transparent gif


Ej inloggad.

Göteborgs universitets publikationer

Integration between school and work: Changes and challenges in two Swedish VET-programmes 1970-2015

Författare och institution:
Viveca Lindberg (Institutionen för pedagogik och specialpedagogik); Gun-Britt Wärvik (Institutionen för pedagogik och specialpedagogik)
Publicerad i:
V International Conference & Research Workshop Vocational Education & Training – Emerging Issues? Voices from research. Stockholm, May 09-10, 2016,
Konferensbidrag, övrigt
Sammanfattning (abstract):
Since 2011, Swedish upper secondary vocational education training formally offers two pathways in each of the twelve programmes: School-based VET, (incl. 15 weeks of work-based learning, WBL), and the “apprenticeship track” where 50% consists of WBL. Both pathways are regulated by the same curricula. National educational policy considers the two pathways equivalent in terms of merits although the content of experiences may vary. Importantly, the richness of learning experiences in the two sites and how these are integrated rely on negotiations between each school and their partners, such as enterprises and public organisations. In principle, local trade associations are also expected to be involved in the development of local curricula. However, Lemar & Olofsson (2010) found that local variation is huge in terms of the content for students’ experiences. National evaluations have made visible some problems with WBL. Some of these are related to the size of an enterprise and motives for accepting apprentices. Vocational knowing made available for students during their periods of WBL has been described as either a restricted or an expansive curriculum (Fuller & Unwin, 2003). In this paper we will use cultural historical activity theory (CHAT) to analyse aspects that contribute to vocational knowing made available to students in relation to historically developed traditions of two VET programmes. In line with this theoretical perspective, we will firstly trace contemporary history regarding the division of labour between school and work, including contributions of schools and enterprises to the VET curriculum. Secondly, we analyse cases from Swedish empirical studies from each decade since the 1970s to discuss how the division of labour between school and work, and approaches to organising and supporting learning at each site, have evolved.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Utbildningsvetenskap ->
integration of school and work, CHAT, vocational knowing
Postens nummer:
Posten skapad:
2016-08-08 15:57

Visa i Endnote-format

Göteborgs universitet • Tel. 031-786 0000
© Göteborgs universitet 2007