In 2020 a new school reform will be implemented in Norway in vocational education (VET) in upper secondary school, with required vocational specialisation and in-depth learning (Directorate of Education, 2019). The background is criticism of today's curriculum which has led to a lack of coherence between the educational content and the work-life needs for competence, and partly lack of professional relevance (Aspøy, Skinnarland & Tønder, 2017; White paper nr. 28 (2015-2016).
A professionally relevant VET can be characterized by a close coherence between content and work tasks in the profession (Hiim, 2013; Sylte, 2017). The education is largely in accordance with the comprehensive professional competence demands of the profession (Sylte, 2017). Relevant education is vital, because many of today's vocational and professional educations are not perceived as relevant for the job or profession they are educating for. Both students and teachers report on a lack of coherence between educational content and occupational requirements in theoretical and practical content and learners’ tasks (Hiim, 2017; Sylte, 2018). One of the reasons seems to be that collaboration between educational institutions and professional workplaces is not sufficiently developed (Canrinus et. al, 2015; Heggen & Smedby, 2015; Hiim, 2017; Sylte, 2018; Young, 2004).
This is the background for a qualitative study about facilitating in-depth learning and comprehensive professional competence in health-care-education in upper secondary school in Norway. The main research question is: How can health-care-students develop in-depth learning and comprehensive professional competence through work-life practice? The research questions are:
1. What content can help to develop in-depth learning and comprehensive professional competence for health-care-students?
2. How can practice be organized, seen from a work-life and student perspective?
In-depth learning means that students gradually develop knowledge and a lasting understanding of concepts, methods and contexts and see the connection between disciplines and professions, as well as manage to apply what they have learned to solve problems and tasks in new contexts (White paper nr. 28, 2015- 2016): "There is therefore a close connection between in-depth learning and competence" (p. 33). Comprehensive vocational competence means that the health-care-student learns how to plan, execute and assess a holistic vocational task such as practical care, and at the same time be able to solve complex challenges related to the individual patient - for example communicative and ethical challenges, or the professional practice as a whole. It also includes an understanding of how the profession is practiced, its function in society, its culture, tradition and development (Sylte, 2017).
Health-care-students should be able to reflect on their own learning and apply what they have learned in various ways in familiar and unfamiliar situations in the hospital, alone or with others. Accordingly, the health-care-students must know how the patient understands its situation in order to provide the best possible care. Buber, Simonsen & Wergeland (2003) are concerned that human existence consists of a network of relationships where “Me-You” relationships are a true relationship. A holistic view of humanity is based on such an equal relationship in patient contact and care situations. It is essential not only to understand the diagnosis, but how the whole human being is affected by the situation they are in, as opposed an “Me-It” relationship in the health-care situation.
This pragmatic learning perspective emphasizes that professional learning and knowledge are contextual and practice based and is particularly suited to illuminate what characterizes professional education. The main difference between this pragmatic educational thinking and conventional educational thinking is that the curriculum and the content are seen as contextual and based on the actual work-task and on work-life practice instead of abstract theory (Dewey, 1910; Hiim, 2013; Schön, 1983).