02 SES 04 C, Strengthening VET in Times of Transition
Vocational educations are facing a number of new requirements and challenges that calls for a continuous renewal and innovation of practice. New reforms, new generations of students, new job skill requirements and new technologies. A massive change is taking place all at once within these areas, which demands that the vocational educations renew their practices and adapts within a short period of time. The educations cannot continue in the same way as usual. Instead efforts have to be made in order to innovate and improve the practice of these institutions.
Research conducted in relation to Public Sector Innovation indicates a number of barriers that may occur when attempting to establish an innovation-culture within the educational sector. Firstly, the implementation of New Public Management methods and mindset have resulted in top-down governance, decoupling employees and the day to day practice. Second, the development activities that are taking place are often reduced to isolated projects and individuals that fail to contribute to a shared and broader innovation-culture. This paper presents the argument that experiments are a valuable means of securing innovation and change in the educational sector. That is because experiments can frame a systematic and iterative process where educational institutions can design, test and renew practice in order to ensure that innovation is happening where it is needed.
This article presents the results of a 3 year project named The Vocational Education Lab. During this 3 year period of time, 127 educational experiments have been conducted in eight different VET educations in the Copenhagen Region. The aim of this project has been to develop an organizational and methodical capacity that enables educational organizations to initiate changes within their pedagogical and organizational practice. In the paper there will be a discussion of how experiments and experimentation may contribute to renewal and innovation in educational practice. Further what sort of changes the experiments have actually contribute to and which organizational barriers that can occur when completing experiments in a educational context.
Theoretically the article draws on current research on innovation in the public sector, on design research, organizational learning and experimental labs as a method to provide organizational changes.
The empirical data treated in this article is collected from the127 experiments conducted and includes both quantitativequalitative data. The quantitative data consist of survey data gathered in relation to the continuous evaluations of the experiments’ capacity to create change. The qualitative data consist of interviews with the heads of the educational organizations and educators responsible for carrying out the experiments.
Ansell, C & Gash, A (2008): Collaborative Governance in theory and practice. Journal of Public Administration and Research and Theory, 18(4):543-71. Ansell, C. & Torfing, J. (2014): Public Innovation Through Collaboration and Design, Routlegde Argyris, C. & Schön, A. (1996): Organizational Learning II. Addison-Wesley Publishing Company. Bason, C. (2010): Leading Public Sector Innovation. Co-creating for a better society. Policy Press. Brunsson, N. (2002) :The Organization og Hypocrisy. Talk, decisions and actions in organizations. Fakbokforlaget. Carstensen, H.V. & Bason, C. (2012). Powering Collaborative Policy Innovation: Can Innovation Help? I The innovation Journal: The Public Sector Innovation Journal Volume 17 (1), 2012 Czarniawska, B. & Berward, J. (1996): Travel of Ideas. In Czarniawska, Barbara & Guje Sevón (1996)Translating Organizational Change. Walter de Gruyter & Co, Berlin DiSessa, A. & Cobb, P. (2004): Ontological Innovation and the Role of theory in Design Experiments, The Journal of Learning Sciences, Volume 13, Issue 1 Engeström, Y., Virkkunen, J., Helle, M., Pihlaja, J., & Poikela, R. (1996). Change laboratory as a tool for transforming work. Lifelong Learning in Europe, 1, 10–17. Engeström, Y. (2001): Expansive Learning at Work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14, pp. 133–156. Gravemeijer, K., & Coob, P. (2006). Design Research from a learning design perspective. In J. V. D. Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational Design Research . London & New York: Routledge. Lawrence, C. (2003): Right-Rapid-Rough. NASA Techdocs, nr. 07. Special Feature: The IDEO Way. Røvik, K. A. (2007): Trender og translasjoner. Ideer som former det 21. århundrets organisasjon. Universitetsforlaget, Oslo. Schön, D. A. (1983): The Reflective Practitioner. How Professionals Think in Action. Basic Books Inc. Star, S. L. (2010). This is Not a Boundary Object: Reflections on the Origin of a Concept. Science, Technology & Human Values, 35(5), 601-617. Sørensen, E. & Thorfing, J. (2012): Collaborative Innovation in the Public Sector. I The innovation Journal: The Public Sector Innovation Journal Volume 17 (1), 2012
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.