Background: In many OECD countries an apparent connection is shown between education, the local economy and the local labor market. This connection seems to be stronger and more radical in Sweden, than in other similar countries. The construction program is thereby also a part of this market. Given the needs of the building industry for competent workers and the requirements from specific course syllabuses this paper explores how project-based vocational education contributes to the student's vocational competences. The aim of this study was to describe and analyse students' perceptions of vocational competence gained from a PBVE environment and identify how this competence is constituted. From this broad aim, the following research questions were asked: (1) What kinds of competence are the students able to develop in a PBLE? (2) In what ways do the developed competence and vocational skills relate to the specific course syllabuses? (3) How is the students' vocational competence constituted?

Purpose – The purpose of this paper is to compare, and identify both similarities and differences in, affordances for vocational learning in two contrasting education systems, for construction worker and shop salesperson apprentices, in Swedish contexts. Design/methodology/approach – Data were collected through interviews and observations in two research projects, each addressing relevant aspects of one of the focal educational systems. A framework consisting of identified goals, activities and guidance was applied in the analysis. Findings – The results show that the affordances for learning in the examined educational systems are dependent on the learners’ access to, and participation in, workplace activities. A conclusion is that workplace demands override educational goals in both cases. Thus, the affordances for learning related to both individual and educational goals are dependent on the access to guidance during workplace activities. Originality/value – The study highlights constraints between educational goals and workplace affordances in both apprenticeship systems, which largely develop vocational competencies related to specific workplace demands and activities. A presented model regards apprenticeships as vocational and educational training in workplaces is outlined that enable a deeper understanding of the correspondence between individual, educational and workplace goals that forms the type of activity which leads to a learning outcome.

Apprenticeships are required for many trades and can take different forms. In Sweden, one form can be viewed as a pathway where students complete a three-year-long vocational education in upper secondary school followed by a post-secondary apprenticeship in a particular trade. Another takes the form of vocational training within the framework of upper secondary school through an apprenticeship. This study analyses how a more clearly defined apprenticeship curriculum can provide sufficient knowledge to identify and understand learning outcomes in apprenticeships. A theoretical framework of an apprenticeship curriculum is used in the analytical work. The findings show that educational goals are often overlooked during apprenticeships, and thus a deliberative education is overridden by deliberative learning that stems from and is closely connected to the individual's own perception of what to learn. By constituting an apprenticeship curriculum, this article contributes to an enhanced understanding of how to analyse vocational learning, and thus adds important elements to the research field.

Project-based vocational education and training (PBVET) is a way to conduct vocational education in Swedish construction programmes. The educational settings used include projects ranging from minor construction to advanced houses. Due to limited research on this kind of educational setting, it is important to further develop knowledge on affordances in a PBVET. The aim of this study is to describe and analyse teachers' perception on opportunities for teacher guidance provided in a PBVET. From this broad aim, the following research question is addressed: how do teachers view PBVET as (a) framing possibilities for their practice, (b) affecting students' learning and (c) presenting challenges in this learning environment? Adopted methods for this study are observations and interviews. Observations were made at a PBVET worksite, which were then used in stimulated recall interviews. The findings show that this PBVET affects both teachers' opportunities to perform teacher guidance as well as students' possibilities for learning. This appears to be related to the structure in this PBVET which can be seen as operating within different activity systems. Hence, an interaction between these systems is likely the most important issue that needs to be resolved when conducting vocational education as a PBVET.Keywords: VET and development; learning in the professions; vocational education and training; vocational and educational guidance; workplace learning Introduction Project-based vocational education and training (PBVET) is a way to conduct vocational education in construction programmes in Swedish upper secondary schools (Fjellström 2014). PBVET is based on the performance of one or several 'live' projects as the educational content in VET programmes. The educational content thereby varies at different schools depending on local conditions. The educational content is therefore connected to specific demands within specific projects. As a result of using various projects to conduct PBVET, each project can be seen as a unique educational setting. Despite that the projects differ from each other they are supposed to meet national goals in course syllabuses. As it is common in Swedish construction programmes to perform VET by using projects as the educational content, it is important to shine some light on how a live project can affect the possibilities for teacher guidance. The overall study is focusing on affordances for learning in a PBVET comprising students in the construction programme (Fjellström 2014), and vocational teachers in a Swedish upper secondary school. This study is

Background: In Sweden, some occupations require post-secondary apprenticeship, e.g. those who are to become construction workers, while some do not, e.g. those who are to become business and administration workers. Research on post-secondary apprenticeship can be regarded as sparse. To address vocational learning in post-secondary apprenticeship, this explorative study focuses on apprentices in the construction industry. The aim of this study is to identify how vocational learning is constituted within workplace activities. Methods:This study aimed to follow up a study of a former class of construction students who participated in project-based vocational education (Empir Res Vocat Educ Train 6:2, 2014). The study included 11 semi-structured interviews, which lasted between 35 and 55 min, and a survey that related to 64 stated learning goals. Result:The findings show that the development of vocational learning is closely linked to performing tasks that challenge the apprentices to think and solve problems. This approach to the performance of tasks enhances productive learning where the payroll system appears to trigger the scope of action. Further, this study shows that, despite differences in the activities that are carried out at different workplaces, the learning outcomes are dependent on personal goals as well as indirect and direct guidance. Conclusion:Although stated learning goals are highly valued, the apprentices, have problems relating to them. Instead, interaction and guidance from more experienced co-workers lead to the development of a learning outcome. As described herein, a vocational learning outcome of post-secondary apprenticeships is complex, and can be understood as being related to individual goals and workplace activities that interact and constitute vocational learning. Thus, this explorative study has identified four main standpoints that afford vocational learning in post-secondary apprenticeship: (a) the importance of guidance in the workplace, (b) the possibility of performing complex tasks, (c) the encouragement to develop new methods, and (d) the possibility of being a part of the building process.