One of the best-known criticisms of traditional education systems concerns their deterministic impact on the social trajectory of learners, which maintains and reinforces social inequality. However, previous analysis (Tchibozo, 2004) has shown that the effect of schools on learners' education-to-work transitions can be not only deterministic, but also random or chaotic. A new tool, the AGIC Calculator, has recently been developed to enable educators, guidance counsellors, policy makers and researchers to specify in a practical way the dynamics of learners' school-to-work transitions and to analyse more precisely social reproduction, and more generally to precisely analyse the dynamics of any type of social trajectory. This note outlines the main points of the problem and the value of the AGIC calculator for guidance counselling, education policy and research in this field. /// Une critique bien etablie a l'encontre des systèmes éducatifs traditionnels concerne leur impact déterministe sur la trajectoire sociale des apprenants, qui maintient et renforce l'inégalité sociale. Cependant, des analyses antérieures (Tchibozo, 2004) ont montré que l'effet des écoles sur les transitions éducation-travail des apprenants peut être non seulement déterministe, mais aussi aléatoire ou chaotique. Un nouvel outil, le Calculateur AGIC, a été récemment développé pour permettre aux éducateurs, aux conseillers d'orientation, aux décideurs politiques et aux chercheurs de spécifier de manière pratique la dynamique des transitions école-travail des apprenants, d'analyser plus précisément la reproduction sociale, et plus généralement d'analyser précisément la dynamique de tout type de trajectoire sociale. Cette note souligne l'interet du calculateur AGIC pour le conseil en orientation, la politique éducative, et la recherche dans ces domaines.

Recent research points to the significant role that Psychological Capital (PsyCap) plays in predicting teacher wellbeing (Luthans, Youssef, & Avolio, 2006; Seligman & Csikszentmihalyi, 2000), and in preventing burnout (Chang, 2009; Dussault & Deaudelin, 1999; Fullan, 2001; Hakanen et al., 2006; Maslach et al., 2001). PsyCap, the complex and malleable, "state-like" constructs of hope, efficacy, resilience, and optimism, is influential in increasing motivation in work and educational settings. Collective Teacher Efficacy (CTE) (Goddard et al., 2015; Ramos et al., 2014; Sandoval et al., 2011) has also been found to positively impact teacher’s experiences through the enhancement of persistence, job satisfaction and professional commitment, expectations for students and effective implementation of change. What is not evident is how these two constructs interact, and to what extent they inform teacher wellbeing. Intriguingly, the implementation of Professional Learning Communities (PLCs) could serve as a crucial interface between PsyCap and CTE, facilitating a symbiotic relationship that magnifies their individual impacts on teacher wellbeing. PLCs not only provide a structured environment for collective problem-solving and shared expertise (Stoll et al., 2006), but also cultivate a sense of community that could potentially elevate these psychological constructs. This study investigates the literature to consider the potential relationship between PsyCap and CTE and the implications for supporting teacher wellbeing within the implementation of a Community of Practice (CoP) approach to professional learning. A Systematic Qualitative Literature Review (SQLR) methodology (Pickering & Byrne, 2013) explores the intersections of psychological capital, collective teacher efficacy, and teacher wellbeing in the context of PLCs. The SQLR methodology applies specific inclusion and exclusion criteria, with 26 studies identified for review. The analysis identified connectedness between the PsyCap components of hope, efficacy, resilience, and optimism with teacher wellbeing, in particular to elements shown to mitigate teacher burnout, and which can be considered indicators in the assessment of wellness. The CTE and CoP literature highlights the importance of shared vision, structured collaboration, regular reflection, supportive leadership, celebration of successes, and fostering trust, as factors that facilitate positive teacher experiences within the processes of professional learning and navigating change. This analysis offers insights into how PsyCap and CTE may interact with and inform teacher wellbeing in the PLC professional learning context.

Simulation is a teaching method that has been insistently promoted in France over the recent period, in particular for the training of health students. Simulation training assigns the students an active role which is intended to strengthen their motivation. Thus, the more motivated students would be during the lessons, the more they would engage in their training, take up challenges, persevere, raise their performance level, and pass exams. Motivation therefore represents a powerful driver of learning that training systems cannot afford to ignore. Taking this into account, and reworking training engineering accordingly, is a challenge for training institutions and trainers. This article examines the links between the use of simulation training and student motivation in health studies in France. Scrutinising relevant education literature and health literature databases led to identify 24 relevant research articles. After analysis, the results suggest that indeed, simulation training does increase motivation in health students. Literature in this field mainly covers two complementary aspects, namely the determinants at work in the simulation-motivation process, and the conditions for implementing simulation training. However, the literature is silent on trainers’ perspective. The results of this literature review are of particular interest to institutions regarding the place to be given to simulation in training engineering, and to trainers as to how to conduct a simulation session.

"Unleashing Potential: The Power of Growth Mindset over Fixed Mindset" is a book that explores the concept of growth mindset and its transformative impact on individuals and society. It discusses how adopting a growth mindset, which emphasizes a belief in the ability to learn, improve, and adapt, can lead to personal and societal transformation. The book delves into the key principles of a growth mindset, such as embracing challenges, learning from failures, fostering resilience, promoting inclusivity and diversity, and cultivating collaboration and cooperation. It also highlights the role of education, leaders, and organizations in fostering a growth mindset culture. Overall, "Unleashing Potential" empowers readers with the knowledge and tools to unlock their potential and create positive change in their lives and communities through the power of a growth mindset.

This article offers a historical analysis of the past sixty years of adult learning in Aotearoa New Zealand and critically appraises events which have shaped today’s context. Drawing on a substantial body of research by key adult educators, researchers and scholars, the review assesses historical, socio-cultural, and political factors that influenced adult learning policies and practices. First, a brief discussion is given of traditional Māori education, colonisation, bi-culturalism and multiculturalism for relevance to the Aotearoa New Zealand context. Next, a historical analysis is offered in a decade-by-decade review. Looking back over the past sixty years, this historical analysis exposes key influences which have shaped adult learning in Aotearoa, and discusses trends emerging as significant future directions going into and beyond the 2020s.

This publication takes stock of recent Cedefop research on CVET. It analyses how CVET contributes to reaching economic and social policy objectives of the European Union regarding inclusion, employment, innovation, productivity, competitiveness and growth. CVET is approached as a multidimensional, multistakeholder and multilevel interface between learning and the labour market. The analysis outlines recent achievements in practices and policies of work-based learning, guidance, validation and quality. The publication also highlights gaps and challenges for future CVET policies, in particular improving information and guidance, making participation easier for learners and small enterprises, securing validation mechanisms, and reinforcing quality and monitoring.