeople/professionals; and the curriculum is created in collaboration with representatives from the trade/profession. The purpose of this informal AERA group is to seek collaboration and keep up to date with developments in research on teaching in vocational and professional education. Examples of this type of research include articles on departmental leadership for learning in VPE, instructor learning in VPE, leadership in VET, fostering teachers' team learning in VET. Our plan is to circulate some news by email about four times a year. If you would like us to add announcements or requests for collaboration to our quarterly "newsletter" please email Piety Runhaar (piety.runhaar@wur.nl) & Annemarieke Hoekstra (ANNEMARH@nait.ca).
(Info received from Piety Runhaar & Annemarieke Hoekstra)

NOTE: References to research networks in the field of European work and learning are available on the WIFO page Networks at a glance [www.networks.wifo-gate.org]. Major online resources related to European research networks include the ECER VETNET Proceedings (www.ecer-vetnet.wifo-gate.org) offering a complete and up-to-date collection of conference papers submitted since 1998, and the Overview of selected HRD conference papers (www.ehrd-papers.wifo-gate.org).
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IPEP Winter School

Second Winter School: International perspectives on education policy (IPEP), November 11th - 16th 2018, University of Verona, Department of Human Sciences (Italy)
This Winter School will consider theories and methods relevant across the field of educational policy research. It will include an explicit focus on policy related to higher and adult education. In continuity with last year, the Second IPEP Winter School will provide participants with an opportunity to learn about and discuss: #The nature and role of 'theory' in the understanding of educational policy; #The relationship between global, national and institutional governance in education; #The strengths and limits of document analysis, discourse analysis and educational ethnography in investigating education policy; #Current discourses on new technologies, their consequences and educational responses to them; #Urgent education policy issues in the countries represented by the participants. Who can apply: Advanced master students, PhD students, postdoctoral fellows and researchers of policy in all areas of education. Please send a brief CV (1 page), accompanied by a letter describing your current area of studies, research or professional activity, and your motivation for participating in IPEP (2 pages) to the following email address: winterschool-ipep@ateneo.univr.it by September 1st, 2018. For further information, see brochure and website http://sites.hss.univr.it/ipep/ (Information about the Second IPEP Winter School will be updated from June 1st, 2018).
(Info received from  Robert Aman <robert.aman@liu.se>)

NOTE: Contributions are welcome for the next edition of the Directory of Doctoral Dissertations (www.ddd.wifo-gate.org), provided as part of the WIFO Gateway, which focuses on European research in the field of vocational education (VET) and human resource development (HRD). Please provide information on expected or newly completed doctoral dissertations investigating issues of HRD, VET or work-related adult education, according to the following pattern: 1*Theme of dissertation (original language AND English); 2*Year of (expected) completion or publication; 3*Author (name and email address); 4*Tutor (name and email address); 5*Institution of tutor (name and home page). Contributions should be posted by email to the editor (sm@wifo-gate.org).
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Project on models of inclusion: Final conference 
International conference of the NQF-IN project on "Developing models of the inclusion of non-formal sector qualifications in national qualifications frameworks - the experiences of European countries" in Warsaw June 5-6, 2018
We are pleased to invite you to attend the conference on developing models for the inclusion of non-formal sector qualifications in NQFs. The conference will present the experiences of different countries in including qualifications attained in the non-formal education sector in national qualifications frameworks. The main focus will be on the models developed, which are based on a detailed analysis of the systems in seven EU countries: Croatia, Czech Republic, France, Hungary, Ireland, Poland and UK-Scotland. The models are being developed to support decision-makers and relevant stakeholders designing solutions and procedures to include non-formal sector qualifications in NQF-based qualifications systems. Experts and specialists playing key roles in implementing national qualifications frameworks will offer presentations. Additionally, working group sessions will be held, enabling participants to share their experience and provide feedback on the material presented, serving as a mutual learning experience. The conference is organised by the NQF-IN Project, financed from the Erasmus+ Programme. Please consider joining us on June 5-6 at Hotel Novotel Warszawa Airport (1 Sierpnia 1, Warsaw) in what promises to be a very informative event. Please visit the NQF-IN project page.
(Céreq news, n° 11, Spring 2018 c/o <delassus@cereq.fr> <marion.massi@infos.cereq.fr>)

EU survey: Disparity in access to training
Survey on "European disparities in employees' access to continuing training"
The Continuing Vocational Training Survey (CVTS), which is managed by the European Commission and Eurostat, questions European enterprises with more than 10 employees every five years about the continuing vocational training they have funded for their employees. Céreq is responsible for administering the survey in France and for producing the French data in collaboration with DARES (Direction de l'animation, de la recherche, des études et des statistiques, the research department of the Ministry of Labour) and after consultation with the social partners. In this fifth round of the survey, Céreq questioned about 5,000 companies on their continuing training policies and expenditure in 2015. The CVTS is now an essential source of information on continuing vocational training financed by enterprises in Europe. A publication presenting a more complete set of results from the survey is planned for the end of 2018. For further details see Info.
(Céreq news, n° 11, Spring 2018 c/o <delassus@cereq.fr><marion.massi@infos.cereq.fr>)

NOTE: Contributions are invited to update the Overview of European research projects [www.projects.wifo-gate.org], provided as part of the WIFO Gateway. The overview focuses on transnational research projects, mainly supported by EU programmes, in the areas of human resource development, vocational education, work and learning. Please send the following information to the editor (sm@wifo-gate.org):  (A) exact title and acronym (short name) of the project; (B) name and email address of the coordinator or main contact; (C) address of the website (or info page/ flyer) of the project. Contact: Sabine Manning
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New books on the Nordic VET systems

S. Michelsen & M-L. Stenström (2018) Vocational Education in the Nordic Countries - The Historical Evolution. Routledge [Details]
This first book provides thorough examinations of the historical development of initial vocational education (VET) in Sweden, Denmark, Norway and Finland over the last 150 years. The evolution of VET is  related to the introduction of comprehensive schooling in the Nordic countries and to the development of the national economic and political systems of these countries. The chapters analyse how VET in each of the four countries has developed  in connection with the universal welfare states and the labour markets, and emphasize both similarities and differences in their development routes.
C. H. Jørgensen, O. J. Olsen & D. P. Thunqvist (2018) Vocational Education in the Nordic Countries - Learning from Diversity. Routledge [Details]
This second book examines the current state of initial vocational education (VET) in Sweden, Denmark, Norway and Finland. The book focusses on a number of basic common challenges for VET and explores the how these challenges are managed by the Nordic VET systems. In addition, recent reforms and institutional innovations are explored. The contributors analyse institutions and policies at the national level and include comparative multi-level studies of two occupations in the four countries. The book explores what can be learned from the diversity of the VET systems in the individual Nordic countries, which otherwise have many similarities and share a common heritage in education policy.
(Contributed by Christian Helms Jørgensen <cjhj@ruc.dk> and Marja-Leena Stenström <marja-leena.stenstrom@jyu.fi>)

RPL learning package
Recognition of Prior Learning (RPL): Learning Package. ILO April 2018

Across the world, countries increasingly recognize the value of informal and non-formal learning. Many are establishing systems to acknowledge competencies gained through these modalities. Facilitating transitions from the informal to the formal economy as well as the growth in migration flows have led to greater calls for ILO assistance to constituents to establish, assess, and revise systems for Recognition of Prior Learning (RPL) across all regions. This learning package draws from this experience. It describes the key building blocks of a well-functioning and inclusive RPL system, and offers a wealth of case studies and examples of how different countries have approached this endeavour. It is directed at a broad and mixed audience, including: ILO constituents, senior government officials, employers' and workers' organizations, assessors and facilitators. See further info and download in PDF

(Info received via ILO Employment Policy Department Newsletter, Issue 1, April 2018 c/o <employment@ilo.org>)

Entrepreneurship in learning cities
PASCAL Briefing Paper 15 - Building entrepreneurship in sustainable learning cities, written by Peter Kearns, May 02, 2018
Entrepreneurship is now recognised as an important part of learning city development. While entrepreneurship has traditionally been thought of in the context of business development, the European Commission is clear that it no longer refers only to business-oriented activities but also to an individual's ability to actualize his or her own ideas through a combination of creativity, innovation, risk-taking, management, opportunity-seeking and striving for sustainable development in different aspects of life. Entrepreneurship is developed through a combination of skills, behaviours and attributes. Good learning cities provide ideal frameworks for such partnerships, with each of the sectors of education contributing, along with a range of partners. Schools lay the foundations for entrepreneurship with basic and generic skills such as problem-solving. Social enterprises for young people have a value in developing entrepreneurial skills and attributes in an era of high youth unemployment. The broadened concept of entrepreneurship set out in this paper has much in common with the OECD Learning Framework 2030 which advocates a similar broad approach across knowledge, skills, attitudes, and values. For further information including download of paper visit Pascal Observatory
(Info received from PASCAL International Observatory Site Digest for 08/05/18)

Empowering young people
Four researchers from Céreq took part in writing a collective book entitled "Empowering Young People in Disempowering Times: Fighting Inequality Through Capability Oriented Policy". The book uses EU survey data and in-depth qualitative research to examine the education, employment experiences and quality of life of young people in Europe. It develops an extensive critique of the dominant policy approaches used in Europe, which aim to tackle the challenges facing disadvantaged young people through a focus on work-first and a narrow human capital centred approach of integration. In response, the book analyses and discusses alternatives emerging from an application of Amartya Sens's Capability Approach to youth policies and an enlarged concept of participation. Links to bibliographic records: Empowering Young People in Disempowering Times (2017).
(Céreq news, n° 11, Spring 2018 c/o<delassus@cereq.fr><marion.massi@infos.cereq.fr>)

New issue of IJRVET: Vol. 5, Issue 1
The International Journal for Research in Vocational Education and Training (IJRVET) has published a new issue. The first regular edition in 2018 contains the following topics: Mustafa Sirakaya and Ebru Kilic Cakmak test the impact of augmented reality use on student achievement and self-efficacy in vocational education and training; Beat A. Schwendimann, Bram De Wever, Raija Hämäläinen and Alberto A. P. Cattaneo analyze 26 published studies on the use of computer-supported collaborative learning (CSCL) in a systematic review; Alison Said uses a qualitative exploratory study to develop a deeper understanding of the teaching qualities that vocational students desire from effective lecturers; Ian Toppin examines factors contributing to significant workforce shortages in building trades in the United States; and Marco Perini and Pekka Kämäräinen present a Book Review: Internationalization in Vocational Education and Training (Ed.: Ly Thi Tran and Kate Dempsey). Please find all articles on http://www.ijrvet.net.
(Posted by Susanne Peters <speters@uni-bremen.de> IJRVET <ijrvet@uni-bremen.de>)

Internationalization in VET
Marco Perini and Pekka Kämäräinen: Internationalization in Vocational Education and Training. Book Review. International Journal for Research in Vocational Education and Training (IJRVET), Vol. 5, Issue 1, April 2018 [Full text]
The book "Internationalization in Vocational Education and Training" (2017), edited by Ly Thi Tran and Kate Dempsey, consists of 14 articles covering Australia, China, European Union, Korea, Kuwait, Laos, Netherlands, United Kingdom, United States, and Vietnam. The aim of the book is to highlight the current phase of internationalization in the field of vocational education and training (VET) and how it is reflected in VET-related research. In their chapter on Europe, Kathrin Kaleja and Regina Egetenmeyer propose a well-structured synthesis of European policies for internationalization and mobility in VET. They explain why the European Union (EU) is promoting internationalization by referring to both social and economic points of view. They give insights into the development of credit transfer systems and into EU-funded projects for promoting mobility across Europe. Moreover, they highlight the critical points that slow down the internationalization process in the field of VET. Hilde Bastiaannet complements her study on the Netherlands with an overview of the European policies starting from the Lifelong Learning Programme and continuing with the European framework processes. With this extension she brings forward the tensions between internationalization and mobility vs. the national jurisdiction, institutional settings and different cultural interpretations of similar concepts.
(Quoted from the review in IJRVET)

Drivers of learning for the low skilled
Alan Brown & Jenny Bimrose (2018). Drivers of learning for the low skilled. International Journal of Lifelong Education, Volume 37, Issue 2 [Details]
The drivers of learning for mid-career workers with few initial qualifications from the Czech Republic, Denmark, England, France, Germany, Italy and Poland were examined. The focus in the article was upon the learning pathways and experience of the low-qualified drawn from empirical research which gathered and analysed the strategic career and learning biographies of 105 low-skilled individuals, mainly aged between 25 and 40, in the 7 countries, using semi-structured narrative interviews. The five drivers for learning evident in the interviews were: enhancing self-efficacy; self-improvement; labour market-orientated learning; significant others motivating learning; and work-related practical learning. The interviewees were divided between those who wanted tangible and immediate learning outcomes and those who saw learning primarily as a means of self-improvement. Some interviewees with negative experience of initial education were motivated to re-engage by a positive experience with continuing education, encouragement from significant others or through an experience of mastery of challenges at work which led to an increase in their self-efficacy. For the majority of interviewees, practical learning was particularly appreciated, whether undertaken to secure or enhance their current labour market position or to increase their self-efficacy.
(Contributed by Alan Brown <Alan.Brown@warwick.ac.uk>)

Marketisation of integration training
Tuuli Kurki, Ameera Masoud, Anna-Maija Niemi, Kristiina Brunila (2018). Integration becoming business: Marketisation of integration training for immigrants. European Educational Research Journal, Volume 17, Issue 2 [Details]
Today, education is massively affected by marketisation and the drastic demands of the global economy. Integration training for immigrants has fallen prey to that; immigrants are employed to serve market needs, this being attributed to the creation of "integration as business". In the article, the authors examine how integration training for immigrants gets organised within the current market-oriented policies and practices; which kinds of discourse are represented and utilised through which one becomes an "integrated immigrant"; and what consequences this orientation has on the subjects involved in integration training. By bringing examples from their ethnographic data on integration training for immigrants, the authors investigate the ways in which the marketisation of integration training implies and elicits certain kinds of immigrant and teacher subjectivities; and analyse the ways in which these subjectivities are produced through the plural and contingent discursive practices across different sites of integration.
(Selected from EERJ for WIFO Overview of Articles)

NOTE: Updates on publications provided by the WIFO Gateway include the WIFO Bookshelf [www.books.wifo-gate.org], a collection of references to publications focusing on cross-European issues of work and learning, and "From the Journals" - Overview of articles on cross-European issues in VET and HRD research [www.articles.wifo-gate.org], selected from European and international Journals related to education research [www.journals.wifo-gate.org].
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Editor of the L&W Newsletter: Dr Sabine Manning, Research Forum WIFO (sm@wifo-gate.org);
Address: Neue Blumenstr. 1, D-10179 Berlin, Germany;
Editions of the L&W Newsletter: six times a year, every two months (at the beginning of February, April, June, August, October, December);
Deadline for contributions to the L&W Newsletter: end of January, March, May, July, September, November;
Details and Archive of the L&W Newsletter [www.news.wifo-gate.org]
See also our update on Data Protection.
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