Scaring the Students Away? Institutional Selection through Assessment Practices in the Danish Vocational and Educational Training System

Autor/in	Grønborg, Lisbeth
Titel	Scaring the Students Away? Institutional Selection through Assessment Practices in the Danish Vocational and Educational Training System
Quelle	In: Journal of Vocational Education and Training, 65 (2013) 4, S.507-524 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2013.850441
Schlagwörter	Foreign Countries; Vocational Education; Theory Practice Relationship; Dropouts; Auto Mechanics; Participant Observation; Interviews; Student Attitudes; Teacher Attitudes; Counselor Attitudes; Student Placement; Intention; Educational Policy; Prerequisites; Competence; Testing; Ethnography; Qualitative Research; Apprenticeships; Denmark + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Theorie-Praxis-Beziehung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Schülerverhalten; Lehrerverhalten; Schülerpraktikum; Politics of education; Bildungspolitik; Voraussetzung; Kompetenz; Testdurchführung; Testen; Ethnografie; Qualitative Forschung; Apprenticeship; Lehre; Dänemark
Abstract	This paper sheds light on how competence assessment takes place in the Danish Vocational and Educational Training System. It discusses how intentions formulated by the government have unintentional effects when implemented in practice. The qualitative methods used in this study consist of participant observations from my field study of dropouts in a Danish car mechanic programme, in which I was enrolled as a student in the basic course for 30 weeks. These observations were derived from field notes; teaching and test materials; and interviews with students, teachers, a school counsellor and the school leader. According to the Danish Ministry of Education, the competence assessment should describe the students' prerequisite competencies during the first two weeks and track students' progress to different levels of ability. Contrary to official intentions, several students are advised to seek alternative educational placement in each beginning class, thus creating a "push-out" effect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10