Mobilising for Change in Vocational Education and Training in Sweden--A Case Study of the 'Technical College' Scheme

Autor/inn/en	Persson, Bo; Hermelin, Brita
Titel	Mobilising for Change in Vocational Education and Training in Sweden--A Case Study of the 'Technical College' Scheme
Quelle	In: Journal of Vocational Education and Training, 70 (2018) 3, S.476-496 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2018.1443971
Schlagwörter	Foreign Countries; Educational Change; Vocational Education; Technical Institutes; Advocacy; Power Structure; Labor Market; Educational Policy; Policy Analysis; Unions; Sweden + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Ausbildung; Berufsbildung; Technische Fakultät; Sozialanwaltschaft; Labour market; Arbeitsmarkt; Politics of education; Bildungspolitik; Politikfeldanalyse; Schweden
Abstract	In this article, we analyse a recent industry-driven initiative in Sweden for the organisation and operation of Vocational Education and Training. In the context of a statist and school-based system for VET, this is an initiative which seems to be an example of an anomaly in the present system. The initiative is called the Technical College scheme and is a certification scheme for upper secondary school education in technology. The aim of this article is to describe and explain the establishment of the Technical College scheme in Sweden from a historical institutionalist approach. Based on this approach, the case is analysed as a process of incremental institutional change, with a focus on initiatives and strategies by different stakeholders driving the invention and implementation of the scheme, the importance of the power balances between central interests, and how the process has been shaped by institutional conditions. Our study shows how previously marginalised actors in a VET system can mobilise for change without radically changing the rules of the game. The process that we characterise can be explained by changes in the power balances between key actors, but also by changed institutional conditions that have provided windows of opportunity for new initiatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01