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Educational services have become Australia's third largest export industry. Onshore delivery of higher education has been a major export for many years, and in recent years offshore delivery of vocational education and training has grown to become a major part of this industry. Different Australian educational institutions are involved in delivery of Australian VET programs in a wide range of cultural and socioeconomic contexts. Because of the strong demand for skills in an increasingly interconnected world, this growing industry, which at an international level encompasses a diverse range of institutions, training delivery methods and management and administrative arrangements, is increasingly directing its attention towards globalising its regulatory and training approaches. The aim of this research is to investigate the process of adapting Training Packages and the Australian Quality Training Framework, the two main instruments of regulation in the Australian skill formation system, for an international audience. This thesis will examine what process of adaptation is involved when the Australian VET approaches are used as a model to develop skills formation overseas. Factors influencing the forms taken by this regulatory system in a global context will be studied through investigating the international activities of various Australian sectors in implementation of VET approaches in non-Australian systems. Two propositions underpin this key question. First is that the Australian VET system is primarily a regulatory system, which means that the export of these regulations needs to be accounted for. Secondly, the Australian VET system has been designed for Australian industrial and cultural conditions and adjustments are necessary in the regulations themselves, host country regulat ory practice, or both for Training Packages to work in these non-Australian cultural contexts.

Les environnements virtuels sont des outils de plus en plus fréquemment utilisés dans le domaine de la formation sans que leur conception soit systématiquement guidée par des préconisations ergonomiques. Ce travail de thèse propose d’élaborer et d’évaluer des recommandations ergonomiques relatives au guidage de l’apprenant au cours de son apprentissage en EVAH (Environnement Virtuel pour l'Apprentissage Humain). Après avoir évalué l’utilité pour l’apprentissage d’un EVAH destiné à des techniciens de laboratoire, deux expériences ont été menées afin de déterminer un guidage optimal de l’apprenant lors de sa formation au lancement de tests de coagulation. La première expérience analysait l’impact d’une organisation hiérarchique d’instructions sonores sur l’apprentissage. La deuxième évaluait les modalités de présentation d’un guidage visuel et leurs conséquences sur l’acquisition de la procédure. Les résultats obtenus à l’issue de ces deux expériences ont permis de proposer des recommandations ergonomiques quant à la conception d’un guidage sonore et d’un guidage visuel de l’apprenant lors de l’acquisition d’une procédure. Enfin, ces recommandations ont été implémentées dans l’EVAH. Ainsi « amélioré », il a été confronté à l’environnement virtuel de référence dans le but d’évaluer l’efficacité des préconisations. Les résultats montrent que la prise en compte des recommandations ergonomiques proposées améliore les performances des apprenants. / Virtual environments are tools that are becoming more frequently used in the field of training, however their design is not systematically guided by ergonomic considerations. This thesis presents the development and evaluation of ergonomic recommendations to guide the learner during VET (Virtual Environment for Training) training. After evaluating the usefulness of STA-R Virtuel, a VET for laboratory technicians, two experiments were conducted to determine optimal ways of cueing the learner during their training in the execution of coagulation tests. The first experiment analyzed the impact on learning of a hierarchical organization of auditory instructions. The second evaluated different ways of presenting a visual guide and their impact on learned proficiency in the procedure. The results obtained at the end of these two experiments were then used to develop ergonomic recommendations for the design of auditory and visual cues to enhance learner performance. Finally, these recommendations were implemented in the VET. The improved version was compared with the reference virtual environment in order to assess the effectiveness of the recommendations. The results show that the inclusion of the proposed ergonomic recommendations improves the learners' performance.

Syftet med den här studien är få kunskap om yrkeselevers syn på arbetsplatsförlagt lärande (APL) Genom kvalitativa intervjuerna synliggjordes vad yrkeselever lär sig under APL-perioderna, utifrån elevernas perspektiv och deras uppfattningar. Frågeställningarna besvarade även hur de kunskaper de har omvandlades till lärande samt vikten att ta hjälp från andra för att få stöttning i sin utveckling inom det yrke de kommer att lära sig under sin utbildning. Den teoretiska utgångspunkten är situerat lärande med det sociokulturella perspektivet som utgångspunkt.  Resultatet visar på yrkeselevers upplevelser av vad, hur och med vilket stöd de lär sig om sitt blivande yrke under sitt arbetsplatsförlagda lärande. Det är tydligt att yrkeskunnandet och anställningsbarheten är viktiga områden att utveckla under det arbetsplatsförlagda lärandet. Det framkommer att eleverna har mycket kunskap med sig från skolan. På arbetsplatserna lär de sig att fråga om hjälp, öva upp sin snabbhet inom yrket och lära sig av sina misstag.  Erfarenheten hos andra yrkesutövare, till exempel handledaren, blir central och eleverna får möjligheten att tydligt se yrket som en helhet.  Interaktionen mellan elev och andra på arbetsplatsen behövs för att eleven ska kunna ta sig framåt i sin kunskapsutveckling. Här blir praktikgemenskapen viktig då den blir ett stöd för elevens fortsatta lärande. / The purpose of this study is to gain knowledge about the students' views on workplace-based learning (WBL). Based on the students' perspectives and their perceptions, their learning during the WBL was made visible, through qualitative interviews. The questions also answered how they have transformed their knowledge into learning, as well as the importance of getting help from others to get support in their development in the profession they will learn during their education. The theoretical perspective is situated learning with a socio-cultural perspective as the starting point. The result shows students' experiences of what, how and with which support they learn about their future profession during their workplace-based learning. It is clear that professional knowledge and employability are important areas to develop during workplace-based learning. It appears that the students have a lot of knowledge with them from school, but in the workplaces, they learn to ask for help, practice their speed in the profession and learn from their mistakes. The experience of other co-workers, such as the supervisor, becomes central and the students have the opportunity to obtain a clear view of the profession as a whole. The interaction between the student and others in the workplace is necessary for the student to be able to progress in its knowledge development. Here, the community of practice becomes important, as it becomes a support for the student's continued learning.

Dalla panoramica dei sistemi di valutazione del Benessere Animale (BA) si evince che si basa su molteplici indicatori diretti ed indiretti, ma per tutti i sistemi esaminati non vi è mai la possibilità di confermare la stima di benessere con metodi di riferimento oggettivi ed indipendenti. Inoltre, i vari sistemi, pur volendo stimare un dato oggettivo del BA, rispondono a specifiche categorie sociali: opinione pubblica (es. Welfare Quality), politica amministrativa (es. IBA), allevatori (es. FARM, IBS e SDIB), consumatori (FARM, Welfare Quality). Un sistema realmente olistico al momento non esiste, in quanto in relazione all’esigenza principale che deve soddisfare, si tende a semplificare la valutazione omettendo alcuni aspetti significativi. Lo scopo generale di questa attività di ricerca è stato quello di evolvere un sistema di valutazione del BA (modello SDIB) realizzato presso il Dipartimento DIANA di Piacenza, rivolto agli allevamenti in prima istanza, quale strumento di innovazione dell’impresa zootecnica, ma nel pieno rispetto delle normative, della sensibilità sociale e delle istanze etiche. L’obiettivo principale è stato quello di sviluppare un software, denominato IDEAL, dedicato al modello di valutazione SDIB. È stata valutata l’eventuale ridondanza degli indicatori di benessere inclusi nel modello, entro una adeguata popolazione di allevamenti della pianura padana e dello stato dell’Oregon. Inoltre, SDIB ha mostrato incoraggianti risultati circa il suo utilizzo come strumento di valutazione di fattori sovra-aziendali, sono infatti state eseguite valutazioni in gruppi di allevamenti caratterizzati da differenze produttive, e gestionali (es. sistema biologico vs convenzionale; adesione al disciplinare del Grana Padano vs Parmigiano Reggiano; sistema padano vs sistema Oregon) per valutare l’eventuale incidenza sul livello di BA. Applicando questa metodologia l’investigazione di tali fattori esula dalle mode del momento; al contrario, privilegia la risposta degli animali per tali fattori. Nei confronti eseguiti, è stata riscontrata per tutti i gruppi di aziende una elevata variabilità relativa al livello di BA, dimostrando come disciplinari o sistemi di allevamento diversi, non siano da soli, sufficienti a garantire un ottimale livello di BA. Un secondo obiettivo del progetto si è concentrato sullo studio di valori di riferimento ematici nelle varie fasi di lattazione, per fornire una maggiore oggettività ai sistemi di valutazione del BA con dati indipendenti. Pertanto, si sono eseguiti prelievi ematici nelle categorie di allevamento più rappresentative delle bovine durante il ciclo produttivo (asciutta, immediato post-parto, fine del primo mese di lattazione e lattazione avanzata) appartenenti ad allevamenti con un buon livello di benessere in tutti i cluster di SDIB, una adeguata alimentazione in tutte le fasi ed ottimi standard di strutture ed attrezzature, con lo scopo di identificare i livelli di riferimento di vari indicatori fisiologici. Per le 4 fasi sono pertanto stati individuati nuovi range di riferimento che potranno essere usati per validare i vari sistemi di valutazione del BA. / The overview of Animal Welfare (AW) assessment systems shows that it is based on multiple direct and indirect indicators, but for all systems examined, there is never the possibility of confirming the welfare estimate with objective and independent reference methods. Even though the various systems want to estimate an objective data of animal welfare, they respond to specific social categories: public opinion (e.g., Welfare Quality), administrative policy (e.g., IBA), breeders (e.g., FARM, IBS and SDIB), consumers (FARM, Welfare Quality). At the moment, there is no truly holistic system; in relation to the main need to satisfy, there is a tendency to simplify the evaluation by omitting some significant aspects. The general aim of this research activity was to evolve an animal welfare evaluation system (SDIB model), that has been carried out at the DIANA Department of Piacenza. Firstly, this system is suggested for farms as a tool for innovation of the livestock enterprise, but in full compliance with the regulations, social sensitivity, and ethical requirements. The main objective was to develop a software, called IDEAL, dedicated to the SDIB evaluation model. The possible redundancy of the welfare indicators included in the model was evaluated within an adequate population of farms in the Po Valley and in the State of Oregon. In addition, SDIB has shown encouraging results about its use as a tool for the evaluation of extra company factors. In fact, some evaluations have been carried out in groups of farms characterized by differences in production and management (e.g., biological system vs. conventional, adherence to Grana Padano Disciplinary vs. Parmigiano Reggiano Disciplinary, Po Valley system vs. Oregon system) to assess the possible impact on the level of AW. Applying this methodology, the investigation of these factors goes beyond the current trends. On the contrary, it favors the animals' response to these factors. With regard to the comparisons carried out, a high variability relative to the level of animal welfare has been found for all groups of farms, demonstrating how different disciplines or farming systems are not sufficient to ensure an optimal level of AW, if not related to something else. A second objective of the project was to study blood reference values at the various stages of lactation in order to provide greater objectivity to the AW assessment systems with independent data. Therefore, blood samples were taken from the most representative categories of cows during the production cycle (dry, immediate post-partum, end of the first month of lactation and advanced lactation) belonging to herds with a good level of welfare in all SDIB clusters, adequate feeding at all stages and excellent standards of facilities and equipment, with the aim of identifying the reference levels of various physiological indicators. For the 4 phases, new reference ranges have been identified, and they can be used to validate the various assessment systems of the AW.

Den här uppsatsen behandlar inskolningen till VVS-montör och huvudfrågan som ställts är hur VVS-montörerna upplever att de tagit till sig de praktiska färdigheter och de teoretiska kunskaper som behövs till att bli certifierad VVS-montör och när de uppfattar att de kände yrkesidentitet. Metoden som använts är kvalitativ och i huvudsak induktiv. Det empiriska materialet baseras på semistrukturerade intervjuer med åtta nyligen certifierade VVS-montörer. Tidigare forskning har visat att det finns ett starkt fokus på att förmedla yrkesidentitet på yrkesutbildningar och att ett praktiskt yrke handlar om att lära sig en kultur lika mycket som att lära sig det praktiska yrket och att mycket av det som lärs ut är så kallad tyst kunskap. Denna uppsats pekar på att teori och praktik följs åt under utbildningens gång. För vissa personer behöver teorin komma först för att de lättare ska kunna ta till sig det praktiska och tvärt om. Vidare visade det sig att det var väldigt lite teoretisk undervisning under lärlingstiden och lärlingarna arbetar nästan uteslutande med den teoretiska instuderingen på egen hand under den perioden. Resultatet är relevant för att kunna förbättra utbildningen för praktiska utbildningar. Bland annat genom att bli bättre på att växla mellan teori och praktik under grundutbildningen men också genom att lägga in mer teoriutbildning i fortbildningstiden / This thesis deals with the training towards becoming a plumber and the main question that has been asked is how the plumbers feel that they have acquired the practical skills and theoretical knowledge needed to become a certified plumber and when they feel they identify with their profession. The method used is qualitative and essentially inductive. The empirical material is based on semi-structured interviews with eight newly certified plumbers. Previous research has shown that there is a strong focus on imparting professional identity in vocational education and that a practical profession is about learning a culture as much as learning the practical profession and that much of what is taught is so-called tacit knowledge. This essay points out that theory and practice go together during the education. For some people, the theory needs to come first for them to absorb more easily the practical and vice versa. Furthermore, it turned out that there was very little theoretical teaching during the apprenticeship and the apprentices work almost exclusively with the theoretical study on their own during that period. The result is relevant to be able to improve the training for practical educations. Among other things, by becoming better at switching between theory and practice during undergraduate training, but also by adding more theory training to the continuing education period. / <p>Godkänd 2023-02-28</p>

This paper explores how refugees learn at the German dual VET (GdVET) workplace. It looksat the interactions between Germans and refugees, questions what learning and working in agroup in the workplace means for the participants, and what factors support the refugees'learning.For this purpose, a framework of five spheres borrowing and combining elements fromWenger's (1998b) Community of Practice and Lave &amp; Wenger’s (1991) situated learning isused. They allow to observe and discuss possible learning characteristics for refugees in aGdVET. These spheres are explored in a case study, a bakery factory. For this sake, a limitedparticipatory observation and eight interviews with Germans and refugees at the workplacewere conducted.Results confirm, i.a., the refugees' extraordinary motivation and commitment, highlighted inprevious research and media. Furthermore, the particularly striking loyalty the refugees holdfor their work domain is elicited and analyzed in the context of the refugees biography,experience, and development at work. It is found that the bakery's owner's role and his tirelesscommitment to equal opportunities and against racism play a significant identificatory role forthe refugees and their professional identification. Furthermore, the study shows that learning ina multicultural setting with vertical power relations also happens by non-verbal negotiationthrough observing the reaction of the others and testing out possibilities, roles, and participation. All of them leading eventually to a multicultural domesticated workplace to which all canfeel committed.

About three quarters of human emerging infectious diseases are caused by zoonotic pathogens, and many of them are spread by vectors such as mosquitoes. Mathematical models nowadays represent very powerful tools to make investigations and predictions for biological dynamical systems, providing helpful insights that can be extremely valuable for several aims. In this thesis, we will focus on a particular mosquito-borne zoonosis, West Nile virus (WNV), a flavivirus of emerging public health relevance in Europe and North America, and its main European vector, Culex pipiens mosquitoes. As the transmission of mosquito-borne diseases is largely driven by the abundance of the vector, to design appropriate control strategies it is crucial to understand the population dynamics of existing vector populations and evaluate how it depends on biotic and environmental factors. This thesis presents some new mathematical models that provide insights on several aspects of mosquito population dynamics by using different statistical and computational approaches, including for instance Linear Models and Markov chain Monte Carlo technique. Specifically, they aim to study the effect of biotic and abiotic factors on Cx. pipiens dynamics by using adult mosquito trapping data, gathered over several years in Northern Italy, to feed theoretical models. Furthermore, the effects of host competition and vector feeding preferences on the dynamics of a vector-borne infection (such as WNV) are investigated through a more theoretical study.

Context: West Nile virus (WNV) is an arthropod-borne virus considered a One Health challenge because of its increasing impact on human and animal health. It is one the most widely distributed viruses of the encephalitic Flaviviruses. It may cause severe neurological symptoms in humans and animals and is recognized as a serious public health problem also because of its impact on blood transfusion and organ transplantation. First identified in Africa in 1937, it was later introduced and spread in Italy, where in many regions it is now endemic, due to the increasingly favorable climatic and environmental conditions. Aim: The main objectives of this study, based on an interdisciplinary One Health approach, were: (1) to characterize the geographical distribution within specific host and vector populations in Africa; (2) to describe its phylogeographical patterns between Africa and Europe; (3) to define the genetic structure and epidemiology of Italian WNV strains, giving an insight of the viral circulation dynamics in the Italian territory. Methodology: Ecological and epidemiological studies were combined with molecular and phylogenetic analyses, carrying out field sampling activities, cellular culture, viral infection, immunofluorescent assay, multiplexed RT-PCR, sequencing, data analysis, and novel technique design. These activities were carried out both in Italy and in Senegal. Results: Our study evidences: (i) the circulation of several WNV lineages [Lineage 1 (L1), 2 (L2), 7 (L7), and 8 (L8)] in the African Continent; (ii) the presence of diverse competent mosquito vectors in Africa, mainly belonging to the Culex genus; (iii) the lack of vector competence studies for several other mosquito species found naturally infected with WNV in Africa; (iv) the need of more vector competence studies on ticks; (v) the circulation of WNV among humans, animals and vectors in at least 28 African countries; (vi) the lack of knowledge on the epidemiological situation of WNV for 19 African countries, and (vii) the importance of carrying out specific serological surveys in order to avoid possible bias on WNV circulation in Africa (objective 1). Furthermore, a new set of WNV L1 and L2 genome-specific primers for tiled-amplicon sequencing have been designed and a consistent dataset of 64 WNV L2 and 31 WNV L1 Italian genomes and of 3 WNV L2 and 7 WNV L1 Senegalese genome sequences from samples collected in Italy and Senegal between 2006 and 2022 has been produced. Twenty more WNV L1 and L2 Senegalese sequences obtained from samples collected in Senegal between 1985 and 2018 have been shared by the Institut Pasteur Dakar of Senegal and added to the dataset. This allowed the conduction of phylogenetic and phylogeographic analyses, evidencing: (viii) the presence of a strong viral connection between Africa and Europe, with intercontinental circulation supported by birds crossing international boundaries while migrating through the African-Eurasian flyways; (ix) the WNV L1 Western-Mediterranean cluster probable spread from Senegal, where the virus was first reported in 1979, to Italy, where the lineage first appeared in Europe in 1998, and to France in 2000, and the presence of back re-introductory events from Italy, Spain, and France to North and West Africa from the 2010s; and (x) the first African introduction of WNV L2 in Europe in Hungary in 2004, possibly from South African countries (objective 2). Our study also gives an insight of the dynamics of the viral circulation in Italy, demonstrating: (xi) the endemic presence of WNV L1 and L2 in part of Italy supported by resident wild birds and vector competent mosquitoes mainly belonging to the Culex genus; (xii) the current existence of two diverse WNV L1 strains circulating in Italy, one in the North-East, and one circulating intra-regionally in the Campania region; (xiii) suggested characteristic silent periods observed for WNV L1 in the country, with unnoticed circulation lasting sometimes for more than 10 years; (xiv) the 2022 WNV L1 increasing incidence of neurological disease cases in humans; (xv) the presence of genetically stable WNV L2 strains in Italy with continuous circulation throughout the time; (xvi) the presence of overwintering mechanisms supported by bird-to bird, rodent-to bird, or mosquito-to bird transmission routes; (xvii) the existence of WNV L1 and L2 co-infections in birds and mosquitoes; (xviii) the existence of a continuous transmission of the two strains between Western Mediterranean countries, supported by short distance migratory birds; and (xix) the crucial importance of the surveillance system other than the strategic role of wildlife rescue centers in monitoring both the introduction and circulation of avian emerging zoonotic diseases in Italy (objective 3). Conclusion: Our work points out the existence of high genetic diversity of WNV strains in Africa, the spread of L1 and L2 strains from Africa to Europe, and the existence of continuous transmission episodes among several Western-Mediterranean countries, with few recently suspected back introductory events from Europe to Africa. The progressive increase of the WNV L2 circulation both temporally and spatially in the Mediterranean countries and the WNV L1 re-appearance in Europe, both associated with a significant impact on humans and animal health, other than the strong WNV incidence in Italy and its endemization in part of its territory, evidence a solid WNV epidemic risk for Italy and a persistent threat for WNV spread into new areas. To predict and control future epidemics, it is crucial to constantly monitor the circulation and evolution of WNV in Europe and Africa, and to implement coordinated surveillance plans in both Continents, even in areas which are not currently affected.

This thesis describes and analyses vocational learning in school and workplaces, particularly the vocational learning involved in becoming a construction worker in Sweden. This includes learning the trade in upper secondary school education and a subsequent apprenticeship. An underlying argument is that activities in these contexts enable a diverse vocational learning outcome. However, there are potential tensions and contradictions, especially between production- and education-oriented aspects of the learning activities in these settings. To address these and associated issues, two research questions were posed. First, how do work-based activities enable vocational learning? Second, what forms of learning are enabled in school and work life settings and how are these forms of learning constituted? These questions were addressed using information drawn from observations, interviews and a survey. Analyses of the data, using a theoretical framework based on activity and forms of learning theory, show that the school and workplace settings enable different types of learning that form a joint constructed object. Further, the contexts provide diverse tasks that, with guidance from more experienced persons, can enhance the learning outcomes. So, vocational learning is enabled through tensions in the activity systems that form a learning outcome. In project-based vocational education and training (PBVET) provided in upper secondary school, vocational learning is enabled through basic training and opportunities to learn key techniques. In subsequent apprenticeships, the transformation of basic knowledge into specialized knowledge is enabled through close guidance and by the apprentices performing complex tasks. There are also clear differences in the freedom allowed in the performance of tasks between the PBVET and apprenticeships. The PBVET does not allow students to develop and apply their own solutions, while apprentices are encouraged to discover and implement solutions that enhance the performance of tasks. So, different forms of learning are enabled in the two contexts; the PBVET largely promotes reproductive learning and the apprenticeships largely promote productive learning. Scope for improvement was detected, as the PBVET does not appear to provide knowledge that fully meets criteria in the syllabuses, and the apprenticeship does not fully meet the learners’ educational needs. However, the settings provide complementary vocational learning opportunities. Thus, tensions and contradictions can be identified in the activity systems in the school and workplace settings that collectively form the boundaries of a learning outcome that largely corresponds to what the learners need to know and (hence) become construction workers.