An Education Policy Paradigm That Fails Upper Secondary School Pupils

Autor/inn/en	Olofsson, Jonas; Panican, Alexandru
Titel	An Education Policy Paradigm That Fails Upper Secondary School Pupils
Quelle	In: Journal of Vocational Education and Training, 69 (2017) 4, S.495-516 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2017.1344869
Schlagwörter	Educational Policy; Secondary School Students; Vocational Education; Administrator Attitudes; Educational Change; Educational Development; Policy Formation; Foreign Countries; Semi Structured Interviews; Sweden + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Sekundarschüler; Ausbildung; Berufsbildung; Bildungsreform; Bildungsentwicklung; Politische Betätigung; Ausland; Schweden
Abstract	In this article, we illustrate the creation of the education policy paradigm that constitutes the framework of vocational education and training (VET) programmes, and analyse local school representatives' perception of VET in upper secondary schools in Sweden. The education policy paradigm, established through three periods of reform during the twentieth century, undervalues VET as being less worthy than general/academic education. This paradigm generates the rhetoric used by interviewed school representatives that encourages school pupils to choose the "right" (academic) programmes in order to foster a specific citizenship competence, even if this competence is not fully compatible with labour market demands. Young people who cannot, or will not, attain the "right" education, and thus the advocated citizenship competence, lose out in a school system where general/academic education and higher education preparatory programmes are consistently prioritised over VET. An educational system that advocates discrimination and suspicion of VET limits career options and restricts entry into the labour market, as well as risk stigmatising pupils undertaking VET; this paradigm is neither justified nor democratic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01