VETNET ECER Proceedings VOL III – Glasgow UK 2020

Nägele, C., Stalder, B. E. & Kersh, N. (Eds.) (2020). Trends in Vocational Education and Training Research, Vol. III. Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET).

Download the papers from this page or through; download the book here or order a printed copy through amazon. VETNET ECER Proceedings VOL I, VOL II, VOL III


This year has been special. The European Conference on Educational Research ECER 2020, which was to take place in Glasgow, Scotland, was cancelled. We would have loved to meet in person to discuss recent research findings and to share new and innovative ideas. Due to Covid-19, this was not possible. Given the special situation, we are even more pleased to present the 2020 edition of the ECER proceedings, Trends in Vocational Education and Training Research, Vol. III as a contribution to support communication amongst researchers and to contribute to policy and practice. The present publication includes more than 30 papers that illustrate planned, ongoing and completed VET research. All papers are based on double-blind peer-reviewed abstracts that were accepted for presentation at the ECER in Glasgow. Final papers were commented by VETNET board members and supported authors in revising their contributions.

The papers address initial, continuing and higher vocational education and training, the advancement of individual careers, the education and training of VET educators, and the regional, national and international development of VET through diverse measures. The wide scope of topics positions VET research as a multi-thematic and multi-disciplinary endeavour. VET research addresses questions at the societal, organisational and individual levels – without losing the focus on what’s important: to educate and train people and to allow them to fulfil their potential through vocational education and training.

VETNET is a network of researchers interested in exploring societal, policy, governance, organisational, institutional and individual factors that shape and explain vocational education, learning and training across the lifespan. It welcomes members and contributions from all over the world. With its publications, VETNET aims to foster knowledge sharing and mutual learning among researchers and between research, practice and policy. The publications help to keep up with current projects and emerging topics in VET, encourage discussion and cooperation, and support the establishment of a visible and influential European landscape of VET research.

VETNET builds on the expertise and the commitment of its members – we appreciate all valuable contribution to the proceedings and other VETNET activities – whether in person, online or in written, let’s stay in contact.

Bern and London, 10 November 2020

Dr Christof Nägele, VETNET chair / link convenor
University of Applied Sciences and Arts Northwestern Switzerland, School of Education

Professor Dr Barbara E. Stalder, VETNET chair / link convenor
Bern University of Teacher Education

Dr Natasha Kersh, VETNET programme chair 2020
UCL Institute of Education, Education Practice and Society, London

Single Papers

Aasa, M, & Loogma, K. (2020). The individual patterns of learning – The indicators of vocational teachers’ professional development and quitting the profession.

Andreasen, K. E., & Duch, H. (2020). Teachers’ professional development at VET – reflections on professional learning communities (PLCs).

Andreasen, K. E., & Duch, H. (2020). Teachers’ professional development at VET – reflections on professional learning communities (PLCs).

Arenas Diaz, G., Guzzetti, G., Irigoyen, S., & Nardi, P. (2020). Capability approach in VET as a strategy to reduce dropout. The “job high-school” case in Italy.

Attwell, G., Deitmer, L, Tūtlys, T., Roppertz, S., & Perini, M. (2020). Digitalisation, artificial intelligence and vocational occupations and skills: What are the needs for training teachers and trainers

Benedek, A. (2020). New content development for and by VET teachers.

Bernard, P.-Y., David, P., & Jacob, C. (2020). “Learning by Doing” in production schools, another model of initial vocational education and training?

Cagney, A. G., O’Mahony, A., Cordie, L. M., Buckley, M., O’Neill, C., Cagney, K., O’Toole, M., Yelverton-Halpin, C, & Hearne, R. (2020). Developing an educational digital mindset: voices from an inter-disciplinary community of practice.

Duch, H. (2020). Talents in vocational education.

Faath-Becker, A, & Walker, F. (2020). Development of a video-based instrument for the assessment of professional competence: video vignettes.

Fischer, S, & Barabasch, A. (2020). Detecting occupation-specific creativity.

Gericke. E. E. (2020). First findings of the ethnographic comparative study on different VET cultures in motor vehicle classes in England and Germany.

Hämmerli, C., & Barabasch, A. (2020). Recruiting apprentices – The experience of on-boarding practices in the swiss public transportation sector. (pp. 117–125).

Handelmann, A. (2020). Pathways to apprenticeships in Germany and New Zealand.

Harberts, V., & Klein, I. (2020). Integrating VET school teachers in validation of prior learning of unskilled workers.

Huang, J. (2020). Analysis of factors affecting the attractiveness of vocational education and training in Germany.

Kaiser, F., Struck, P., & Frind, H.  (2020). Personal goals of vocational teachers in Sweden and Finland and their view of their country-specific VET system.

Klein, I., Saniter, A., & Tūtlys, V.  (2020). Identifying and comparing fields of competences of VET teachers and trainers in Lithuania, Italy and Germany.

Kühn, I. K., Peters, S., & Holle, L. (2020). Internationalisation strategies of German VET providers. What is important for business models in new markets?

Kulmus, C. (2020). Working on positive age images in Germany – Adult education as a room for responsibility and commitment.

Leemann, R. J, Esposito, R. S., & Imdorf, C. (2020). On the dominance of the apprenticeship-system in Switzerland. Insights into governance mechanisms in the institutionalisation of upper-secondary-education. (pp. 186–193).

Malloch, M., & Ryan, C. (2020). Putting a human face on good vocational education teaching and learning. (pp. 194–199).

Meyer, I. A. M., & Schepers, C. (2020). Collaborative learning processes in oncological further education: how to improve communication skills due to the use of caro interaction system.

Moodie, G. (2020). Where Is Higher Vocational Education?

Moso-Díez, M. (2020). VET and Regional Innovation Strategies in Spain: An analysis of the Public Agenda.

Mottweiler, H., & Annen, S. (2020). Towards a hybridization of vocational and academic qualification paths? Evidence from companies’ recruitment and training strategies in selected industries.

Nägele, C., & Düggeli, A. (2020). Careers in VET.

Romero-Rodríguez, S., García-Jiménez, E., Moreno-Morilla, C, & Mateos-Blanco, T. (2020). Career guidance: A key factor in success pathways in VET (Andalusia, Spain).

Saniter, A, & Harberts, V. (2020). A sector qualification framework (SQF) level 2-4 for industrial shoe production – Added value or good for nothing?

Simonen, P. (2020). The role of key influencers for young adults choosing the apprentice-ship pathway to the world of work.

Steinert, M. (2020). “Research for the internationalisation of vocational education and train-ing” – a mapping review of a federal funding German research program.

Struck, P. (2020). How to support young adults individually in career choice? – The model of knowledge in the career choice process (KCCP).

Teräs, M., Osman, A., & Eliasson, E. (2020). Challenges of skilled refugees’ access to their prior vocation in Sweden.