02 SES 04 A, New Learning in VET
To implement a vocational education and training (VET) curriculum that corresponds to both the demands of the labour market, and the students constitutes a challenge to any education system (Akkerman & Bakker, 2011; Billett, 2007). In Sweden, pedagogical aspects of teaching and learning in VET programmes have been almost invisible in the debate that preceded the upper secondary school reform in 2011. Students who were identified as less academic were destined for an upper secondary curriculum designed to meet an evolving demand for qualified workers (Andersson et al, 2015). In such school-based apprenticeships, the students are expected to alternate between school and workplace in order to integrate learning in the workplace and in secondary school. In this way, they could attain the general and vocational learning objectives expressed in the guiding coursework. To gain a deeper understanding of how students are afforded access to different learning activities in school, and in the workplace, this paper analyses how students construct pathways to knowledge in such VET practice: What problems do the students face, and how are they resolved? How is the students’ access to different assignments restricted and supported in school and in the workplace?
Research that focuses on how students develop vocational knowledge shows how they make use of both school and workplace to become skilled workers (Berner, 2010; Tanggaard, 2007). However, some problems can be foreshadowed when a school-based apprenticeship model is implemented as workplace learning (Berglund & Henning Loeb, 2013). This was identified in previous trials with Swedish upper secondary apprenticeships. The more qualified tasks demanded in the coursework may, for example, be withheld from the students in the workplace. This problem is embedded in the different ways knowledge acquisition is arranged and organised in school and in the workplace (Akkerman & Bakker, 2011; Kilbrink & Bjurulf, 2013). With regard to the new Swedish apprenticeship model, implemented in 2011, the students need access to learning opportunities in school and in the work place, which relate to school based foundation- and vocational subjects. Hence, to build on previous research: When we want to learn how upper secondary apprentices construct pathways to knowledge, the students’ participation in the teaching of general subjects needs to be taken in to consideration alongside the vocational training.
Akkerman F, Sanne. & Bakker, Arthur. (2011). Crossing boundaries between school and work during apprenticeships. Vocations and Learning. 2012 (5), 153-173. Andersson, Ingela,. Wärvik, Gun-Britt. & Thång, Per-Olof. (2015). Formation of apprenticeships in the Swedish education system: Different stakeholder perspektives. International Journal for Research in Vocational Education and Training (IJRVET). 2(1), 1-23 Berglund, Ingrid. & Henning Loeb, Ingrid. (2013). The renaissance or a backward step: Disparities and tensions in two new Swedish pathways in VET. International Journal of Training and Research, 11(2), 135-149. Berner, Boel. (2010). Crossing boundaries and maintaining differences between school and industry: forms of boundary‐work in Swedish vocational education. Journal of Education and Work, 23(1), 27-42. Billett, Stephen. (2007). Integrating contributions of workplace and college experiences in developing vocational knowledge. I R. McClean, D. N. Wilson., & C. Chinien (eds.), International Handbook on Education for the World of Work, UNESCO-UNEVOC. Dordecht: Springer Academic Publication, Engeström, Yrjö. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Doktorsavhandling. Helsinki: Orienta-konsultit. Engeström, Yrjö. (2005). Object-oriented interagency: Toward understanding collective intentionality in distributed activity fields. I G. Rückriem (Ed.), Yrjö Engeström. Developmental work research. Expanding activity theory in practice. Vol. 12, Berlin: Lehmanns Media. Kilbrink, Nina., & Bjurulf, Veronica. (2013). Transfer of knowledge in technical vocational education: a narrative study in Swedish upper secondary school. International Journal of Technology and Design Education, 23(3), 519-535. Tanggaard, Lene. (2007). Learning at trade vocational school and learning at work: boundary crossing in apprentices’ every day life. Journal of Education and Work, 20 (5), 453-466.
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
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Network 12. LISnet - Library and Information Science Network
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Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
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Network 17. Histories of Education
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Network 20. Research in Innovative Intercultural Learning Environments
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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
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