Abstract Background In Sweden, some occupations require post-secondary apprenticeship, e.g. those who are to become construction workers, while some do not, e.g. those who are to become business and administration workers. Research on post-secondary apprenticeship can be regarded as sparse. To address vocational learning in post-secondary apprenticeship, this explorative study focuses on apprentices in the construction industry. The aim of this study is to identify how vocational learning is constituted within workplace activities. Methods This study aimed to follow up a study of a former class of construction students who participated in project-based vocational education (Empir Res Vocat Educ Train 6:2, 2014). The study included 11 semi-structured interviews, which lasted between 35 and 55?min, and a survey that related to 64 stated learning goals. Result The findings show that the development of vocational learning is closely linked to performing tasks that challenge the apprentices to think and solve problems. This approach to the performance of tasks enhances productive learning where the payroll system appears to trigger the scope of action. Further, this study shows that, despite differences in the activities that are carried out at different workplaces, the learning outcomes are dependent on personal goals as well as indirect and direct guidance. Conclusion Although stated learning goals are highly valued, the apprentices, have problems relating to them. Instead, interaction and guidance from more experienced co-workers lead to the development of a learning outcome. As described herein, a vocational learning outcome of post-secondary apprenticeships is complex, and can be understood as being related to individual goals and workplace activities that interact and constitute vocational learning. Thus, this explorative study has identified four main standpoints that afford vocational learning in post-secondary apprenticeship: (a) the importance of guidance in the workplace, (b) the possibility of performing complex tasks, (c) the encouragement to develop new methods, and (d) the possibility of being a part of the building process.
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机译：抽象背景在瑞典，某些职业需要专上学徒制，例如那些将成为建筑工人的人，而有些则不会，例如那些将成为企业和行政管理人员的人。专上学徒制的研究可被认为是稀疏的。为了解决专上学徒制中的职业学习问题，本探索性研究的重点是建筑行业的学徒制。这项研究的目的是确定在工作场所活动中如何构成职业学习。方法：本研究旨在跟踪对参与基于项目的职业教育的一班建筑专业学生的研究（Empir Res Vocat Educ Train 6：2，2014）。这项研究包括11次半结构化访谈，持续时间在35至55分钟之间，以及一项与64个既定学习目标相关的调查。结果研究结果表明，职业学习的发展与执行任务密切相关，这些任务挑战学徒思考和解决问题的能力。这种执行任务的方法可以提高生产性学习，而薪资系统似乎可以触发行动范围。此外，这项研究表明，尽管在不同工作场所进行的活动有所不同，但学习结果取决于个人目标以及间接和直接指导。结论尽管既定的学习目标受到高度重视，但学徒仍存在与之相关的问题。取而代之的是，来自经验丰富的同事的互动和指导导致了学习成果的发展。如本文所述，大专学徒制的职业学习结果是复杂的，并且可以理解为与相互作用并构成职业学习的个人目标和工作场所活动有关。因此，这项探索性研究确定了在大专学徒制中提供职业学习的四个主要观点：（a）在工作场所提供指导的重要性，（b）执行复杂任务的可能性，（c）鼓励开发新方法，以及（d）参与建造过程的可能性。
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