Multilevel design considerations for vocational curricula at the boundary of school and work

This study focuses on the school–work connection from perspective of curriculum design. The aim was to uncover considerations underpinning design learning environments in vocational education. research took place Netherlands. A focus group methodology chosen elicit designers’ considerations, which generally remain largely implicit. These concern designable elements environments: epistemic, spatial, temporal, and social elements. Design were uncovered at each aggregation levels a curriculum. At macro-level, referred connectivity between contexts school work. Based these different designs along continuum. meso-level, another continuum found: complexity terms practices involved environment. micro-level, concrete revealed that designers take into account strengthen connection. Thus, three made explicit. Moreover, need for alignment became more apparent, leading deeper understanding paper adds ways future-proof curricula.