Transversal competencies, general education and vocational culture. A cultural studies perspective, understanding critical thinking and problem-solving

Context: Since the beginning of the transformation of the industrial society in the last third of the 20th century, the requirements for the workforce have been reconsidered, especially in the early industrialized countries. Against this political background, giving transversal competencies, in general, a rising importance, this paper presents findings about the current understanding of transversal competencies in different domains of working life in a country with a dual vocational and training (VET) system. It analyses the intricate nature of transversal competencies in the wake of cultural studies theory applying the concept of vocational culture. This discussion is also related to the schism between general and vocational education dating back to the 19th century and to the concept of vocation (Beruf), which could be understood as a response to this schism in the German-language theory of VET. Therefore, in the conclusion of this paper, the question will be discussed: What does this mean for contemporary VET theory? Approach: In our study, we sought to illuminate the understanding and importance of transversal competencies in two service industry sectors: the hotel business and IT services. We conducted 24 interviews with trainers in these companies to answer the following research questions: How do they interpret the transversal competencies of critical thinking and problemsolving? How do they view the necessity of these competencies for apprentices to become skilled workers in their respective fields? Moreover, how do they encourage apprentices to develop their critical thinking and problem-solving skills? Findings: Our study revealed that transversal competencies are multifaceted. They are both generic and specific to the occupation in which they are required and applied, and they are deeply rooted in the vocational culture of the respective occupational field. This suggests that a comprehensive understanding of these competencies is crucial for VET theory. Conclusions: VET theory must reflect the intricate nature of transversal competencies, which are simultaneously generic and specific, and the relevance of vocational culture in understanding work requirements and the question of how to address them. The latter can even be related to the schism between general and vocational education dating back to the 19th century and to the concept of vocation (Beruf), which could be understood as a response to this schism. The approach of cultural studies provides a broader theoretical framework for this discussion.