Renaissance or a Backward Step? Disparities and Tensions in Two New Swedish Pathways in VET

Autor/inn/en	Berglund, Ingrid; Loeb, Ingrid Henning
Titel	Renaissance or a Backward Step? Disparities and Tensions in Two New Swedish Pathways in VET
Quelle	In: International Journal of Training Research, 11 (2013) 2, S.135-149 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.5172/ijtr.2013.11.2.135
Schlagwörter	Foreign Countries; Vocational Education; Secondary Education; Educational Change; Higher Education; Access to Education; Specialization; Apprenticeships; Nontraditional Education; Cognitive Style; Student Motivation; Educational Trends; Employment Potential; Workshops; Training; Sweden + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Sekundarbereich; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Arbeitsteilige Spezialisierung; Apprenticeship; Lehre; Non-traditional education; Alternative Erziehung; Cognitive styles; Kognitiver Stil; Schulische Motivation; Bildungsentwicklung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Lernwerkstatt; Schulung; Schweden
Abstract	This article builds on results from studies of two new pathways in Swedish upper secondary VET. A major reform was launched in 2011 and the restructuring was presented by the Minister of Education as a "renaissance for VET education". The conclusion of the Upper Secondary Commission is that "students shall be more specialised within their vocational or study area compared to today's vocationally oriented programmes". We conceptualize the restructured upper secondary VET and these two new educational pathways as a new "VET practice architecture". Apprenticeship Education and Vocational Introduction are both regarded as alternatives to school-based VET, particularly beneficial for students with "practical" learning styles and as alternatives for students who lack the motivation to study in regular VET programmes. The results from the empirical studies show a landscape of disparities and tensions and the vocational learning taking place challenges the notion of a "renaissance for VET education". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01