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Restructuring Swedish VET:A new qualified VET student in the making.

Författare och institution:
Ingrid Henning Loeb (Institutionen för pedagogik och specialpedagogik)
Publicerad i:
AARE, Australian Association of Research on Education, Melbourne, Australia 28/11-2/12 2010.,
Artikel, refereegranskad vetenskaplig
Sammanfattning (abstract):
Ingrid Henning Loeb Department of Education, University of Gothenburg Ingrid Berglund Department of Didactic Science, Stockholm University In 2011 Swedish VET in secondary schools is facing major changes regarding student entrances and exits: there are stricter eligibility requirements to VET programs – including apprentice programs – and reinforced discourses on qualifications, skills and outcomes. In this paper we put forth the new qualified Swedish VET student that is in the making and the shaping of new forms of VET. Secondary school VET has been a political issue for decades. From the early 1990s, and as a part of social democratic rule, Sweden has had a uniform post-16 educational system: a model that has been regarded as unique among the different European VET models in which upper secondary school has integrated VET programs with academic tracks. VET programs have provided both vocational competencies and general knowledge in so called core subjects to prepare students for higher education. In 2006, when the liberal-conservative government came into office the current reform of upper-secondary school was announced, implying a complete restructuring of VET. Arguments about the need of restructuring were based on numbers of ‘drop-outs’ and failed degrees, and that VET was too general and ‘theoretical’. The conclusion of the White paper commission is that “students shall be more specialized within their vocational or study area compared to today’s vocationally oriented programmes.” For our paper we have studied the discourse of “knowledge” and “skills” and analysed the concepts of theory and practice embedded in the shaping of the new VET. We are especially interested in and will problemize two different issues: 1) the apprentice program that is developed as an equivalent to school-based programs (inspired by models in central Europe and Denmark but modified to Swedish conditions) and 2) the possibilities for pupils who due to the stricter eligibility requirements will be excluded from VET programs.
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2011-01-15 15:54

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