Enhancing Research on the Integration of Formal Educational Programmes and Workplace Learning

Project Information

FEWL

Grant agreement ID: 101079237

DOI

10.3030/101079237

Project closed

EC signature date 9 August 2022

Start date 1 January 2023

End date 31 December 2025

Funded under

• Widening participation and spreading excellence

Total cost

€ 803 805,00

EU contribution

€ 803 805,00

Coordinated by

TALLINN UNIVERSITY
Estonia

CORDIS provides links to public deliverables and publications of HORIZON projects.

Links to deliverables and publications from FP7 projects, as well as links to some specific result types such as dataset and software, are dynamically retrieved from OpenAIRE .

Publications

Peer reviewed articles (11)

Conceptualising the Learning of General Upper Secondary Students at Work.

Author(s): Loogma, K.; Peterson, B.; Aasa, M.
Published in: Social Sciences, ISSN 2076-0760
Publisher: MDPI
DOI: 10.3390/SOCSCI13120686

Integrating Practice-Based Learning into Formal Education: Stakeholder Perspectives on the Challenges of Learning Location Cooperation (LLC) in Germany’s Dual VET System

Author(s): Jana Schwede; Dietmar Heisler; Christian Harteis
Published in: Social Sciences, 2025, ISSN 2076-0760
Publisher: MDPI
DOI: 10.3390/SOCSCI14030117

The effect of teacher agency support, students’ personal perseverance and work experience on student agency in secondary schools with Estonian and Russian instructional language

Author(s): Erss, Maria; Loogma, Krista; Jõgi, Anna-Liisa
Published in: Cogent Education, 2024, ISSN 2331-186X
Publisher: Taylor and Francis
DOI: 10.1080/2331186X.2024.2314515

Primary School Teachers’ Perspectives on the Relationship Between Students’ Learning and Work-Related Skills

Author(s): Anne-Mai Näkk, Inge Timoštšuk
Published in: Social Sciences, Issue 13, 2025, ISSN 2076-0760
Publisher: MDPI AG
DOI: 10.3390/SOCSCI13120681

Ammatillisesti koulutettujen alanvaihtajien käsityksiä teknologiasta työelämässä ja vapaa-ajalla

Author(s): Nygren, H., Virolainen, M., Syynimaa, K., & Hämäläinen, R.
Published in: Aikuiskasvatus, ISSN 2490-0427
Publisher: KVS-säätiö (Kansanvalistusseura sr.) and Aikuiskasvatuksen tutkimusseura
DOI: 10.33336/AIK.157430

Practices in Integrating Workplace Learning into Upper Secondary Education

Author(s): Birgit Peterson, Krista Loogma, Maret Aasa
Published in: Social Sciences, Issue 14, 2025, ISSN 2076-0760
Publisher: MDPI AG
DOI: 10.3390/SOCSCI14010048

Upper Secondary School Students’ Learning at Work: The Effect on Agency in School

Author(s): Maria Erss, Krista Loogma
Published in: Social Sciences, Issue 14, 2025, ISSN 2076-0760
Publisher: MDPI AG
DOI: 10.3390/SOCSCI14010017

‘They Were Surprised That Such Jobs Even Exist…’ Supporting Students’ Career Awareness During Learning Activities at Museums and Environmental Education Centres

Author(s): Helene Uppin; Inge Timoštšuk
Published in: Social Sciences, 2024, ISSN 2076-0760
Publisher: MDPI
DOI: 10.3390/SOCSCI13120696

Integrating Work-Life and Student Work-Related Experiences in Classroom Learning—The Perspective of Primary Teachers

Author(s): Kaidi Nurmik, Inge Timoštšuk
Published in: Social Sciences, Issue 13, 2025, ISSN 2076-0760
Publisher: MDPI AG
DOI: 10.3390/SOCSCI13120649

„Eks me oleme kõik natuke idealistid.“ Muuseumite ja keskkonnahariduskeskuste õppeprogrammide juhendajad

Author(s): Helene Uppin, Inge Timoštšuk
Published in: Mäetagused, Issue 88, 2024, ISSN 1406-9938
Publisher: Eesti Keele Instituut
DOI: 10.7592/MT2024.88.uppin_timostsuk

Work-Based Learning in Migrant Education: The Case of Finnish Vocational Education

Author(s): Virtanen Anne; Kärkkäinen Katarzyna; Virolainen Maarit; Tynjälä Päivi
Published in: Social Sciences, 2025, ISSN 2076-0760
Publisher: MDPI
DOI: 10.3390/SOCSCI14050275

Conference proceedings (1)

SUPPORTING PRIMARY STUDENTS’ AGENCY AT SCHOOL THROUGH LIFE-WORLD EXPERIENCES

Author(s): Kaidi Nurmik, Inge Timoštšuk
Published in: 17th International Technology, Education and Development Conference, 2023, ISSN 2340-1079
Publisher: INTED2023 Proceedings
DOI: 10.21125/INTED.2023.1992