The purpose of this article is to investigate how an innovative collaboration between one lower secondary school, upper secondary school and industrial company can contribute to a more informed educational choice (vocational vs. programme for specialisation in general studies) among today’s youths. Eight lower secondary school students, five upper secondary school students, one employee in the participating industrial company, one teacher from lower secondary school, one from upper secondary school together with the section leader for vocational education programme (upper secondary school) have been interviewed. Thematic analysis has been used to analyse the data. The theoretical perspectives undertaken are self-determination theory and social-cognitive theory. Findings highlight that the study’s innovative collaboration gives youths an essential insight into the future school- and work practices. During the collaboration, the youths learn about the competence needs for future work life, and gain knowledge about their own learning potentials. Practical experience, new ways of collaboration, work centred communication, engaging and challenging training situations, experience of meaning, together with responsibility taking for own and other’s learning contribute to a more qualified education choice. We find that the pupils in lower secondary school experienced this innovative collaborative practice to produce more autonomous than controlled motivation, and more positive outcomes in terms of both behavioural, cognitive and affective dimensions of learning, at school.

Contemporary debates over "the factory of the future" show that industries will need vocational workers that are empowered and skilled to act as decision-makers and controllers, holding technical and social skills of a high standard. Further, industrial development demands enough supply of skilled vocational workers. In Norway, a parallel concern is drop-out rates from upper secondary education. Consequently, it is of joint concern for the manufacturing industries, the secondary education system and the welfare state alike to ensure that young people choose vocational education and that they finish their education with skills and motivation needed to contribute in the "future manufacturing factory". The research question is the following: How can lower secondary schools or vocational colleges collaborate with industrial companies as to motivate young people to become vocational workers who are educated in the technical and generic skills needed for future manufacturing industries? With an action research approach, we explore on experiments of such innovative collaboration. We find that workplace-learning motivates young people to learn both trade specific and generic competencies. Thus, we argue that the lower secondary school-system must be included in what traditionally has been vocational education-workplace collaboration. Further, we find that the learning of future skill requirements presupposes collective learning processes and authentic problem solving. Finally, we argue that competencies fit well as an inclusion in both the social- and technological dimensions of socio-technical systems design, but more research is needed on the mechanisms by which competencies become "inputs" and "outputs" of future work designs.