Four focus points (crisis, demands, concepts and open issues) are addressed from three different national perspectives (Sweden, Germany and Spain). Answers might be different, but challenges seem to be the same.

(1) crisis: on the one hand we acknowledge a massive withdrawal of didactic discussion in the educational research: first the constructivism taught us that nobody can be taught (a nice antagonism), later the output orientation taught us that just the output counts and within the empirical turn of the educational sciences the topic didactics seems to be lost. (Chevallard, 2006, Moreno Herrera, 2012)

(2) demands: On the other hand practitioners still expects that VET offers answers, methods and tools for their central questions: how can learners be empowered and learning be accelerated. Overall questions for the round table will therefore be: What implications have for didactics the fact that learning within this field happens in remarkably different context; namely, classroom and workshop? What is the value in developing a didactics for this specific complex learning context? Is the discourse on didactics a unique phenomenon for particular educational research traditions or is there a substance that is worth discussing? (Berglund & Lindberg, 2012; Ghaye, 2010)

(3) concepts: One concept we want exemplary focus within this short proposal information: the didactic concept "task- and process-oriented learning". One concretization of this concept for the field of electrical trade is the so called "Competence toolbox“, which has been continuously developed for more than 10 years to give answers to the following practice-oriented research questions: How can work processes of skilled workers be analyzed and described? How can the results of work process analyses be transferred into work process oriented educational measures? What are the potentials of digital media and internet to support this work process orientation? How can these potentials be converted into task-oriented learning? (Howe & Knutzen, 2012).

(4) open issues: see below "Conclusions, expected outcomes"

Method:

The overall approach of the above mentioned concept (as an example) is the so called Design-Based:Research: DBR characterized the methodical approach of converting the obtained results into work process oriented learning software. The learning software and the accordant task-oriented learning were tested in all learning venues, meaning companies, training centers and vocational schools. In detail following methods were used: (1) Expert workshops: In the first step expert workshops were held. These workshops were moderated by vocational scientists. Experienced master craftsman validated a list of spheres of activities through discussion. The agreed upon list of spheres of activities portrays the researched vocation. (2) Work process analysis: Related to every sphere of activity work process analysis had to be conducted in the second step. This approach is twofold from a methodological perspective. Initially the researcher led a qualitative interview with an experienced skilled worker or craftsman. (3) Online survey: The outcome of this kind of work process oriented learning was finally evaluated by an online survey of apprentices. After accomplishing a task the learners provided feedback relating to the learning software and task -oriented learning by filling in an online questionnaire.

Expected outcomes:

Expected outcomes of the round table is to fix (4) "open issues": In our view there is a great need to continue developing the basis of a didactic that will be encompassing and dynamic enough to deal with the complex and varied situation of guidance of the learning process in the VET field. In addition to the variety of context it is equally significant to consider the complexity derived from the various interacting components of the teaching and learning process. More is to be done in creating or continuing developing a didactics that encompasses the complexities of VET considering its different levels and different settings.

The design of vocational didactics has to meet special requirements. Six core assumptions are identified: outcome orientation, cultural-historical embedding, horizontal structure, vertical structure, temporal structure, and the changing nature of work. Different approaches and discussions from school-based systems (Spain and Sweden) and dual systems (Denmark, Germany and Norway) are presented in this special issue. From an inside or national perspective, the solutions show a high cultural-historical dependency. From an outside or cross-national perspective, contingency and alternative possibilities become visible. The combination of both perspectives could enable continuity as well as innovation. This is the basic assumption of the presented collection about vocational didactics.

In the VET field the challenges for didactic are various and complex considering that learning is organized and takes place in very different contexts, that is, classroom and workshop. Research questions adressed at the round table are: How does context of learning influences the didactical organization of the learning process? What didactical specificities are associated to the role of the teacher and instructor respectively?Significant challenges are also posed by the aims of the learning process; whether it concerns understanding whole production process or specific technological devices and operations. Equally, questions for didacticians in the VET field emerge from the form of the learning process, whether it will be tutoring/mentoring or group teaching. Are we then in need to develop a specific didactics to deal with challenges of vocational knowing?; if so, what should be its main features?

Example Denmark: Students at Danish VET are diverse, many are challenged academically and socially. In terms of resolving high drop-out rates, problems with students’ academic progress and reducing negative effects of social background in general, teachers’ pedagogic competencies and didactical skills are important, specifically their competencies in differentiated teaching. That is emphasised in recent reforms concerning the national educational programme for new teachers at VET in 2010, describing that teachers must acquire skills in “planning, organising, implementing and evaluating” “differentiated teaching" (National Study Programme 2011, 2015). Drawing on Bernstein´s theory about framing and recontextualisation (1996, 1997, 2003), the contribution analyses how these demands are interpreted and practiced at the VET teacher program, and with which consequences. The analysis is based on results from an ethnographic inspired research project including fieldwork, interviews and different kinds of documentary in four different educational contexts.

Example Germany: During the 1980s, school-based education within the german dual system of vocational education and training saw heavy criticisms. The industry's representatives particularly criticised that the school-based education was far from reality, not contributing towards tackling the challenges of working life in the companies. In other words: the schools were not oriented towards the customer. In response to this critique the concept areas of learning (German = Lernfeld-Konzept) was introduced in 1996 as a structural principle for the framework curricula. The reform had wide-ranging consequences not only on the course and lesson design, but also on the organisational framework conditions of the schools, the cooperation between schools and companies and the required qualification profile of the teachers. The classic distinctions of "theory equals school-based learning" and "practical experience equals work-based learning in companies" are to be removed through the orientation of school-based content to the practical requirements of the vocational and professional work. In this framework a new diadctic approach was needed: The school-based curriculum is no longer structured in subjects, but constructed into work-oriented and process-related areas of learning. Areas of learnings are didactically-founded equivalents of vocational spheres of activity that are handled at school. They are made up of complex tasks, which are then handled pedagogically using action-oriented learning situations. The strengths, weaknesses and pitfalls of the didactics occured in the last 10 years will be focused.

Two more perspective will be present: Norway and Sweden. In Norway the dual principle is sequentialized: Two years theory are followed by two years practice. This system division is followed by a segmentation of didactics and a fraction in teaching and learning. In Sweden the system is homogenous but the school-based system is widely self-referential and the linkage to the adjacent systems (higher education and labour market) opens two differnt options of orientation with consequences to the didactics.

The common question of the presented cases is "Didactics: Breakup or Awakening?"

The purpose of this chapter is to present the workplace-based learning that takes place within the publicly funded VET in Sweden at the upper secondary education level. More than an overall background of upper secondary vocational education particular attention is given to the relationship between school-based and work place-based training (apprenticeship), on one side, and how the cooperation between educational suppliers and working life partners is shaped, on the other. In our time of accelerated globalization, where the current and the future status of VET is a priority issue in the discussion agenda of national and international educational policy bodies, it seems that among other challenges the connection between school and working life is urgently important, and a crucial quality dimension of the provided vocational programs. The presentation ends up with some reflections on the future of VET in Sweden with tentative proposals for policy considerations and actions.

Construction graduates are currently in high demand by contractors in all types of construction work. The diversity of employment opportunities for construction management graduates, increase the need in having a portfolio for skills to work efficiently and effectively with other professions in the industry. Consequently, there are numerous TVET institutes that potentially produce local workforce as highly skilled workers in the construction industry. However, it is believed that, there is a persisting lack of generic competency among the construction graduates and an absence of strategic framework for Malaysian construction graduates. Therefore, this research investigates generic competencies required by construction graduates in the management scopes from the perspectives of the construction practitioners. Drawing on a construction graduates generic competencies and roles, and tasks framework, a structured questionnaire survey was used to elicit data from construction practitioners in the industry. The data was analyzed using Rasch Measurement Model with PCA, item and person reliability and item measure analysis. Result from this research indicates that industries require graduates to perform more on analytical and critical thinking in the project management phase. Moreover, in the construction management phase, it has been found that industries expect construction graduates to perform more on teamwork competency. Furthermore, this research identified that site management phase request more on problem-solving and teamwork competency from construction graduates. Therefore, it is believe that these research findings will be useful in assisting the universities and industries to improve the generic competency amongst construction students by providing valuable insight and expanding current knowledge-base of those elements and variables required by industries.

The Green Skills Module (GS) is a teaching module of the Design and Technology (DT) subjects developed to introduce green skills and foster a positive attitude towards the environment. This article is intended to obtain the consensus of a panel of experts on the content analysis of the GS module. Modified Delphi Technique was used to analyse the contents of the GS Modules. Nine experts in the curriculum, Technical Vocational Education and Training (TVET), Enviromnental Education as well as DT excellent teachers were selected through the method of purposive sampling. The data were collected using a semi-structural interview method for the first round and questionnaires for the second round. Based on the findings, two elements, namely knowledge and practice of green skills included in the GS module, are analysed using IBM SPSS version 21 to get the value of 'Inter Quartile Range' (IQR) and the Wilcoxon Test. The findings show that all the items for practice have been agreed upon by the experts while two items of knowledge have been rejected. This study indicates that the application of Modified Delphi Technique can be a new alternative method in analysing programme content in the development of a module.

Refugee youth in protracted humanitarian contexts are faced with limited access to quality education. They may sustain traumatic experiences from conflicts and discrimination yet have limited psychosocial support access. Comprehending the magnitude and effects of these challenges is vital for designing and executing educational interventions in such contexts. This study evaluates the implementation quality of the Youth Education Pack intervention through the lens of the Inter-agency Network for Education in Emergencies minimum standards framework. It explores the types of discrimination experienced by refugee youth in the Dadaab refugee camp in Kenya. Nine participants comprising refugee students (N = 2), former refugee students (N = 2), teachers (N = 3), and project supervisors (N = 2) participated in the study. The first author conducted interviews and observations in the camp. The data were qualitatively coded deductively and analysed in Nvivo 12. We found that the YEP intervention faced contextual challenges that hindered the achievement of the implementation quality standards outlined in the INEE minimum standards for education. Refugee youth and refugee teachers experienced various forms of discrimination, including at individual, institutional, and structural levels. We conclude that providing refugee youth with an inclusive and high-quality education is central to providing secure and long-term solutions to their challenges and adversities and may promote their psychosocial wellbeing.

Cuba, a country with an estimated populationof 11,326,616 inhabitants (Worldometer,2020), which has been ruled by a one-partysystemsince 1959, and whose developmenthas been marked by a trade embargo imposedby the United States since 1960 and the fallof the Soviet Union in 1991 (Binns,1996) isarguably a land of contradictions and of significantpolitical polarization. Standpointstowards Cuban society are often mediated byindividual political positions and consequentlydiffer.The very word, Cuba, conjures images ofclassic American cars, faded colonial mansions,colorful music and dancing, lush greenfields, and cigars and rum. Looking deeper,this country, which has experienced colonialrule, revolution and economic isolation,remains resilient and innovative. The threeheroes, José Martí, Fidel Castro and ErnestoChe Guevara, have influenced the values ofthe Cuba of today.

This is particularly evident in education. From their speeches, and especiallythose of Martí, the theme of educationis that it is the only means to be saved fromslavery (Chávez Rodríguez, 2011). Between1959 and 1961, the structure of ‘a national,coherent and harmonious school system’(Chávez Rodríguez, 2011, p.45) was established,reinforced by the Declaration of Cubaas a Territory Free of Illiteracy in 1961. Thiswas the beginning of the establishment of asocialist education.The accomplishments of the Cuban educationsystem are widely acknowledged internationally(Wolf, Hernández Penton, Beltrán& Romero, 2011). Education became a corestrategic priority in the policies of the revolutionarygovernment that came to power in1959 and continued as a priority until thepresent time (2020). The literacy campaignof 1961 laid the foundations of the subsequenteducational development of the country(López, 2011). Cuba is also recognizedfor its inclusive and free education system(Breidlid, 2007).

Over the last decade, the accreditation of qualifications has become a central issue both from the European work market point of view, and that of the interest of national contexts. The underlying reasons are diverse; for example, the increasing needs for the workforce to become more mobile and consequently the need to impact on national educational systems, in particular the systems of vocational education and training.

The implementation of the European Qualification Framework (EQF) entails significant specificities in accordance with each national context that are mainly related to how the educational systems are organized and articulated with the working life sector. This paper analyses the specific case of a national context, Spain, and in particular the implementation at the level of an Autonomous Region. More specific acknowledgment and  accreditation  of  competences  acquired  in  formal  and  non-formal  settings  was carried out in four main professional sectors. This paper, however, presents outcomes from the process in two sectors, namely (a) tourism and hotel services and (b) electric and electronic maintenance. The process was carried out over approximately two years as cooperation between Qualifications Institute of the Canary Islands, the Education Board of the Islands (both governmental bodies) and researchers from the University of Las Palmas. The outcomes show that a good articulation between the National Qualification Framework (NQF), national governmental regulations and carefully designed procedures of recognition and accreditation of skills can potentially produce successful results. Likewise, outcomes show what we can consider a win-win situation in which the organizations involved sharpened and gained in efficiency from the cooperation; the methodology used is validated, the professionals involved in the validation process receive training and the workers, ultimately, obtain official recognition of their qualifications.

For developing nations to meet the demand for skills in the twenty-first century, TVET is essential. The TVET institution actively creates a skilled workforce to meet the needs of the nation's labour market to meet those demands. As a result, efforts are being made to improve the existing TVET institutions. This study looked into the difficulties faced by TVET institution managers when handling their relationships with collaboration. The quantitative approach used in this study was the survey design approach. The right respondents are chosen for this study using purposeful sampling techniques. A total of 53 directors of TVET institutions in Malaysia and 30 representatives from industry were chosen as respondents for this study. The Rasch measurement model was used to analyze the data. This study identified managerial skills and common barriers as the two main obstacles to the collaboration between Malaysian TVET institutions and industries. Technical, human, and conceptual skills are the three categories used to categorize managerial skill barriers. Technically, directors are unable to put knowledge into practice because they lack computer proficiency, managerial knowledge and experience, and methods and techniques for performance monitoring tools. Conceptually, directors struggle to plan long-term objectives, articulate strategies and comprehend the organizational structure of their industry. Finally, directors lack the ability to manage relationships between organizations and the drive to launch partnerships with the sector. While this was going on, the common TVET institution-industry collaboration barriers were grouped into four categories: governance issues, funding and financial issues, management issues in collaboration, and industry-institution culture issues.

Collaboration between training institutions and industries for skills development through education and training is very critical. However, miscommunication and misconception about the collaboration between these parties can lead to afailed partnership. Thus, this preliminary study has been done to analyze the importance of collaboration between Malaysian vocational training institutions and the industry. A quantitative approach using survey research design has been chosen for this study involving 92 respondents consisting industry players, vocational training institutions staff, and vocational training institutions alumni. The findings have emphasized the importance of collaboration between industry and vocational training institutions to improve vocational training institutions graduate to meet the industry criteria and standard. The finding also shares the factors and barriers that influence the collaboration between industry and vocational training institutions. These factors and barriers need to be looked into to ensure a successful partnership between industry and vocational training institutions. Furthermore, the findings also suggested that the government plays a vital role in ensuring the collaboration between vocational training institutions and industry is a success. It is hoped that the findings will give an insight to the stakeholders in planning a successful partnership between vocational training institutions and the industry.

Depending on perspectives and even languages the concept didactics is defined in different ways. The article acknowledges that the debate about conceptualization, particularly concerning the equivalence in English of what in Germanic and Latin languages is termed ‘didactics’, is well documented in the research literature (e.g. Wetsbury, Hoppmann & Riquarts, 2000). There is a claim in this article concerning the need to transcend the language discussion; it argues that there is indeed a need, particularly relevant for VET, to develop a close linkage between what some authors (e.g. Wenerstam & Hansen, 2006) consider “an empirically based” side of didactics associated to empirical findings and the “non-empirical” associated theoretical constructs for understanding the teaching-learning process. The article intends to critically revisit a number of influential didactical works both from German, Nordic and Anglo-Saxon contexts in search to contribute to the development of didactics for specific intricate subject of vocational education and training. The article does not intend to propose alternative solutions but suggest lines of development, encourage discussions and the further research that is required.

Depending on perspectives and even languages the concept didactics is defined in different ways. The article acknowledges that the debate about conceptualization, particularly concerning the equivalence in English of what in Germanic and Latin languages is termed ‘didactics’, is well documented in the research literature (e.g. Wetsbury, Hoppmann & Riquarts, 2000). There is a claim in this article concerning the need to transcend the language discussion; it argues that there is indeed a need, particularly relevant for VET, to develop a close linkage between what some authors (e.g. Wenerstam & Hansen, 2006) consider “an empirically based” side of didactics associated to empirical findings and the “non-empirical” associated theoretical constructs for understanding the teaching-learning process.

The article intends to critically revisit a number of influential didactical works both from German, Nordic and Anglo-Saxon contexts in search to contribute to the development of didactics for specific intricate subject of vocational education and training. The article does not intend to propose alternative solutions but suggest lines of development, encourage discussions and the further research that is required.

The paper  looks into the relationship activity and development of personality based on Leontiev´s work. The structure of personality and the process of transformation from individual to personality grounded on Leontiev´s research are used as springboard to discuss motivation in vocational training. By analysing the relationship personality-motivation the contribution suggest ways to look into and discuses problems in Vocational Education and Training such as dropouts.

The presentation focuses first on core concepts and constructs from the cultural historical school, in particular as presented in the works by Vygotsky and Leontiev. Selected contributions from Vygotsky and Leontiev such as mediation, tools, artefacts and activity are presented to illustrate the grounds of the research work done within TVET by scholars at Stockholm University. The work by Finnish researcher Yrjö Engeström and in specific the cycle of expansive developmental research has been used of frequent use in research in TVET at Stockholm University. A case study will be presented to illustrate how this theoretical model has been used in research. Overall the presentation intends to highlight and inspire discussion about benefits and challenges of using activity theory in research on TVET.

By presenting perspectives of researchers from different Nordic countries, based on theoretical analysis and empirical work (i.e. vocational didactics as realized in different settings), it is intended to contribute to encourage discussion about the relevance of didactics in vocational education and training in educational systems in continuous changes.

There is a shared understanding of the relevance of didactics for VET, equally acknowledge the complexity that derives from different contexts of learning. This to great extend explains the existence of an interest in the development of a didactics able to cope with the complexities of a learning process that takes place both in what we can term traditional classroom settings and the workshops. Vocational didactics is in addition an important subject in the training of vocational teachers in most of the Nordic countries. A common focus in some of the context is the learning process and with particularly attention to the understanding and development of vocational knowing.

The contributions from different researcher in the field in the Nordic countries allow illustrating well what earlier has been term challenges for didactics in VET. The term "didactic", as the theory and practice of teaching and learning, is considered to comprise the input, process and output phases. However, the significance of what has been learned manifests itself in the outcome stage, that is, putting the application into practice. Therefore, in vocational education and training, it is important to design learning opportunities, so that the learner can satisfy practical requirements in the workplace, on the one hand, and be able to shape his/her work as well as the work environment, on the other hand (Gessler & Moreno Herrera, 2015).

Amongst its several ambitions latest educational reforms, like the one of the Swedish upper secondary school on 2011, are expected to contribute to satisfy a felt increased need of qualified work forces in different occupational sectors (for example, services, ICT, industry). Generally described there is a focus on practical rather than theoretical knowledge, development of qualifications and competences all intended to have an impact on employability. Emerging problems in the implementation phase have been, e.g., low rates of students’ recruitment in some of the training programmes as well as higher levels of drop-outs. Arguments and explanations go from intensive political debates to attempts to deal with the problem from different research´s stand points.

This paper intend to contribute to the on-going debate concerning motivation for vocational studies (consequently for working life in the mentioned sectors) by exploring important dimensions of the so called early, or pre, vocational education and training (early VET in the following). What aspects are there in the compulsory education that needs to be highlighted in order to deal with the mentioned problems?, what does experiences and studies of early VET  in different educational context, Nordic and beyond, tell us in terms of early motivation for vocations?

The paper essentiality argues that there is a need to transcend and widen the focus of the present debate; it suggests a shift of attention toward the important dimensions of early vocational education and training. Methodologically the paper draws on national and cross-national studies of early VET, empirical research done by the author is also used to support some of the lines of argumentation.

Una contribución a una antología en progreso que intenta:

La ponencia tienen como objetivo contextualizar la actual discusión sobre desarrollo de la Enseñanza Técnico Profesional (ETP) en Suecia desde una perspectiva internacional y de desarrollo de socio-económico. Intenta además problematizar y estimular discusión sobre factores contextuales y su impacto en el desarrollo actual de la ETP.

La ETP es uno de los sectores educacionales  que más ateción recibe por los medios en Suecia y tema de discuciones politicas y esto se relaciona entre otros aspects a las implicaciones del marco europeo de calificaciones (EQF) y su correspondiente adaptación nacional; marco nacional de calificaciones (NQF). En la ponencia se se hace ademas una relación con el informe de la UNESCO Educación para Todos y en especifico el seguimiento de la ETP enfocado en el tercer objetivo de la Educación para Todos: lograr que todos los jóvenes tengan la oportunidad de adquirir competencias.

La formación profesional en Escandinavia tiene caracteristicas particulares en coorrespondencia con cada pais. Mientras que en Suecia ha estado tradicionalmente basada en el aprendizaje en los centros de formación profesional, una caracteristica que tambien comparte Finlandia, vemos que en el caso de Dinamarca el centro de formación principal ha sido el puesto de trabajo. Noruega por su parte a tenido una combinanción de ambas pero con prevalescencia del modelo basado en la escuela o centro de formación profesional. En común estos paises exhiben un desarrollo socio-economico que es reconocido como de los más avamzados a nivel internacional. La ponencia analisa las condiciones que hacen que estos sistemas hayan sido exitosos a pesar de las criticas y las transformaciones más recientes. Una discusión academica del lugar de las diferentes formas del conociemiento a tenido tambien un papel relevante, al menos a nivel de discurso, en el desarrollo de estos sistemas de enseñanza profesional. La ponencia analisa estos aspectos y los problematisa desde una perspectiva comparativa internacional.

La conferencia aborda los aspectos siguientes. Se define el contexto, la universidad Estocolmo como centro de estudios e investigación. Hace una conceptualización necesaria de las similitudes y diferencias entre FP y VET. Presenta el el grupo de Investigaciones VETYL, Departamento de Educación, Universidad de Estocolmo. Contextualiza el campo de investigación, Desafíos para la investigación en FP y Preocupaciones investigativas del grupo VETYL Aborda la ultima reforma (2010) en el sistema educativo sueco incluido FP asi como la FP como parte de la enseñanza pre-universitaria (Bachillerato) y el sistema Sueco de FP en contexto de los sistemas nórdicos de FP.

In low technology context, such as Cuba, a special challenge is how to deal with scarcity of resources and develop alternatives ways that permit access to advantages of digital technologies. Here initiatives and creativity in using learning environments becomes essential. The VET system in Cuba is expected to meet work market’s needs, and at the same time, VET is given an important role in social inclusion. A main challenge for the VET system, in particular since 1990s and up to day, is how to meet technological development internationally given the graduate access to knowledge of these technologies, and at the same time, satisfying local needs that are often not related to highly developed devises. The aim of the study is to identify how the challenges are dealt with in policy documents and teaching materials and to investigate teachers’ perceptions of the challenges and how to meet them. The study uses text analysis and interviews as research methods. There is no intention of generalization but the study attempts to provide an insight into the challenges in meeting technology and how they are dealt with in a particular context of limited resources. It is expected to be of value both for policy makers and for practitioners.

Polytechnic education is grounded in the educational work of Nadiezka Krupskaia during the decade of the twenties in the twenty-century. The roots are, however, to be search for in the socio-economic writings of Karl Marx. Essentially in accordance the so-called polytechnics school was expected to be closely link to the socio-economic and more specific to the technological development of society. Enactment of a polytechnic education was to be based on a set of concept and key principles. These principles should not be confined to practical subjects but also influence the overall structure of the curriculum and cross-subject school activity.

With a historical perspective this paper presents conceptual grounds and analyses key principles of polytechnic education. The intention is to stimulate discussions of potential implications of polytechnic education for VET. More specific the paper intends to encourage discussion about the relationship between general/compulsory education and VET in times when we need to find answers to problems such as motivation and drop-outs in our vocational programs.

As acknowledge in earlier research the complexity of research in VET increases given by the fact that we are dealing with problems in different levels and with different character. At macro level research in VET is concerned, for example, with policy issues, international comparison as well as cross-national challenges of qualifications frame works and mobility of work forces. At what has been defined as meso-level, there are significant challenges from the need to deal with employability, structure of VET systems and dealing with drop-outs. Equally challenging are the problems at micro-level such as the complexity of organizing learning process in different contexts (classroom and workshop), the development of vocational knowing and technological literacy. From a Swedish VET research standpoint the paper attempt to look into how to approach research problems avoiding the divides that traditionally influence the selection of methodologies and theories, also which ontologies and epistemologies lays behind the ongoing research in VET and identify cases of multi-methodologies and multi-theoretical approaches worth studying closely and disseminating.

This presentation is part of a contribution to a expected broader discussion within the frames of the European VETNET.

This paper attempts to illustrate how technology education is conceived to be a ground for vocational education and training. The historical development of technology education within the Cuban educational system is used as case study. An attempt at summarizing the complex process of establishment and further development of the subject in Cuba is indeed vulnerable due to the remarkable variety of intervening factors. This development is, from my perspective, a socio-economical and culturally conditioned phenomenon. In line with the theoretical approach developed by Goodson (1988) in relation to curriculum development, the establishment and further lines of the development followed by technology education in Cuba was, and still is, conditioned by socio-economic climates of opinions (ideas and interests) ruling the society in different historical stages.

The new socio-economic development of the country is one of the major challenges for the development of technology education as schools subjects. Criticism has been considerable in relation to how the grounds of polytechnic education have been enacted in the subject´s latest development. Still there is a consensus that in order to secure employability and to face the challenges of increasing service and industrial sectors a serious reconsideration of the traditional approach of the relationship technology education and vocational education & training is highly needed.

Yrjö Engeström originally developed the cycle of expansive developmental research on the basis of Vygotsky´s cultural-historical methodology (cf. Engeström 1987, pp. 318-337; Engeström, 2005). The aims of this paper are two fold: it seeks to explore and like wise discuss potentialities of this methodological construct in the field of VET.

Cultural historical activity theory, and in particular the so called cycle of expansive developmental research (cf, Engestrom, 1987, Engeström, 2005) serves as theoretical foundation and framework of analysis of the experiences and developmental work presented and discussed in this paper. The exploration of the use of the cycle of expansive developmental research is much inspired by an earlier use of this methodological approach by the author of the paper (cf, Moreno Herrera, 1998). In this paper the methodology developed by Engeström around learning processes has been operationalized and used as a methodological framework applied to the analysis of the field of VET. Likewise there are no intentions to make an interpretation in its original formulation but rather to explore potentialities for its operationalization. As already clarified in an earlier us of this paradigm (cf. Moreno Herrera, 1998), the cycle of expansive developmental research, as any other methodological framework, could be to a great extent critically discussed. In this case, as in the previous one, the paper argues for potentialities and shortcomings.

VET is here assumed to be a well-delineated activity system with clearly identified features and a stated need, i.e., the need for improvement in its practice as the main way to fulfil social expectations of various kinds. In order to contribute to meeting the already mentioned needs, a rigorous analysis of the activity system is required. Following the original paradigm the paper discussed the relevance that this analysis includes the following: (a) object-historical analysis, (b) theory-historical analysis and (c) actual- empirical analysis. The various sections of this paper deals, in an operationalised way, with these analyses.  The analyses need to be followed by a stage of formation of new instruments, resulting in the arising of qualitatively new models[1] (Engeström 1987, pp. 328-329). According to the methodological operationalization developed for this study, the new models and constructs do not emerge independently, but as a result of the empirical analysis and on the grounds of the historical analyses. There is, however, a need for a stage of in-depth reflection, a concise summary, where a final shape and a reflective accounting for the contributions and bases, which allow a transformation of the new models into new forms of practice.

Following one of the main tenets in expansive developmental research (c.f., Engeström 1987) the ‘new’ models should be evaluated with the help of results of the historical analyses. In line with the original paradigm the paper argues that the new models and constructs need to be assessed considering meaningful aspects arising in the three historical analyses. The new models are assumed to be an important contribution to and basis for an expected qualitative development of the activity system VET. Arguably their practical application depends, however, on normative elements beyond the area of influence of research.

From this stand point the paper proposes what the author considers some of the comprehensive ways forwards in research within VET.

Contribution to focuses on the relevance for teacher education in VET to consider the basis of teacher education (Research & evidence based education) and how they support and complement each other. Mobility and Internationalization@home needs also to be considered with equal level of priority. This however is not enough; considering the present developments in society and in the work marker in specific there is also an urgency to focus not only on intercultural understanding but even more relevant in the development of intercultural competence. Finally in the development of teacher education for VET we need to consider nd develop a didactics sensible to a variety of learning contexts, namelly clasroom and workshops.

Depending on the perspective and even language, the concept of didactics is defined in different ways. The debate about conceptualization, particularly concerning the equivalence in English of what in other languages, specifically Germanic and Latin languages, is termed ‘didactics’, is well documented in the research literature. There is a claim in this article concerning the need to transcend the language discussion; it is indeed necessary, especially for Vocational Education & training (VET), to develop a close linkage between what some authors consider “an empirically based” side of didactics associated with empirical findings and the “non-empirical” side that is associated with theoretical constructs for understanding the teaching-learning process.The main aim of this article is to revisit research in didactics in German, Nordic and French contexts looking for diversity in the various approaches. This is intended to contribute to the discussion about prospects and shortcomings in the development of a didactics for the intricate subject of vocational education and training. Rather than alternative didactical paths, the article intends to suggest lines of development, encourage discussions and the further research needed concerning relationship didactics and vocational education and training.

Research in VET in Sweden is remarkably diverse in relation to focus of attention (research problems), methodologies and theoretical frameworks used. Research is conducted in different universities with different forms of VET research groups organised, more relevants Gotemburg University, Linköping University, Karlstad University and Stockholm University.

Linnaeus University joining most recently and there is significant research at Lund and Malmö university with a particular economic focus. There is policy for VET that includes both initial vet and higher VET. Governmental agencies created for follow-up and quality insurance of programs. Research is done independently by a number of universities that has also VET teacher training program. There are several occasional meeting point but so far not a settled national strategy of R&D.

Vocational education and training is amongst the educational areas drawing the biggest attention by mass media and a key topic of political debate in Sweden. This is by no means surprising if we take into account that nearly half of Swedish youngster follows any of the vocational training lines offered at upper secondary education. But, is this a unique ´Swedish discussion`? are there other international frame factors influencing and some how conditioning the discussion about the strategic importance of VET? If, so which are these frame factors? This paper attempts to give initial answer to these questions by contextualizing VET discussion in Sweden from an international perspective that includes social transformations from modernity to the so called postmodernity and the impact on work market demands. The paper present these new demands, as well as qualifications required. The chapter uses a wide range of references that includes Education For All (EFA) Global Monitoring Report of 2012 focused on the third goal of Education for All, that is to ensure that all young people have the opportunity to acquire skills. The urgency of reaching this goal has sharpened acutely since 2000 as a consequence of a global economic downturn impacting on unemployment. The paper intends to contribute to better understanding of the challenges as well to create awareness and encourage discussion in different contexts and levels, that is vocational school, VET teacher training, policy making and VET planning.

Vocational Education and Training (VET) is amongst the educational areas drawing high attention by mass media and a key topic of political debate. We see a similar trend outside Sweden, noticeable in the Nordic and the European contexts. This is by no means a coincidence if we consider that in the case of Sweden, a majority of youngsters follow any of the vocational training lines offered at upper secondary education. Figures are rather similar in Nordic countries. VET is expected to secure employability and social cohesion. Useful for engagement in the debate is a better understanding of the factors influencing and somehow conditioning the discussion about the strategic importance of VET. Drawing from research in the field, some of the core aspects dealt with in the presentation are: a characterisation of the development of society which is relevant for employability, the qualification needed in relation to the restructuring of working life and an analysis of main categories for approaching the relation between working life demands and curriculum changes. Didactic challenges, where the learning processes are happening in different contexts (classroom and workshops) and at different educational levels, is a significant aspect developed further in the presentation. This presentation will also contextualize the discussion from an international perspective. Rather than a presentation of ready-made answers, the intention is to increase awareness and encourage discussion of factors influencing or to be considered in policymaking and VET planning.

Core aspects of the Industrial Revolution 4.0 are highlighted in the presentation. The key note speaker considers that core aspects from Industrial Revolution 4.0, together with an increasing cross-national mobility in the labour market, poses new demands and challenges to the development of VET. This is particularly relevant in what concerns the implications of the European Qualification Framework (EQF) and its corresponding national adaptation; the National Qualification Framework (NQF). Critical voices to the EQF and NQF are not few internationally; still there are what we could call “socio-economic realities” as well as overall global market challenges that are setting the pace of changes. The presentations draw also attention and highlights key aspects of the UNESCO's Strategy for Technical and Vocational Education and Training for the period 2016-2021.

Vocational Education and Training (VET) currently faces challenges from 'new' work market demands and policy changes. The agreement of EU member states concerning the so called European Qualifications Framework (EQF) lead to the design of National Qualification Framework (NQF).

With a historical perspective the paper looks at the development of VET in Sweden and Finland aiming to elucidate experiences from earlier developments of national qualifications' frameworks. Arguably NQF is considered rather a novelty in the development of this field at national levels. By searching into earlier developments the papers intends to bring forward what could be valuable learning for the developments ahead

Employability is currently considered one of the core milestones to secure social cohesion. In pursuing employability, Vocational Education and Training (VET) is given a key role. VET is amongst the educational areas drawing the biggest attention by mass media and a key topic of political debate in Sweden and other contexts, particularly European. This is by no means a coincidence if we consider that in the case of Sweden, a majority of youngsters follow any of the vocational training lines offered at upper secondary education. This is not a unique ´Swedish discussion`. Which factors are influencing and somehow conditioning the discussion about the strategic importance of VET for employability? Core aspects in the presentation are; a characterisation of the development of society which is relevant for employability, the qualification needed in relation to the restructuring of working life and an analysis of main categories for approaching the relation between working life demands and curriculum changes. Didactic challenges, where the learning processes are happening in different contexts (classroom and workshops) and at different educational levels, is a significant aspect developed further in the presentation. This presentation will also contextualize the discussion from an international perspective. Rather than a presentation of ready-made answers, the intention is to increase awareness and encourage discussion of factors influencing or to be considered in policymaking and VET planning (including pre-VET education and career guidance).

The increasing cross-national mobility in the labour market poses new demands and challenges to the development of VET. This is particularly relevant in what concerns the implications of the European Qualification Framework (EQF) and its corresponding national adaptation; the National Qualification Framework (NQF). Critical voices to the EQF and NQF are not few internationally (c.f., Rauner & Maclean, 2008); still there are what we could call “socio-economic realities” as well as overall global market challenges that are setting the pace of changes. Equally, beyond the European socio-economic space there is increased awareness of the importance of VET as a key to sustainable development of society, social cohesion, employability and individual personal fulfilment. Indicating this relevance, the EFA (Education For All) Global Monitoring Report of 2012 focused on the third goal of Education For All, that is to ensure that all young people have the opportunity to acquire skills. According to the report, the urgency of reaching this goal has sharpened acutely since 2000 as a consequence of a global economic downturn impacting unemployment.

One young person in eight across the world is looking for work. Youth populations are large and growing. The wellbeing and prosperity of young people depend more than ever on the skills that education and training can provide. Failing to meet this need is a waste of human potential and economic power. Youth skills have never been so vital. (Bokova, 2012, p. i)

Vocational Education and Training (VET) in Sweden has evolved through cycles related to political views about the role it should play in the development of society, particularly concerning employability and social cohesion. From the 1950s onwards, VET has mostly been carried out by public authorities, and up to the late 1980s responsibility lay with the central government. In the early 1990s decentralisation started, and the responsibility and financing shifted to the municipalities. This article analyses these transitions in VET by focusing particularly on four models of organisation. The main intention of the article is to provide a springboard for discussion regarding the consequences of specific lines of development in VET. At a time when VET models in countries like Germany and Switzerland have become a reference of expected development, it is of paramount importance to examine the context specific aspects before attempting any further use of international experience.

Vocational Education and Training (VET) in Sweden has evolved through cycles related to political views about the role it should play in the development of society, particularly concerning employability and social cohesion. From the 1950s onwards, public authorities have mostly carried out VET, and up to the late 1980s responsibility lay with the central government. In the early 1990s decentralisation started, and the responsibility and financing shifted to the municipalities. This article analyses these transitions in VET by focusing particularly on four models of organisation. The main intention of the article is to provide a springboard for discussion regarding the consequences of specific lines of development in VET. At a time when VET models in countries like Germany and Switzerland have become a reference of expected development; it is of paramount importance to examine the context specific aspects before attempting any further use of international experience.

The four Nordic countries, Finland, Norway, Sweden and Denmark, have different models of vocational education, but share a number of dilemmas for the future development of VET. In all countries, the shift towards a knowledge society has been followed by a significant expansion of general education. The VET system struggles with declining participation rates, decreasing esteem and high dropout rates, except in Finland where VET has increased enrolment. At the same time, VET has an important role to play by linking school-based and work-based learning and by connecting education with the labour market (Wolbers 2007). The successful development of a knowledge society depends not only on higher levels of formal and

academic knowledge, but also on the connection of this knowledge with specific and tacit knowledge in order to solve complex and ill-defined problems (Streeck 1992). The apprenticeship model – in a modern- ised form – is well suited to the provision of work based learning and to connect codified knowledge to problem solving in practice (Guile 2006; Stenström & Tynjälä 2009). But weak linkages to higher education have made VET appear as a dead-end and have contributed to decreasing esteem and participation rates in

many countries (Deissinger a.o. 2013). If the VET-system gives priority to work-based learning, specific oc- cupational skills and employability, then it is difficult to achieve entrance qualifications for Higher Educa- tion. Developing VET for the future thus involves coping with inherent dilemmas that call for innovative solutions. The purpose of this paper is to explore different ways of managing the common key dilemma of providing ‘double accesses’ to the labour market and to higher education (HE) in the vocational pro- grammes in the Nordic Countries. The paper will describe the basic conditions for handling this dilemma in the four Nordic countries and give a preliminary assessment of the strengths and weaknesses of this for each country. The paper invites to a discussion of how to explore the dilemma of providing ‘double access-

es’ in a coming comparative research project, and to examine the impact of different institutional arrangements and policies on social and reproduction of gender inequalities and on the esteem of vocational education.

Vocational education and training is amongst the educational areas drawing the biggestattention by mass media and a key topic of political debate in Sweden. This is byno means surprising if we take into account that nearly half of Swedish youngster followsany of the vocational training lines offered at upper secondary education. But, isthis a unique ´Swedish discussion`? Are there other international frame factors influencingand some how conditioning the discussion about the strategic importance ofVET? If, so which are these frame factors? This paper attempts to give initial answer tothese questions by contextualizing VET discussion in Sweden from an internationalperspective that includes social transformations from modernity to the so called postmodernityand the impact on work market demands. The paper present these newdemands, as well as qualifications required. The chapter uses a wide range of referencesthat includes Education For All (EFA) Global Monitoring Report of 2012 focused onthe third goal of Education for All, that is to ensure that all young people have the opportunityto acquire skills. The urgency of reaching this goal has sharpened acutelysince 2000 as a consequence of a global economic downturn impacting on unemployment.The paper intends to contribute to better understanding of the challenges as wellto create awareness and encourage discussion in different contexts and levels, that isvocational school, VET teacher training, policy making and VET planning.

This article draws on the networking activities of a team of scholars. A key aspect of the theoretical framework is the assumption that there are changing paradigms of public sector management, and that education has been and is a site where these paradigms succeed and/or overlap with one another. As identified in research literature, these paradigms are so far: "traditional public administration", "new public management NPM" and "public value management". Central to the article, and the networking it refers to, is the assumption that education is as a prime arena in which the public sector of the future is being developed, and where emerging trends across the whole public sector can be detected. The article revises main paradigms that currently underpin the governance of education. Exploratory in character as it is intended to be the article argues that educational challenges demands innovative arrangements which could potentially go beyond the centrally-controlled, target-driven and accountability-heavy approaches characteristic of "New Public Management" (NPM). Drawing from the networking the article expects to raise questions and a discussion that might help developing an understanding of the tensions and trends that are currently shaping governance of education. It intends to draw attention to the ways in which these approaches face the challenge of promoting social cohesion and equity in the context of new economic and social realities.

In an earlier contribution (Gesler & Moreno Herrera, 2016) we argued that depending on differences in perspectives and even on language´s differences we are facing a remarkable conceptual diversity of what didactics is about. Furthermore, the debate about conceptualization, in particular in relation to the equivalence in English of what in other languages, specifically Germanic and Latin languages, is termed ‘didactics’, is well documented in the research literature. I do claim that there was, and still there is, a need to transcend the language discussion to focus on content related aspects to advance knowledge and research in this area within the field of Vocational Education & training (VET).

This article draws substantially on an earlier contribution by the author (Gessler & Moreno Herrera, 2016) and revisits shortly earlier research on didactics with the intention to highlight transitions and diversity in various approaches. Particular highlighted are the challenges in designing vocational which the authors first presented in an earlier study (Gessler & Moreno Herrera, 2016). Furthermore, it looks into selected contributions from scholars in the VET field with the intention to illustrate and propose discussion about the diversity and intercepts that are visible today. To accomplish these aims the focus is on a few selected cases considered to be illustrative enough. A thorough comparative study of didactics for vocational training in the Nordic countries still remains as a necessary project ahead.

This article is substantially based on the authors earlier publication (Gessler & Moreno Herrera, 2015)31 approaches. Particular emphasis is on the challenges in designing vocational didactics. We then present selected contributions from scholars in the VET field with the intention to illustrate and propose discussion about the diversity and intercepts that are visible today. A thorough comparative studyof didactics in VET in the Nordic countries remains as a necessary project ahead.

Purpose: The paper attempts to map how different European countries´ VET system attempts to match the required skills and competencies by labour market, and how VET-educators (including supervisors of interns, trainees and Apprentices in workplaces) are recruited, trained and prepared for their task with a focus on core vocation-specific didactic skills in different national contexts.)

Theoretical framework: Structural and destabilizing change in society today is maintained as establishing policy contexts, to which educational policy has to respond and adapt (Edwards, Ranson & Strain, 2010). The increasing complexity in society, culture and working life as an effect of globalization and information technology, has significantly changed the nature of knowledge, skills and competencies required from citizens. This fact along with the unprecedented speed of the changes gave impetus to continuing education or the (re)vision of lifelong learning as a policy goal. It is argued that most of the current policies for lifelong learning are a matter of accumulation of skills and qualifications to meet the demands of an increasingly uncertain and profoundly exposed to competition labour market. The challenge for the education sector and especially VET is whether learning and training for employability also embraces cultivation of reflexivity ability and “bildung” for personal fulfilment, social integration and active democratic citizenship.

Methodology/Research design: Our empirical basis is the country-specific VET-systems presented on Cedefop's website

A comparative exploration of 4 countries VET reports is carried out with regard to how the “Vocational Challenge” is perceived and how each country tries to meet this challenge through its VET system and education of vocational trainers and teachers.

Preliminary results: Contributes to a better understanding of what are considered challenges for VET in different countries representing different geographical as well as socio-economic areas and how they affect the national VET system.

A starting argument of the paper is the need to increase internationalization in VET teacher education as a key step to develop the readiness and competences that VET teachers need to deal with ongoing challenges in training the kind of skilled worked that present and near future society demands. In times where international mobility of labor forces is a reality and the so-called soft skills are essential aspects in VET programs, the overall and holistic training of teachers is of major importance. This includes amongst other not only having multiskilling but social skills such as intercultural understanding and intercultural competence. Students and staff mobility as well as other forms of cross-national cooperation in teacher training are indeed relevant to reach the present written and unwritten goals of VET teacher education.

The case of two research schools of didactics VET is presented to exemplify ways in which internationalization in VET research and teacher education can be enacted.

The publication contains the abstracts of the papers and key note spechess presented at the VII Stockholm International Conference on Vocational Education & Training held on May 7-8, 2018.

This book is the second one of the serie Emergent Issues in Research on Vocational Education & Training. It is an outcome of the international networking of the research group VETYL (Vocational Education & Training/ Yrkeskunnande och Lärande), at the Department of Education, Stockholm University, Sweden.

In May 2012 the group organized the first Stockholm International Conference in VET, an academic event that has ever since been organized yearly following the modality of invited papers. The book contains selected papers presented in the sessions of the conference held 7 and 8, May 2018. The contributions depict research within the Vocational and Training held in different national contexts as well as cross-national issues.

This volume illustrates well the diversity of research in the eld in a way that is not frequently available in the literature today. The content is of interest for a diversity of readers including under-graduate students, in particular students in initial and in-service teacher training programs for VET, post-graduate students, researchers and policy makers.

This book is an outcome of the international networking of the research group VETYL (Vocational Education & Training/Yrkeskunnande och Lärande), at the Department of Education, Stockholm University, Sweden.

In May 2012 the group organised the first Stockholm International Conference in VET, an academic event that has ever since been organised yearly following the modality of invited papers. The book contains selected papers presented in the sessions of the conference held 8 and 9, May 2017. The contributions deal with a wide range of areas of research within the Vocational and Training field in different national contexts as well as cross-nationally.

The book illustrates well the diversity of research in the field in a way that is not frequently available in the literature today. The content is of interest for a diversity of readers including under–graduate students, in particular students in initial and in-service teacher training programs for VET, post-graduate students, researchers and policy makers.