Denmark faces a significant challenge in recruiting and retaining skilled labor, with companies across multiple industries struggling to hire employees and apprentices. In addition, the drop- out rate is high across most VET-programs with the majority of students dropping out during the initial transition from school to the training workplace. Consequently, there is both interest in and a need for knowledge on how training workplaces can best support apprentices' education and how companies can position themselves as attractive places to apply.

This abstract introduces a Danish research project exploring how workplaces can enhance the learning experience of vocational education students. Since a significant portion of vocational education in Denmark occurs through workplace-based learning, it is crucial to develop a strong understanding of how workplaces can support the training of their apprentices (Hersom, 2020). There is, however, a lack of knowledge about how apprentices' learning takes place in training workplaces. Danish research on vocational education has primarily focused on the school-based component of vocational programs. Therefore, the aim of this research project is to gain deeper insights into the learning opportunities that are created in training workplaces. On this basis, the project poses the following question:

How can training workplaces, which are also a functioning workplaces with various work-related objectives, design apprenticeship programs that support the continuous development of apprentices' competencies and skills within their trade? 

To explore this question, an empirical study has been conducted. The empirical study focused on both apprentices' experiences and perceptions of learning and well-being at the training workplace, as well as how workplaces structure and organize learning processes.

The project is based on the assumption that there are varied learning conditions and opportunities in the interaction between the apprentice and the training workplaces (Jørgensen, 2016; Billet, 2014 and Wilbrandt, 2002). Furthermore, the project builds on previous research suggesting that learning in training workplaces is characterized by the fact that apprentices' learning takes place in a workplace engaged in production and, in various ways, is economically dependent on income or required to deliver specific types of services (Baumeler & Lamamra, 2019, Fjellström & Kristmansson, 2016). This condition provides both unique learning opportunities and can pose a challenge to apprentices' learning and development.

In advance of the empirical study, a literature review was conducted. It provided knowledge of existing national and international research in training practices and learning in training workplaces (Gulmann, Hersom & Kamstrup, 2024). The literature review highlights three key areas essential for fostering effective learning in the training workplace. These areas concern the learning environment at the training workplace, apprentices' learning processes, and the responsibilities of those in charge of training, including their pedagogical and didactical competencies (Gulmann et al 2024). These three areas serve as the theoretical foundation for the empirical data collection and analysis.

The project provides an up-to-date and systematic knowledge base of how the apprentices’ learning and participation take place during their time at the training workplaces. This knowledge is a prerequisite for developing didactical tools that can support and strengthen the learning environment at the training workplace, thereby helping to shape and qualify future apprenticeship training programs.

This project’s results are based on a combination of an extensive international literature review and a qualitative study exploring the practices around workplace-based learning in 18 training workplaces across Denmark. The literature review provides knowledge of existing national and international research in training practices and learning in workplaces (Gulmann, Hersom & Kamstrup, 2024). The review describes current research about the workplace as a place for learning, in relation to specific ways of strengthening apprentices’ learning. The literature review formed the basis for the qualitative research study. The qualitative study was carried out in the fall of 2023 and explores how learning can be established in workplaces and what promotes or hinders learning in workplaces in different professional contexts and under different training conditions. The study combined both interviews and observations at 18 different workplaces in various selected industries in the commercial and technical vocational e

Based on the empirical study, the project finds that four things are particularly important in relation to developing apprentices’ competencies and skills during workplace training. First, the project finds that the training workplaces hold different conceptions of the “ideal apprentice”. These conceptions influence the apprentice’s learning opportunities and the workplace’ s learning environment. In short, the project finds that apprentices who have the desired skills, such as showing initiative or showing general excitement for the training workplace, are more likely to be included in and have easier access to different learning opportunities. Second, the project shows that while the training workplaces often take many different actions to support apprentices’ learning, they are seldom vocal about their actions and choices. The project identifies an opportunity for strengthening the training environment by making these implicit approaches to learning in the workplace more explicit. Third, apprentices often

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