Abstracts

The war in Ukraine has had a devastating impact on the education sector, interrupting learning and teaching for more than 5 million children and youth, and damaging or destroying thousands of educational facilities. The war has also exacerbated existing problems in the education system, such as poor quality and relevance, insufficient funding and resources, lack of inclusiveness and equity, and weak governance and coordination.

In response to this crisis, the Ukrainian government, with the support of international organizations and civil society, has been implementing various initiatives and projects to ensure the continuity and sustainability of education.

This report aims to provide an overview of the main challenges and trends in education in Ukraine during the war, as well as the transformations and innovations that have been introduced to overcome them.

Vocational education is a key tool for the recovery and reconstruction of the country, as it can provide skills and competencies that are in high demand in the labor market and contribute to the sustainable development of society. However, vocational education faces many challenges and needs to be reformed and strengthened to meet the current and future needs of the population.

The report describes the main priorities for the development of education, taking into account the need to reboot it to address current challenges in the field of education (overcoming educational losses and gaps, rebuilding educational institutions, etc.)

Kee words: educational priorities, overcoming educational gaps, vocational education, recovery.

There are outlined the current development directions of the national vocational education system of Ukraine in wartime, focuses on important aspects of a new paradigm formation of its post-war development, global, national and regional challenges that shape the new educational space. The authors outline the priority goals for the development of vocational education in Ukraine under martial law, taking into account the transformation of the labour market and the specifics of managing its development to ensure the post-war recovery of the country. In particular, there is emphasised the prognostic role of scientists`, educators` and employers` joint activities in developing, implementing, and updating professional and educational standards, the need for systematic development of public-private partnerships and dual forms of education, and the revision of the socio-humanitarian component of vocational education, creating a fundamentally new system of vocational guidance for the population, developing career and entrepreneurial competences of future professionals to improve the state educational policy in Ukraine, creating an effective system of vocational education, restoring small businesses, and reducing unemployment. Particular attention is paid to the integration of national vocational education into the European educational space, digitalisation of education, ways to develop the digital culture of teachers and the digital competence of students. 

Keywords: Methodical support, vocational education development, professional standards, educational standards, digitalisation   

The study is devoted to the problem of analyzing the key challenges facing the modern training of vocational education teachers for its further development and ensuring the recovery of Ukraine in the post-war period.

The purpose of the study is to analyze the state of teacher training for the vocational education system in Ukraine in recent years and to determine the prospects for its further development.

Research methodology. The research was conducted using the methods of analysis, comparison, generalization, etc. In particular, the analysis and synthesis of information sources on the topic of the study were carried out; analysis and comparison of statistical data on the admission of applicants to higher education institutions in the specialty 015 Vocational Education (by specialization), obtained from the Unified State Electronic Database on Education (EDEBO); analysis and synthesis of empirical data collected by studying discussions of the research problem in social networks.

The study allowed us to draw the following conclusions.

1. Today, it is extremely important for our country to develop vocational education and train qualified teachers to overcome the consequences of the war.

2. In general, there is a tendency in Ukraine to increase the number of institutions providing such training and the number of competitive offers. At the same time, applicants prefer current specializations and competitive proposals that have a state order.

3. The main challenges faced by vocational teacher education in recent years are the destruction of the infrastructure of higher education institutions, loss of human resources, reduction of funding for higher education, outflow of Ukrainian and foreign students from higher education institutions, territorial dispersion of students and academic staff, problems of digitalization of education, ensuring academic integrity, combining work and study, and low prestige of teaching in Ukrainian society.

4. The development of distance and blended education and the improvement of the use of digital technologies, increasing the flexibility of learning, cooperation and partnership, development of cooperation with foreign educational institutions, improving the quality and prestige of both Ukrainian education in general and teacher training for vocational education, in particular, increasing the variability and formalization of vocational teacher training, are promising ways to overcome these differences.

Keywords: Higher education, vocational education, training of vocational education teachers, professional and pedagogical training   

References:

• Government of Ukraine. (2019). Concept for the Implementation of State Policy in the Field of Vocational (Vocational and Technical) Education “Modern Vocational (Vocational and Technical) Education” for the Period Until 2027 (approved by the order of the Government of Ukraine as of 12.06.2019. No. 419-r). https://zakon.rada.gov.ua/laws/show/419-2019-%D1%80#Text (in Ukrainian)

• Government of Ukraine. (2021). Concept of the State Targeted Social Program for the Development of Vocational (Vocational and Technical) Education for 2022-2027 (approved by the order of the Government of Ukraine as of 09.12.2021 No. 1619-r). https://zakon.rada.gov.ua/laws/show/1619-2021-%D1%80#n11 (in Ukrainian)

• Shevchuk, I., Shevchuk, A. (2022). Educational Analytics through the Prism of War: Challenges and Opportunities for Higher Education in Ukraine. Economy and Society, No. 39, 22-29. DOI: https://doi.org/10.32782/2524-0072/2022-39-80 (in Ukrainian)

• Prudchenko, I., Shkatula, O., Bazeliuk, Y. (2022). The impact of the Russian-Ukrainian war on the higher education system in Ukraine. Topical Issues of the Humanities, Vol. 53, No. 2, 270-276. DOI https://doi.org/10.24919/2308-4863/53-2-40 (in Ukrainian)

• Sokol, T., & Melko, L. (2022). Current challenges of higher education in Ukraine. Pedagogy and Education Management Review, (1), 49-53. https://doi.org/10.36690/2733-2039-2022-5-49

• Higher Education News (nd). Wouldn't it be better to have pedagogical departments in all other higher education institutions instead of pedagogical ones and give a second specialty - teacher? [Facebook post] Facebook. Retrieved August 13, 2023 https://www.facebook.com/groups/284339708674108/permalink/1723786644729400 (in Ukrainian)

• Sokal, V. A. (2019). Features of professional pedagogical education of European countries. All-Ukrainian Scientific and Practical Journal "Director of School, Lyceum, Gymnasium". Special thematic issue "Higher Education of Ukraine in the Context of Integration into the European Space", No. 4, book 1, volume I (83), (pp. 61-68). K. Gnosis. (in Ukrainian)

• The only state electronic database on education. (nd). https://info.edbo.gov.ua/. (in Ukrainian)

On February 24th, 2022, the world shuddered at the news of Russia’s military attack on Ukraine. The occupation of parts of the Ukrainian territory, the introduction of martial law, the destruction of infrastructure, constant air strikes, and threats of bombing and shelling caused chaos in the country. It led to the temporary shutdown of higher education institutions which negatively affected the educational process, research, and project activities. After October 10th, 2022, education institutions faced a new challenge – destructing energy system. As of the end of February 2023, the damages caused to the education sector by Russia’s full-scale invasion were estimated at around $8.9 billion.

Despite extreme challenges faced by the KNEU, administrative and faculty staff not only managed to continue the educational process, research, and project activities but, by the end of 2022, achieved results of significant long-term value. The study contains issues about the educational process organization, communication strategies, digital services and platforms used by academic staff, and psychological support to employees and students during the war. This research includes the survey results of students’ satisfaction with the educational process and the impact of the war on research activities and the professional development of academic staff. 90% of the students positively assessed the organization of the educational process in a remote format. Accordingly, 55 and 58% of respondents answered that the war negatively affected their professional growth and research activities. Particular attention is given to studying projects’ implementation during the war.  

Keywords: Academic education, educational process, distance education, psychological support  

In the post-war period, the labour market in Ukraine will see an increased demand for workers in labouring professions. And vocational education institutions will play an important role in this regard, as they will train such workers.

National Transport University has been training vocational teachers for many years. The growing demand of vocational education institutions for NTU graduates will be accompanied by increasing requirements for their competitiveness. Participation of NTU in the international Erasmus+ project "New mechanisms for partnership-based governance and standardisation of vocational teacher education in Ukraine (PAGOSTE)" (No. 609536-EPP-1-2019-1-DE-EPPKA2-CBHE-SP), changes in the state policy in the field of vocational education allowed: to improve the quality of educational programmes for future vocational teachers; to get acquainted with the experience of European partner universities, to expand its own network of partner vocational education institutions, to improve the qualification of NTU teachers and partner vocational education institutions.

The Committee for Supporting Quality Assurance and Development of VET Education at NTU became the organisational core of the development of vocational education at NTU. During the work, a number of activities were carried out: strengthening career guidance, advertising campaigns, open days in educational institutions and enterprises, mentoring from representatives of the transport industry to raise awareness of young people about professions, their advantages and difficulties, as well as the knowledge and skills necessary for their development; holding job fairs, theoretical and practical trainings to develop professional and career competence; skills development (hard skills and soft skills), updating the material and technical base of NTU, as well as the training of teachers.

These measures have made it possible to increase the attractiveness of NTU's study programme Vocational Education (Transport). Every year, there is an increase in the number of people applying for bachelor's and master's degrees. And graduates are increasingly choosing a vocational education institution as their first job. 

Keywords: Vocational education, competitiveness, teacher of vocational education, stakeholder, labour market

References:

• Brawn, R., & Parr, A. (2016). Total competition: lessons in strategy from formula one. Simon and Schuster.

• Young, S. H. (2019). Ultralearning: seven strategies for mastering hard skills and getting ahead. HARPER THORSONS.

• Kadakia, C. (2017). The millennial myth: Transforming misunderstanding into workplace breakthroughs. Berrett-Koehler Publishers.

• Watkins, R. (2020). Looking Back from the Future to Look Forward to Tomorrow. Performance Improvement, 59(2-4), 24-31.

• Super, D. E. (1969). Vocational development theory: Persons, positions, and processes. The counseling psychologist, 1(1), 2-9.

• West, M. (2012). Global lessons for improving US education. Issues in Science and Technology, 28(3), 37-44.

• Johnson, S. (2015). Education and international competitiveness. 

The training of vocational education teachers in the new era, who can effectively prepare workers to restore and grow various sectors of the economy amidst times of war and its aftermath, stands as a crucial mission within modern education in Ukraine.

Ukrainian Engineering Pedagogics Academy (UEPA), as the sole specialized higher education institution in Ukraine that trains experts for the vocational (vocational and technical) education system and boasts nearly 50 years of experience in this field, fully comprehends its responsibility in furnishing the nation with highly demanded teaching professionals.

The training of vocational education teachers entails the cultivation of additional skills, namely the skills of:

• engaging diverse audiences and understanding the nuances of instructing adult learners;

• grasping the psychological intricacies of aiding individuals who have endured emotional pain in challenging war-stricken contexts;

• swiftly adapting to new technologies, mastering novel industrial equipment, and designing training programs for these technologies;

• orchestrating the educational process using innovative teaching techniques;

• applying emerging information technologies and services;

• employing novel approaches in education and upbringing to foster students’ personal growth.

UEPA has already taken specific measures to enhance education in the specialty of "Vocational Education (by specializations)" in line with the contemporary requisites of the post-war period. For instance, UEPA has:

• implemented a career guidance system through mobile communication channels;

• upgraded the curriculum by integrating and harmonizing subjects aimed at cultivating both soft and hard skills;

• introduced information services to customize and visualize the learning process, aiding students in preparation for their future professional and pedagogical pursuits;

• organized training based on collaboration and standardization, leading to the establishment of the Center for Teaching and Governance Excellence for Vocational Education in Ukraine. This center oversees fundamental and advanced vocational and pedagogical training, while maintaining consistent communication with stakeholders and partners;

• instituted the "Volunteer Corps of UEPA" initiative within the educational framework to assist those displaced due to the enemy attacks. Additionally, a daily event called "A Minute of Silence in Memory of All Fallen Ukrainians in the Conflict with the Russian Federation" has been introduced.   

Keywords: Vocational education teachers; enhancement of the training of students specializing in "Vocational Education", field 015 (by specializations)"; postgraduate vocational and pedagogical training; content of education; innovative educational technologies  

The global megatrends of our time – demographic, digital, and ecological change – are accompanied by disruption, volatility, and a high degree of uncertainty. This poses major challenges for the eco-nomy, companies and employees worldwide. With speed and proactivity, it is essential to meet unforeseen events and new requirements flexibly. It is all about ‘agility’ – a central paradigm of the ‘new work’ that is increasingly shaping the work and learning processes in companies.

Agile methods, borrowed from software development, are increasingly being used (beyond IT departments) in all organizational areas and processes – e. g. in the context of Scrum, arguably the most prominent model of agile project management. Parallel to the world of economics and work, the challenge is also in the field of education, and here in particular in vocational education and training, to adapt to the high dynamics of change and unpredictability, as well as providing learners with agile thinking and doing in the learning process.

The Scrum approach has therefore also been adapted for the educational context: as a student-centered form of teaching design, eduScrum focuses on agile learning in the sense of self-organized, reflexive and personalized learning. Since this entails a specific role and function of the teacher, the question arises to what extent the concept of Scrum can also find its way into (vocational) teacher education.

This is exemplified by a practical report from a university teaching setting in this presentation. In addition, the concept of Scrum as well as its adapted variant, eduScrum, are theoretically examined and compared.  

Keywords: Learning, agile methods, eduScum

The current investigation delves deeply into the potential for significant transformation of VET-education by incorporating Augmented Reality (AR). It underscores the significance of harmonizing educational approaches with emerging career paths and digital advancements, underscoring the role of cutting-edge technology in enriching students' learning encounters and digital competencies. The discourse provides a comprehensive framework for introducing AR into VET, outlining three key stages: defining educational objectives, establishing contextual relevance, and selecting suitable instructional techniques. It highlights the myriad benefits that AR offers, including immersive educational environments, practical skill simulation, personalized learning pathways, and the cultivation of both technical expertise and interpersonal proficiencies. Nevertheless, the results of investigation also recognize the existence of obstacles such as initial investment, technical infrastructure requirements, and the necessity of training educators. The obtained results culminate by underscoring the equilibrium between the potentials and hurdles associated with AR in VET, accentuating the imperative for a judicious and inventive integration process that will shape VET-education equipped for the challenges of the future. 

Keywords: Augmented Reality, immersive learning, digital transformation  

For a long time now, we have been witnessing the transformation of the economy, production, education, management and social processes. This is undoubtedly due to the introduction and rapid development of the fourth industrial revolution, Industry 4.0, which involves the introduction of digital technologies in all areas of production and the economy.

The current vector of society's development also places updated requirements on the organization of the educational process in vocational education institutions, namely the need for digitalization. The impact of digital technologies on all areas of human activity is undeniable. Education is no exception, as innovative teaching methods involve the comprehensive use of digital resources in the educational process of vocational education institutions. In addition, the issue of digitalisation is also becoming relevant in distance and blended learning, when the interaction of participants in the educational process takes place indirectly in a specialised environment that operates on the basis of modern psychological, pedagogical, information and communication technologies.

Especially during the pandemic and now in times of war, there is an urgent need in Ukraine for a modern digital teacher, moderator, methodologist of a vocational education institution who is skillful in modern trends in digital technologies and can apply these technologies in practice and pass them on to the next generation. After all, the modern consumer of educational services, namely a skilled worker, needs new approaches to learning, an educational environment that is as close as possible to their needs and demands, and most importantly, European standards, as many students are outside Ukraine but continue to study and work in other countries. The goal of today's educational ecosystem is to create, customize and implement educational content that will help to form a new generation of specialists, level and new digital solutions.  

Keywords: VET, Digital Technologies, Ecosystem, Digital Environment, Educational Services 

References:

• https://mon.gov.ua/ua/tag/cifrova-transformaciya-osviti-ta-nauki  

• https://unevoc.unesco.org/bilt/BILT+-+Digitalization  

• https://kharkivoda.gov.ua/news/119441 

Due to Vienna VET experience in accordance with Erasmus+ project «New mechanisms of partnership-based governance and standardization of vocational teacher education in Ukraine» (PAGOSTE) professional approaches have been collected by scientists from Ukraine, positive changes can be introduced at the individual level of teaching. Current research projects are being developed in the teachers professional training. The main task of mastering professionally-oriented teaching of foreign language in free economic education is to use a foreign language in all speech activities in professional situations and "the effectiveness of training directly depends on the degree of approximation of the process of knowledge transfer, the formation of skills and abilities to the real conditions of their practical application". Bernhard Löfflerr foreign practice and the main stresses of the working group of academic staff (Gehard Geissler, Michael Posch) are observed in the framework of educational standards. In German educational institutions, the emphasis is on continuity of education, with the main point on certification after graduation from vocational education and training. The University of Konstanz has launched vocational education projects: RISE; TASK; Integration@work (2019-2024); SPELL, which explores linguistic diversity as a resource in digital and face-to-face learning. Within the framework of bilateral agreements, the University of Konstanz presents guest lectures by German experts for Ukrainian students, conducts student exchanges, summer schools, trips, excursions, workshops, and operates DAF programmes for teaching German, DIES, DAAD, ERASMUSPLUS, which provide opportunities for cooperation in research and teaching. Thus, the aim of linguistic diversity as a resource in digital and face-to-face learning - development of a digital tool for learning, teaching and use in the training of future professionals has to be adopted in the educational and professional programs for vocational teacher training to support vocational education and training initiatives.

Keywords: Professional approaches; training effectiveness; continuity of education; linguistic diversity; vocational education and training initiatives 

Both teacher education and VET aim at learning outcomes that enable students not only to pass examinations, but also to solve professional tasks and to engage in further education after graduation. However, this requires graduates to be able to apply their knowledge and skills to tasks and contexts that differ from the examination tasks. But to what extent can this be expected, and how can transfer of learning to new situations be promoted in the learning situations?

From a cognitive-psychological perspective, it depends on the type of learning outcomes to what extent they are transferable to new situations. Therefore, the questions to be answered are:

• Which teaching-learning arrangements enable the development of which type of learning outcomes?

• To what extent enable the different types of learning outcomes the solution of new tasks and the engagement in further training?

• Which teaching-learning arrangements are therefore suitable to achieve the intended transfer of learning?

The following conclusions can be derived from cognitive learning theories and transfer research:

Presenting facts, causality, solution methods, etc. enables the acquisition of declarative knowledge, which can only be applied interpretatively. However, the interpretative application of declarative knowledge is error-prone or can even fail completely. To complete tasks swiftly and correctly, declarative knowledge must be complemented by procedural knowledge.

Procedural knowledge, however, can only be acquired by repeatedly working on similar tasks and is therefore only applicable to tasks that are similar to the tasks in the learning situation. To be able to solve a whole class of tasks which can be mastered from a technical point of view with the teaching content, learners must be supported to develop cognitive schemas by providing a large variety of different tasks.

The resulting challenges for vocational and teacher education are discussed.

Keywords: Transfer of learning, declarative and procedural knowledge, cognitive schemas, professional competences 

References:

• Anderson, J. (1983). The Architecture of Cognition. Cambridge, Massachusetts: Harvard University Press.

• Anderson, J. (1995). Learning and Memory. An integrated approach. New York: Wiley.

• Fortmüller, R. (1997). Wissen und Problemlösen. Wien: Manz.

• Fortmüller, R. (2009). Learning through Business Games: Acquiring Competences within Virtual Realities. Simulation & Gaming, 40(1), 68-83.

• Fortmüller, R. (2019). Duale, vollzeitschulische oder akademische Berufsbildung? Ein Plädoyer für Vielfalt. In: Berufsbildung zwischen Tradition und Moderne. Festschrift für Thomas Deissinger zum 60. Geburtstag, Hrsg. Matthias Pilz, Kathrin Breuing, Stephan Schumann, 227-242. Wiesbaden: Springer.

• Fuhrmann, B. and Fortmüller, R. (2023). Lesson Planning based on Findings from the Psychology of Learning. EDULEARN23 Proceedings, pp. 340-345.

• Singley, M. and Anderson, J. (1989). The transfer of cognitive skill. London: Harvard University Press.

• Yan, J. & Lavigne, N. (2014). Promoting College Students` Problem Understanding Using Schema-Emphasizing Worked Examples. The Journal of Experimental Education, 82, 74- 102.

The contribution, with its theoretical nature, aims to emphasise the importance of adult education and lifelong learning, as well as the centrality of teachers’ training operating in VET contexts. In this regard, the European LifeComp competence framework, related to the Personal, Social and Learning to learn (PSL) competences, is presented. These key competences are a paramount component in teachers training with a view to lifelong learning, especially in the current – both social and work-related – changing contexts. Nowadays, in fact, it is increasingly necessary to be able to use certain personal and social competences as well as to know how to manage different personal resources (cognitive, affective, volitional, motivational) – that QPCC tool (Questionnaire on the Perception of one’s Convictions and Competences), among others, helps to recognise – in order to deal with different situations both in the one’s own personal development, in the learning paths and in the labour market. Competence-based training is crucial to train VET teachers even because it also focuses on professional behaviours appropriate to several different contexts. All of this, therefore, requires a careful reflection on training paths dedicated not only to lifelong learner, but also to teachers themselves. 

Keywords: Adult education, lifelong learning, VET teachers, LifeComp 

References:

• Alberici, A. (2008). La possibilità di cambiare. Apprendere ad apprendere come risorsa strategica per la vita. FrancoAngeli.

• Di Rienzo, P. (2020). Making Informal Adult Learning Visible. The Recognition of the Third Sector Professionals’ Key Competences. Education Sciences, 10(228), 1-15. https://doi.org/10.3390/educsci10090228

• European Council (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning. Official Journal of the European Union C 189/1.

• Sala, A., Punie, Y., Garkov, V. & Cabrera, M. (2020). LifeComp. The European Framework for Personal, Social and Learning to Learn Key Competence. EUR 30246 EN, Publications Office of the European Union, Luxembourg, 2020, ISBN 978-92-76-19418-7, doi:10.2760/302967, JRC120911. 

Digitalisation, demographic change, individualisation and the increase of knowledge are great challenges for social and economic developments. SMEs in Germany are especially challenged and confronted with these developments as they mostly do not avail of sufficient resources coping with these mega-trends. An important strategy for coping can be seen in the field of initial and continuing training of employees which binds the workforce to the company, which should be supported by systematic counselling.

So far we know little about the practices of SME when it comes to counselling employees with regard to their career development and how this counselling is complemented by external providers such as the German Public Employment Service. It is also unclear how counselling has undergone changes due to mega-trends affecting companies. It may be assumed that they require that counselling has to be carried out more often and in a more complex way.

This contribution focuses on this desideratum of research and raises the question in which way internal and external counselling is carried out and how the relevant actors, such as personnel managers and career counsellors from the German Public Employment Service, perceive current changes and new perspectives in this field. It includes results from an empirical study which currently is carried out at the University of Applied Labour Studies in Mannheim, based on surveys with representatives of personnel management in SME and counsellors for employers from local agencies within the German Public Employment Service. In a subsequent step, interviews will complement the surveys. The empirical part of the project looks at the formats and contents of counselling, networking and strategies to cope with the above-mentioned challenges, as well as the contribution of career counselling with respect to what needs to be changed and how it can be further developed.

In the presentation, first results of this research will be depicted.

References:

• Siecke, Bettina (2023): Beratung zur Aus- und Weiterbildung – innovative Praxis in KMU und AGS (InnoBAW). Homepage of the project. University of Applied Labour Studies in Mannheim, Germany (https://www.hdba.de/forschung/hdba-projekte/innobaw/) (10.1.2023)

• Weber, Peter (2020): Zunehmende Individualisierung der Arbeitswelt: Beraterische Perspektiven im Human Resource Management. In: Freiling, P./conrad P./Müller-Osten, P./Porath P (2020): Zukünftige Arbeitswelten. Facetten guter Arbeit, beruflicher Qualifizierung und sozialer Sicherung. Wiesbaden: Springer Fachmedien, S. 255-279.

“Hybrid qualifications” (HQ) - which combine “a vocational qualification and one which leads into higher education” (Deissinger et al. 2013, p. 125) - are meant to have potential for contributing to problem solutions in economies and labour markets as well as within the education system. However, successful HQs require a special curriculum, new forms of funding, and perspectives for employability and acceptance on the labour market, as well as the possibility for progression to higher (academic) levels in the education (Aff 2006).

In theory, there are different levels of "hybridity" which we need to distinguish: First of all, most of them exist in secondary and post-secondary vocational education (e.g. in Austria, Switzerland, France). In higher education, concepts of "cooperative education" have emerged in the last couple of years as alternatives to traditional academic pathways (e.g. Canada). Therefore, secondly, we can say that HQ can be defined in a narrow sense as outcomes of a combination of formal general and vocational learning (including a double qualification option), but in a wider sense as a combination of theory and practice which can include the quality of hybridity within one single qualification (e.g. a bachelor degree).

For a couple of years, in Germany, there has been an adaptation of the apprenticeship system to higher education, which may be called "tertiary vocational education" or "dual study programs". Against the background of a culturally firmly rooted dual apprenticeship system, new forms of academisation have emerged that have a clearly different character in contrast with traditional university programmes as they stand for a kind of "vocationalisation" of higher education (Deissinger/Ott 2016).

Hereby, "cooperative universities" or "dual universities" (Duale Hochschulen) also resemble conventional tertiary education institutions, although they mostly do not offer Master degrees. Some of them, above all those in the federal state of Baden-Württemberg, copy the dual system, as they apply the structure of two learning sites and come up with specific structural features of cooperation between industry and educational institutions: the strong involvement of companies, which are responsible for the selection of their students, an explicit reference to qualifications needed in the labour market, and the didactical and curricular interlocking of theory and practice. In general, "dual universities" have become more important because they display a low dropout rate and allow an unproblematic start to employment due to the character and quality of their qualifications and the essential role of employers.

The presentation will come up with these traits and also discuss the theoretical and comparative perspective

Keywords: Hybrid qualifications, cooperative universities, dualisation, vocationalisation, Germany    

References:

• Aff, J. (2006). Berufliche Bildung in Vollzeitschulen – konjunkturabhängige Hebamme des dualen Systems oder eigenständige bildungspolitische Option? In: Eckert, M. & Zöller, A. (eds.), Der europäische Berufsbildungsraum – Beiträge der Berufsbildungsforschung (125-138). Bielefeld: Bertelsmann.

• Deissinger, T. et al. (2013). Policy Implications and Recommendations: When do hybrid qualifications work and what benefits can be expected from them. In: T. Deissinger, J. Aff, J., A. Fuller & H. Jorgensen (eds.): Hybrid Qualifications: Structures and Problems in the Context of European VET Policy (243-276). Bern, Lang.

• Deissinger, Th./Ott, M. (2016). Tertiarisation of Vocational Education and Training and its implications – problems and issues in Germany and France In: Bohlinger, S./Dang, T.K.A./Glatt, M. (Eds.): Education Policy: mapping the landscape and scope, Frankfurt a.M. (Peter Lang), S. 267-296. 

In the pursuit of enhancing vocational education and training (VET) in Ukraine, the collaborative efforts of stakeholders from both the public and private sectors are becoming increasingly essential.

This presentation addresses the crucial aspects of enhancing Vocational Education in Ukraine by focusing on the pivotal role of teachers of vocational education. It examines how the national policy documents are shaping the landscape of VET and outlines initiatives that empower VET teachers to upskill, particularly in soft skills crucial for today's workforce.

In an era marked by rapid changes, upskilling teaching staff becomes imperative, and this presentation will discuss the strategies and initiatives aimed at enhancing improvement of teaching methods in VET schools.

A focus on innovative educational partnerships will shed light on the promising path forward for Ukraine's education sector.

Kee words: teacher of vocational education, national policy documents, professional development, upskilling, soft skills, educational partnership.

While a population’s higher skill level can be associated with a positive effect on economic growth and social prosperity, problems that come with “academic drift” have also been discussed (Alesi & Teichler, 2013; Elsholz & Neu, 2019). Shortages of skilled workers (Brunello & Wruuck, 2021; Cappelli, 2015) and “over-education” (Sloane & Mavromaras, 2020) indicate that matching problems between the needs of the labour market and the qualifications obtained in the education system exist.

Additionally, societies with strong meritocratic patterns favour university education over qualifications in VET which leaves them as second-class educational pathways associated with low status and esteem (Braun, 2022; Deissinger & Heininger, 2022). Based on a literature and document analysis, the presentation aims at identifying different types of matching problems that arise due to academization and analyse the contributing factors by drawing on literature on matching problems (Li et al., 2018), academization and the social context of VET (Deissinger, 2019; Euler, 2017; Frommberger & Schmees, 2022).

The findings implicate that vertical, horizontal and skills mismatches exist at the same time in consequence of an “academic drift”. Furthermore, the poor standing of VET in contrast to university education, as e.g. in Anglophone countries, as well as specific labour market structures seem to be key factors of influence. In order to achieve permeability and equivalence between VET and general education, a closer orientation of study programs towards the needs of the labour market and higher vocational education can be of relevance.

Keywords: Academization, matching problems, overeducation, skill mismatch

References:

• Alesi, B., & Teichler, U. (2013). Akademisierung von Bildung und Beruf – ein kontroverser Diskurs in Deutschland. In E. Severing & U. Teichler (Eds.), Akademisierung von Bildung und Beruf – ein kontroverser Diskurs in Deutschland (pp. 19–39). Bundesinstitut für Berufsbildung.

• Braun, V. (2022). Der Zusammenhang zwischen Meritokratie und beruflicher Bildung: Idealtypische Rekonstruktion als Deutungsrahmen für das Wertschätzungsproblem der Berufsbildung in der Ukraine. Springer Fachmedien. https://doi.org/10.1007/978-3-658-36827-2

• Brunello, G., & Wruuck, P. (2021). Skill shortages and skill mismatch: A review of the literature. Journal of Economic Surveys, 35(4), 1145–1167. https://doi.org/10.1111/joes.12424

• Cappelli, P. H. (2015). Skill gaps, skill shortages, and skill mismatches: Evidence and arguments for the United States. ILR Review, 68(2), 251–290. https://doi.org/10.1177/0019793914564961

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Initial Situation

Young people, and so also apprentices, feel strongly affected by current and upcoming developments and challenges in the areas of social well-being and the environment (Hill et al. 2022). In the course of in-company training, apprentices in particular come into contact with issues relating to the ecological and sustainability-oriented design of work processes, especially with regard to the use of different materials and resources (Backes-Gellner & Pfister 2019). When apprentices think about their own business ideas and concepts, sustainability and socially oriented topics play a special role (Silberschmidt & Heimann 2022).

Main Questions Which social and sustainability entrepreneurial transversal competencies are relevant for the everyday professional management of sustainability and socially oriented entrepreneurs compared to traditional entrepreneurs?

To what extent can foundations be created to teach apprentices social and sustainability entrepreneurial transversal competences in vocational school teaching and to strengthen them in these?

Theoretical Framework

Approach to entrepreneurship education (Lindner 2016) as well as more recent approaches such as social and ecopreneurship education (Mir Shahid & Alarifi 2021).

Methodological Approach

• Literature research and document analysis of scientific publications in the research fields of social entrepreneurship and ecopreneurship (education), analysis of social and sustainability-oriented entrepreneurship literature 

• Conducting and evaluating guideline-based interviews with sustainability-oriented as well as socially-oriented and commercial entrepreneurs

Expected Results

Generating an overview of social and sustainability entrepreneurial transversal competences as a basis for teaching and promoting them in vocational school classes.

Possible Implications

• Strengthening of the so far marginal research in the field of transversal entrepreneurship competencies. 

• Foundation of a contribution that is not only research-oriented but also development- oriented (among other things, to lay the foundations for the promotion of social and sustainability entrepreneurial transversal competencies in vocational school teaching).

References:

• Backes-Gellner, U., & Pfister, C. (2019). Beitrag der Berufsbildung zu Innovation. https://www.sbfi.admin.ch/sbfi/de/home/dienstleistungen/publikationen/publikationen- bestellen/berufsbildung-und-innovation.html

• Hill, S., Ionescu-Somers, A., & Coduras, A. (2022). Global Entrepreneurship Monitor 2021/2022. Global Report: Opportunity Amid Disruption. https://www.gemconsortium.org/reports/latest- global-report

• Lindner, J. (2016). Entrepreneurship Education. In G. Faltin (Hrsg.), Handbuch Entrepreneurship (S. 1–18). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-05263-8_35-1

• Mir Shahid, S., & Alarifi, G. (2021). Social entrepreneurship education: A conceptual framework and review. The International Journal of Management Education, 19(3), 100533. https://doi.org/10.1016/j.ijme.2021.100533

• Silberschmidt, A., & Heimann, T. (2022). SwissSkills 2022: Die ersten Schweizermeister in Entrepreneurship sind gekürt!

Vocational education and training systems are subject to constant reforms and changes due to economic, demographic and technological developments. Some respond quickly to challenges and implement the reforms to adapt the system accordingly (Gonon, 2016; Thelen, 2006). The other vocational education systems are inert and still remain on the same development path despite the already changed environment until they confront the critical unsolved problems (Zlatkin-Troitschanskaia, 2005). Why does it happen this way is the guiding question for this presentation. Specifically, such questions and issues will be discussed as: what are prerequisites for the successful implementation of the reforms, what factors and which actors influence reform processes, how the changes in vocational education and training system are interdependent with historical, cultural, political and social developments in a country. These questions will be addressed using examples of separate countries. 

Keywords: Changes, VET systems, reforms, stakeholders    

References:

• Gonon, P. (2016). Zur Dynamik und Typologie von Berufsbildungssystemen: Eine internationale Perspektive. Zeitschrift Fur Padagogik (Beiheft), 62(3), 307–322.

• Thelen, K. A. (2006). Institutionen und Sozialer Wandel: Die Entwicklung der beruflichen Bildung in Deutschland. In J. Beckert, B. Ebbinghaus, & A. Hassel (Eds.), Transformationen des Kapitalismus (1. Aufl., pp. 399–423). Campus Verlag. 

• Zlatkin-Troitschanskaia, O. (2005). Dynamik und Stabilität in Berufsbildungssystemen – Eine theoretische und empirische Untersuchung von Transformationsprozessen am Beispiel Bulgariens und Litauens. Peter Lang.