In vocationomics, the learning process is considered as an integral one that happens at different locations, or, institutions such as schools and companies. Other, more common interpretations consider this kind of learning as a learning of theoretical content (at school) that gets applied at the workplace (in the companies) later on.

Besides the idea of implementing, if not to say of enforcing ‘cooperation’ between the organisations mentioned, we have seen in the last two decades two different theoretical approaches of explaining of what is going on and of how it can be made even more fruitful. These two new theories are the theory of connectivity (Guile/ Griffiths) and the theory of complementarity (Jongebloed) between school and workplace learning. Whereas connectivity theory postulates the necessity of building bridges, complementarity theory in its original form (strong hypothesis) denies exactly the possibility to do so. We will follow the theory of complementarity, but in a newly interpreted way (weak hypothesis): there is a gap, and the student-apprentices inevitably have to go the last part of the road all by their own.

This does not automatically mean, that teaching at school or instruction at the workplace cant help on the way at all: An understanding of vocational learning as two distinct processes, however, would discriminate two different processes of learning, one by systematic insight, the other by holistic experience. This said, an analytic view and can substantially contribute to the enlightenment of the nature of vocational education. It also would demand for a better understanding of learning transfer, because there would be two processes of learning, on easing the other.

Learning at vocational school and learning at the workplace each might enhance one another in both directions. We are though, not too well informed on this double phenomenon. And who could tell us better than the apprentices, who are at the centre of the duality of vocational education.

Notwithstanding the transfer gap and a whole set of organisational prerogatives, we have put a series of interviews into practice, asking apprentices on their perception of learning at vocational schools and learning at work in their enterprises. This simplified institutional approach (school/ company) may be considered as justified as we are at the point of departure only. We need to point out, that this study does not turn to the fact that students do make some experiences at school (as we know by the debates on the 'hidden curriculum'). And, of course, in enterprises, there is learning of systematic knowledge, too, whenever apprentices get instructed on a new job.

We were interested to find out, whether student-apprentices have the impression of a certain connectedness of the two learning hemispheres, whether they can possibly give explanations to this, what their perceptions are about learning at school and learning at the workplace at their own
company. In this pilot study, we have tested three different interview guidelines in regard of later use in a broader context. The main goal, though was to sort out, whether there is any possibility at all of detecting and perhaps describing the awareness or the understanding of the transfer character of learning in two different didactical loci.

39 guideline interviews with qualitative evaluation, executed in 2022 in different German states, mainly in the Freestate of Saxony. There was a minor group of 3 interviews with students from full-time-schools. Although full-time vocational schools expect 400 hours of working experience in two short intervals, this smaller sample was to serve as a control group.

The findings show already an surprisingly broad band of explanations on the fact and the directions of transfer. The results indicate that quite a number of our interview partners were able to express their observations: They apparently are quite aware of the impact of the learing process at school on the workplace side. More surprisingly, they have an idea on what the influence of workplace learning on their learning processes at school. The more, only a few but some students in our sample express some stunningly clear ideas on the role they have to play in connecting the didactical loci and the nature of this process. Altogether, there are quite a number of details that hint at the existence of learing transfer as such and as a constructive concept of the learing in dual structures.

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