Broen mellom fag og identitet: opplæringskontorets støtte til lærlingers vekst

Denne masteroppgaven undersøker hvordan opplæringskontorene i restaurant- og matfagene bidrar til lærlingenes faglige og personlige utvikling gjennom en balansert tilnærming mellom formell og uformell vurdering. Studien utforsker problemstillingen «Hvordan bidrar opplæringskontorene til formell og uformell vurdering av lærlinger i restaurant- og matfagene?». Autoetnografi og dokumentanalyse kombineres for å gi en helhetlig forståelse av hvordan både de tekniske og sosiale dimensjonene ved læring blir støttet og utviklet gjennom opplæringskontorenes arbeid. Funnene viser at opplæringskontorene spiller en avgjørende rolle i lærlingenes faglige utvikling ved å følge de formelle kompetansemålene som er fastsatt i læreplanen. Disse målene inkluderer både tekniske ferdigheter som matlaging, hygiene og sikkerhet, samt mellommenneskelige ferdigheter som kommunikasjon og samarbeid. Dette reflekterer kompleksiteten i yrket og de høye kravene som stilles til lærlingene. Ansatte på opplæringskontorene, som ofte har solid fagkompetanse og bred bransjeerfaring, fungerer som viktige veiledere og støttespillere for lærlingene. De gir lærlingenes opplæring en praktisk forankring ved å koble de formelle kompetansemålene til reelle situasjoner som lærlingene vil møte i arbeidslivet. Denne praksisnære tilnærmingen gjør læringen både relevant og meningsfylt for lærlingene, samtidig som den hjelper dem med å utvikle både tekniske ferdigheter og en dypere forståelse for yrkesrollen. Studien avdekker også hvordan uformelle sosiale læringsprosesser er en viktig komponent i lærlingenes utvikling. Gjennom daglige interaksjoner med kollegaer og veiledning i uformelle settinger får lærlingene verdifulle tilbakemeldinger og muligheter til å reflektere over egne erfaringer. Dette bidrar til utviklingen av deres yrkesidentitet, en prosess som ikke bare handler om å tilegne seg tekniske ferdigheter, men også om å lære de sosiale kodene og forventningene i bransjen. Autoetnografien viser hvordan denne typen uformell læring foregår i praksis, der lærlingene observerer, imiterer og får løpende tilbakemeldinger fra mer erfarne kolleger, noe som hjelper dem med å tilpasse seg yrkesrollen. Denne uformelle veiledningen knyttes til Vygotskijs sosiokulturelle læringsteori, som fremhever betydningen av sosial interaksjon i læring, og Goffmans «frontstage» og «backstage»-teori, som illustrerer hvordan lærlingene utvikler sin profesjonelle selvforståelse gjennom både formelle læringssituasjoner og uformelle arenaer der de kan reflektere over rollen sin. Et annet viktig funn i studien er bruken av teknologi i vurderingsprosessen. Digitale verktøy gir opplæringskontorene muligheten til å gi hyppigere og mer strukturerte tilbakemeldinger til lærlingene, samtidig som det gir en bedre oversikt over deres progresjon. Studien understreker imidlertid viktigheten av å finne en balanse i bruken av teknologi. Hvis teknologien oppleves som for kontrollerende, kan den hindre lærlingenes selvstendighet og refleksjonsevne. En balansert bruk av teknologi kan derimot støtte læringsprosessen og gi lærlingene rom for selvstendig utvikling. Studien viser hvordan opplæringskontorene spiller en viktig rolle i lærlingenes kompetanseutvikling. Samtidig reiser de spørsmål om hvordan disse kontorene kan videreutvikle sine metoder for å møte varierende behov blant lærlinger og bedrifter. Særlig viktig er det å undersøke hvordan praksis mellom opplæringskontorer kan påvirke lærlingenes opplevelse av rettferdighet og likeverd. Videre forskning bør fokusere på hvordan mer standardiserte rammer kan gjennomføres uten å miste fleksibiliteten som er nødvendig for å støtte lærlingens unike utviklingsvei. Studien konkluderer med at opplæringskontorene spiller en avgjørende rolle i lærlingenes faglige og personlige utvikling innen restaurant- og matfagene. Gjennom en balansert tilnærming som kombinerer formell vurdering, uformell veiledning og refleksjon, skaper opplæringskontorene et læringsmiljø som støtter helhetlig læring. Samtidig reiser den spørsmål om hvordan ulike arbeidsplasser sikrer en enhetlig og rettferdig læringsopplevelse for alle lærlinger. Variasjoner i ressursbruk, veilederkompetanse og bedriftskultur kan utfordre prinsippet om likeverdig opplæring. Fremtidige tiltak bør derfor fokuseres på å utvikle felles retningslinjer og styrke samarbeidet mellom aktørene i opplæringssystemet. Videre forskning kan belyse hvordan slike tiltak kan gjennomføres og måles i praksis.This master’s thesis examines how training offices in the restaurant and food service fields contribute to apprentices' professional and personal development through a balanced approach of formal assessment and informal guidance. The study addresses the research question: «How do training offices contribute to the formal and informal assessment of apprentices in the restaurant and food service fields?» Combining autoethnography and document analysis, the study provides a comprehensive understanding of how both the technical and social dimensions of learning are supported and developed through the work of training offices. The findings reveal that training offices play a crucial role in apprentices’ professional development by aligning their training with the formal competency goals set in the curriculum. These goals encompass both technical skills, such as cooking, hygiene, and safety, and interpersonal skills, including communication and teamwork. This reflects the complexity of the profession and the high demands placed on apprentices. Employees in training offices, who often possess extensive professional expertise and broad industry experience, act as key mentors and supporters for apprentices. They anchor the apprentices’ training in practical realities by connecting formal competency goals with real-life situations that apprentices will encounter in the workplace. This practice-oriented approach makes learning both relevant and meaningful for apprentices, helping them develop not only technical skills but also a deeper understanding of their professional roles. The study also highlights the importance of informal social learning processes in apprentices’ development. Through daily interactions with colleagues and informal guidance, apprentices receive valuable feedback and opportunities to reflect on their experiences. This contributes to the development of their professional identity, a process that involves not only acquiring technical skills but also understanding the social norms and expectations of the industry. The autoethnography illustrates how this type of informal learning unfolds in practice, with apprentices observing, imitating, and receiving continuous feedback from more experienced colleagues, which helps them adapt to their professional roles. This informal guidance is linked to Vygotsky’s sociocultural learning theory, which emphasizes the significance of social interaction in learning, and Goffman’s «frontstage» and «backstage» theory, which demonstrates how apprentices develop their professional self-understanding through both formal learning situations and informal settings for reflection. Another key finding of the study is the use of technology in the assessment process. Digital tools enable training offices to provide more frequent and structured feedback to apprentices while also offering better oversight of their progress. However, the study emphasizes the importance of balancing technology use. If perceived as overly controlling, technology could hinder apprentices’ independence and capacity for reflection. Conversely, a balanced use of technology can support the learning process and allow apprentices space for independent development. The thesis demonstrates how training offices play a vital role in apprentices’ competency development. It also raises questions about how these offices can further develop their methods to meet the diverse needs of apprentices and businesses. Of particular importance is examining how variations in practice among training offices might influence apprentices’ experiences of fairness and equity. Further research should explore how more standardized frameworks can be implemented without losing the flexibility required to support apprentices’ unique developmental paths. The thesis concludes that training offices are essential to apprentices’ professional and personal development in the restaurant and food service fields. Through a balanced approach that combines formal assessment, informal guidance, and reflection, training offices create a learning environment that fosters holistic development. At the same time, the study raises concerns about how different workplaces ensure a unified and equitable learning experience for all apprentices. Variations in resource allocation, mentor competence, and company culture may challenge the principle of equitable training. Future initiatives should focus on developing shared guidelines and strengthening collaboration among stakeholders in the training system. Further research could illuminate how such measures can be implemented and evaluated in practic

Institutional bias and Islamic burial space in France and the Netherlands

In both France and the Netherlands, the issue of Islamic burial has presented itself within a broader context of growing cultural and religious diversity resulting from immigration. This article investigates how institutional biases shape the ability of Muslim communities to have their burial needs met. It contributes by introducing a conceptualization and typology of institutional bias, offering a framework for understanding the skewed patterns of formal and informal structuration that affect groups and individuals based on markers of social identity, including ethnicity and religion. To better capture how biases operate, the article identifies three types of institutional bias: regulative, symbolic, and material. Against the backdrop of prevailing institutional frameworks governing burials, it examines how these biases shape opportunities for Muslim communities. The findings suggest that the Dutch context is more accommodating, as various collective solutions (such as confessional cemeteries and designated parcels) exist, and the burial domain is less burdened by symbolic bias in the form of secularist values and political imageries. In France, by contrast, the Republican principle that cemeteries are municipally owned and administered creates a regulative and symbolic bias in the form of structural obstacles to the establishment of Muslim cemeteries and the formal recognition of Islamic burial parcels. Nevertheless, pragmatic accommodations occur, often through reinterpretations of existing material biases, the bending of formal rules, or the de-symbolization of spatial arrangements that mark religious boundaries.Institutional bias and Islamic burial space in France and the NetherlandspublishedVersio

Posttraumatic stress disorder symptoms in adults with congenital heart disease (ACHD) during the COVID-19 pandemic in Norway

The aims were to study symptom defined post-traumatic stress disorder, self-assessed anxiety and depression, and concerns about COVID-19 in Norwegian adults with congenital heart disease compared to the general population during the COVID-19 pandemic. Further, the aim was to compare simple vs. complex CHD on these measures.publishedVersio

Escaperoom i geometri; Finn sporene i Finnskogen

I denne entreprenørielle masteroppgaven har det blitt utviklet et analogt escaperoom i geometri. Produktet er designet for bruk på ungdomstrinnet, og oppgavenes matematiske innhold kan knyttes til læreplanen på 9.trinn og kjerneelementet utforsking og problemløsning. Den matematikkdidaktiske hensikten med produktet er å legge til rette for læring i plangeometri. I tillegg har vi utformet 3 designprinsipper som escaperoomet designes etter: •Escaperoomet skal utformes slik at det er funksjonelt og brukervennlig •Escaperoomet skal legge til rette for problemløsning i plangeometri •Escaperoomet skal legge til rette for samarbeidslæring Masteroppgaven forankres i teori knyttet til escaperoom som læringsform, problemløsningsoppgaver og samarbeidslæring. Produktet er utviklet gjennom tre sykluser med utprøving og forankres i pedagogisk designforskning. De to første utprøvingene ble gjennomført i to ulike klasser på 9.trinn, og den siste utprøvingen på en lærer på samme trinn. Observasjon og intervju ble benyttet for å samle inn data, som i etterkant ble analysert tematisk. Funnene viser at escaperoomet er funksjonelt og brukervennlig, at oppgavene har høyt nivå av kognitive krav og legger til rette for problemløsning og samarbeidslæring. Escaperoomet inneholder fem oppgaver, i tillegg til en løsningsoppgave. Det foreligger lite empirisk grunnlag for å vurdere læringseffekten og graden av samarbeidslæring knyttet til bruk av escaperoomet. Det er rom for videre utvikling av oppgavene og designet, samt behov for undersøkelse av læringseffekten ved bruk i matematikkundervisning.Title: Geometry Escaperoom; Tracing clues in Finnskogen In this entrepreneurial master's thesis, an analog escape room focused on geometry has been developed. The product is designed for use at the secondary school level, with mathematical content linked to the 9th-grade curriculum and the core element of exploration and problem-solving. The educational aim of the product is to facilitate learning in plane geometry. Additionally, we have established three design principles for the escape room: •The escape room should be functional and user-friendly. •The escape room should promote problem-solving in plane geometry. •The escape room should foster collaborative learning. The master's thesis is grounded in theories related to escape rooms as a learning method, problem-solving tasks, and collaborative learning. The product was developed through three cycles of testing and is rooted in educational design research. The first two tests were conducted in two different 9th-grade classes, and the final test involved a teacher at the same level. Observations and interviews were used to gather data, which was subsequently analyzed thematically. The findings indicate that the escape room is functional and user-friendly, the tasks have a high level of cognitive demand, and they facilitate problem-solving and collaborative learning. The escape room contains five tasks, in addition to a final solution task. There is limited empirical evidence to assess the learning effect and the degree of collaborative learning associated with the use of the escape room. There is room for further development of the tasks and design, as well as a need to investigate the learning effects of its use in mathematics education

Fornemmelser for materialitet– Fragmentfortellinger fra forskning om materie, materialer, materialitet og skapende prosesser

Dette tidsskrift tilbyder øjeblikkelig Open Access til tidsskriftets indhold på baggrund af princippet om, at gratis offentlig adgang til forskning understøtter en større global udveksling af viden.I denne artikkelen utforsker vi materialitet som felles omdreiningspunkt for vår forskning. Gjennom en postkvalitativ tilnærming med fragmentfortellinger fra egne forskerliv søker vi i artikkelen å «sy sammen et lappeteppe» av våre tenkninger og gjøringer knyttet til materialitet og betydninger det kan ha for vår forskning knyttet til barn. Artikkelen er en form for kartlegging og avmerking av elementer som skiller seg ut som viktige i vår forskning i et utstrakt materialitetslandskap. Teoretisk beveger vi oss i posthumane og nymaterielle landskaper med koblinger til poststrukturalisme, prosessfilosofi, antropologi, kunst og estetikk. Med agentiske kutt som visuelle og språklige hendelser fra vår forskning søker vi å skape innsyn og samtidig folde ut noe av kompleksiteten i materialitetsforskning. Artikkelen er også en eksperimentering med artikkelformatet i akademisk kontekst.publishedVersio

Researchers’ reflections on values, mechanisms, and dynamics of knowledge and information sharing in international academic projects

Introduction. Knowledge/information sharing is among the vital necessities of effective scholarly collaborations. This study investigates the role of knowledge/information sharing among project members in international academic projects through the lens of Structuration Theory. Method. The study is based on semi-structured interviews with 28 academicians and researchers from India, Norway, Poland, and South Africa, who have been involved in international academic projects. Analysis. The transcriptions were imported into F4Analyse software (version 3.4.5) and were coded. Results. The study reveals three main themes: 1) the significance and value of sharing, 2) mechanisms and platforms for effective communication and sharing, and 3) interpersonal dynamics and challenges in sharing. Each theme highlights critical aspects of the dynamics in international academic collaborations. Conclusions. The findings underscore the complexities and challenges in these collaborations, such as power dynamics, the potential risks of sharing, and the possibility for exploitation. The study concludes that the process of sharing transcends mere dissemination of information, being deeply rooted in mutual respect, acknowledgment of contributions, and openness. This study contributes to a deeper understanding of the dynamics of information sharing in international academic collaborations.publishedVersio

Pressurized liquid extraction of bioactive compounds from Pleurotus ostreatus and Lentinula edodes spent mushroom substrate

The global mushroom production is continuously increasing, thanks to mushrooms being a popular low-emission, high-protein and health-promoting food. This results in the mushroom industry yearly giving rise to an abundant amount of spent mushroom substrate (SMS). In reaching the aim of a circular economy, the valorisation of SMS is essential in order to achieve a sustainable bioeconomy. The extraction of bioactive compounds stands out as a prospective application. Due to the compounds resulting from fungal decomposition of lignocellulose in the substrate and the presence of mycelium, SMS contains bioactive compounds. This study aims to investigate the extraction of bioactive compounds from the SMS of oyster mushroom (Pleurotus ostreatus) and shiitake (Lentinula edodes) by applying pressurized liquid extraction. The antioxidant activity of the bioactive compounds and their correlation with individual phenolic acids is another important objective of this study. A 32 factorial design was employed using subcritical water extraction (SWE) at temperatures ranging from 125 °C to 175 °C and holding times of 0, 15, and 30 minutes. Pressurized ethanol extraction (PEE) using aqueous ethanol as solvent was also performed at 175 °C for 0 and 15 min. The concentrations of total phenolic compounds were higher in the PEE extracts than in the SWE ones across the same conditions. The most abundant phenolic acids identified were vanillic acid, ascorbic acid, gallic acid and protocatechuic. The SWE extracts of shiitake SMS showed higher antioxidant activity than those of oyster mushroom SMS, while an opposite trend was observed in PEE extracts. Overall, the PEE extracts showed higher antioxidant activity than the SWE extracts across similar conditions for both SMS. A strong correlation was found between the concentration of total phenolic compounds in the extracts and the antioxidant activity. Among all identified phenolic acids, ferulic and chlorogenic acids showed correlations with FRAP capacity even though they were identified in lower amounts. This suggests that, phenolic acids could be important contributor for antioxidant activity of the SMS extracts. In addition to total phenolic compounds, polysaccharides could potentially be another contributor for the observed antioxidant activity. As phenolic compounds and carbohydrates are effectively recovered in this study, SWE and PEE could be viable methods for extracting bioactive compounds from SMS of shiitake and oyster mushroom

Equine-Facilitated Psychotherapy as a Supplementary Treatment for Patients with Mental and/or Substance Use Disorders: An Observational Study on Treatment Outcome

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How do red foxes (Vulpes vulpes) explore their environment? Characteristics of movement patterns in time and space

Background Many animals must adapt their movements to different conditions encountered during different life phases, such as when exploring extraterritorial areas for dispersal, foraging or breeding. To better understand how animals move in different movement phases, we asked whether movement patterns differ between one way directed movements, such as during the transient phase of dispersal or two way exploratory-like movements such as during extraterritorial excursions or stationary movements. Methods We GPS collared red foxes in a rural area in southern Germany between 2020 and 2023. Using a random forest model, we analyzed different movement parameters, habitat features—for example landclasses and distances to linear structures—and time variables (season and time of day) within red fox exploratory, transient and stationary movement phases to characterize phase specific movement patterns and to investigate the influence of different variables on classifying the movement phases. Results According to the classification model, the movement patterns in the different phases were characterized most strongly by the variables persistence velocity, season, step length and distance to linear structures. In extraterritorial areas, red foxes either moved straight with high persistence velocity, close to anthropogenic linear structures during transient movements, or more tortuously containing a higher variance in turning angles and a decrease in persistence velocity during exploratory-like movements. Transient movements mainly took place during autumn, whereas exploratory-like movements were mainly conducted during winter and spring. Conclusion Movement patterns of red foxes differ between transient, exploratory and stationary phases, reflecting displacement, searching and resident movement strategies. Our results signify the importance of the combined effect of using movement, habitat and time variables together in analyzing movement phases. High movement variability may allow red foxes to navigate in extraterritorial areas efficiently and to adapt to different environmental and behavioral conditions.publishedVersio

Masteroppgave Veiledning av lærlinger: Veilederes opplevelser og kompetansebehov i møte med lærlingers karriere - og kompetanseutvikling innen helse- og oppvekstfag

Denne masteroppgaven omhandler yrkesfaglige veiledere innen helse - og oppvekstsektoren i kommunal sektor som gir opplæring og veiledning til lærlinger. Oppgavens fokus er inspirert fra et utviklingsarbeid innen fagopplæringen i egen kommune. Temaet kan også knyttes til utdanning - og arbeidslivspolitikk med nye rettigheter innen videregående opplæring og med en politisk satsing på fagopplæringen hvor det også etterspørres mer forskning. Jeg har i denne studien undersøkt hva veilederne vektlegger i sin veiledning av lærlinger som tar utdanning innenfor helse- og oppvekstfag, - og hvilke kompetanseutviklingsbehov veiledere erfarer at de har. Undersøkelsen er gjennomført med bruk av fokusgruppe som metode for å utvikle data. Funnene fra fokusgruppeintervjuene viser at BUA -veilederne vektlegger sosial læring og helhetlig veiledning. De er opptatt av en tilpasset yrkesfaglig sosialisering i møte med sine lærlinger. De erfarer behov for å utvikle relasjonell og personlig veilederkompetanse. HEA - veilederne vektlegger yrkessosialisering med veiledning som et styringsverktøy. De er opptatt av yrkesfaglig sosialisering i organisasjon. De erfarer behov for å utvikle sin profesjonelle identitet. Funnene er drøftet i lys av teori, forskning og praksisfelt. Konklusjonen er at veiledernes fokus på sosialisering i veiledning av lærlinger er i samsvar med funn fra annen forskning. Inkludering i fellesskap og fokus på organisasjonens behov har stor betydning for lærlingenes læring og utvikling. En betydelig innsats på sosialisering og inkludering i lærlingefeltet kan kobles til at disse gruppene generelt rapporterer god trivsel og motivasjon i lærlingeløpet. Forskning på feltet på karrierekompetanse fremhever betydningen av selvregulerte karrierekompetanser. Dette innebærer kompetanse til å regulere sin kognisjon, motivasjon, affekt og atferd slik at den enkelte kan oppnå det den ønsker (Talluri et.al., 2024). Praksisfeltet og denne studien viser at lærlinger har behov for å øve på dette. Lærlingers behov for selvstyrt karriereutvikling kan i mindre grad bli styrket når veiledere vektlegger sosialisering, slik funnene i denne studien viser. Veiledere uttrykker behov for å utvikle både grunnleggende veiledningskompetanse og innsikt i eksistensielle tema som mening, frihet, mestring, identitet og kall – behov som peker mot en helhetlig kompetanseutvikling Erfaringer fra praksisfeltet og forskning belyser behovet for løfte frem yrkesdidaktikken, noe som i mindre grad kom fram i denne studien når veiledere snakket om sine kompetanseutviklingsbehov. Det kan dermed være en sammenheng i lærlingers behov for å utvikle selvregulering og at dette er mindre i fokus i veiledning og at veiledere ikke etterspør mer kompetanse på området. Det kan være vanskelig og etterspørre kompetanse man har mindre begreper for, og jeg har reflektert over om det da er lettere og etterspørre mer kompetanse innenfor et område man har en tenkning og språk for. Studien viser at dersom den yrkesfaglige opplærlingen skal styrkes er det behov for at veiledernes grunnleggende kompetanse generelt i veiledning utvikles. Studien viser at veiledere vil kunne ha fordel av å utvikle sin yrkesdidaktiske kompetanse slik at de gjennom veiledning kan styrket lærlingenes kompetanse til å regulere sin kognisjon, motivasjon, affekt og atferd slik Talluri et.al. (2024) viser til. I tillegg uttrykker veiledere behov for å utforske mer eksistensielle og psykologiske tema i sin karriere som er svært interessante og viktige områder generelt i alles karriere. Denne studien har løftet frem sentrale perspektiver i yrkesfaglig opplæring ved å se veiledernes og lærlingenes karriere og praksis i sammenheng. Den er et bidrag til forskningsfokus på fagopplæring som etterspørres, og håpet er at den kan inspirere aktører som ønsker å styrke og videreutvikle opplæringen for både lærlinger og veiledere.Abstract This master's thesis deals with vocational advisors in the health and welfare sector in the municipal sector who provide training and guidance to apprentices. The focus of the thesis is inspired by development work within vocational training in my own municipality. The topic can also be related to education and labor market policy with new rights within upper secondary education and with a political investment in vocational training where more research is also being requested. In this study, I have examined what the advisors emphasize in their guidance of apprentices studying in health and welfare professions, and what competence development needs the advisors experience they have. The survey was conducted using a focus group as a method to develop data. The findings from the focus group interviews indicate that BUA -guides emphasize social learning and holistic guidance. They are concerned with tailored vocational socialization in their encounters with their apprentices. They experience a need to develop relational and personal guidance competence. HEA -guides emphasize vocational socialization with guidance as a management tool. They focus on vocational socialization within the organization. They experience a need to develop their professional identity. The findings are discussed in light of theory, research, and practice. The conclusion is that the guides' focus on socialization in the guidance of apprentices aligns with findings from other research. Inclusion in communities and attention to the organization's needs are of great significance for the apprentices' learning and development. A substantial effort on socialization and inclusion in the apprentice field can be linked to these groups generally reporting good well-being and motivation in the apprenticeship process. Research in the field of career competencies emphasizes the importance of self-regulated career competencies. This involves the ability to regulate one's cognition, motivation, affect, and behavior so that individuals can achieve what they desire (Talluri et al., 2024). The practice field and this study show that apprentices need to practice this. Apprentices' need for self-directed career development may be less strengthened when advisors emphasize socialization, as the findings of this study indicate. Guides express the need to develop both fundamental guidance competence and insight into existential themes such as meaning, freedom, mastery, identity, and vocation – needs that point towards a holistic competence development. Experiences from the practice field and research highlight the need to elevate vocational pedagogy, which was less emphasized in this study when guides spoke about their competence development needs. There may thus be a connection between apprentices' need to develop self-regulation and the fact that this is less focused on in guidance and that guides do not demand more competence in the area. It can be difficult to request competence for which one has fewer concepts, and I have reflected on whether it is easier to request more competence within an area for which one has thinking and language. The study shows that in order to strengthen vocational education, there is a need to develop the basic competencies of the mentors generally in guidance. The study indicates that mentors could benefit from developing their vocational didactic competencies so that through guidance they can strengthen the apprentices' ability to regulate their cognition, motivation, affect, and behavior as pointed out by Talluri et al. (2024). Additionally, mentors express a need to explore more existential and psychological themes in their careers, which are very interesting and important areas generally in everyone's career. This study has highlighted central perspectives in vocational education by relating the careers and practices of mentors and apprentices. It contributes to the research focus on vocational training that is in demand, and the hope is that it can inspire stakeholders who wish to enhance and further develop the education for both apprentices and mentors