The Nordic model of vocational education training has gradually been integrated in the upper secondary school system (Olofsson 2008). Steps in this direction have been made possible by reforms during last decades in Norway and Sweden. Vocational training in these two countries gives eligibility to higher education and schools are more than previously responsible for both school based- and work -based training (Lindberg 2003; Prop 1990 / 91 : 85: St.meld.nr 44, 2008-2009). As a result of the decentralization of schools in the two countries, also the teacher assignment has changed combined to a changed concept of knowledge. Actors at all levels both in school and in work- places, in a higher extent than before are expected to be responsible for different tasks connected to the vocational programs. (Linde 1998; Carlgren & Marton 2000; Skolverket 2002) For that reason the requirements of cooperation between schools and working life, at present, are higher than before. Most of young pupils in Norway and Sweden enter upper secondary school studies. Everyone, regardless of sex, socioeconomic and geographic background, should have access to such education. There are however signs of the fact that some pupils have difficulties to reach the goals and the number of drop- outs tend to be disturbing high. (Olofsson & Panican, 2008, Hollås, H. A. 2006). The aim of this recently started study is to deepen the understanding of the transitional phenomenon that different actors within vocational college (Gymnasieskolan) identifies concerning working life and the school's joint mission to prepare students for vocational programs and apprenticeship training for a future career. • What are the phenomenon of structural and operational level, on the basis of statements of different actors in the working life and in schools, that correspond to the interaction requirements? • Which transition phenomena on structural and activity level, based on different statements from the actors, constitute an ideal learning situation at school and in work places. Which are the factors of success and which are the barriers in designing and implementing training? • What approach do the actors take to a shared educational responsibility and what kind of formal qualifications do they have? • Which factors from the students point of view, constitutes an ideal learning situation at school and at work places and which factors do they mean precludes learning? Theoretical framework The results will be analyzed on the basis of curriculum theories in which particular theories that problemize the relationship between school and work will be used. Göran Linde (1988) codes are useful to analyze the influence of working life in vocational courses at both struc-tural and operational level. Professional theories will be used to analyze the statements from principals, vocational teachers and the tutors in work place training. (Carlgren 1997; Clow 2002; Kirkwood 2006; Edwards & Nicoll 2006)

Actors at six vocational programs with a long tradition in vocational education in Norway and Sweden are informants. The selection of informants includes principals, vocational teachers and workplace supervisors responsible for different programs and also 60 pupils from the dif-ferent programs. The project started in October 2009 when the data collecting process was planned. Data collecting will take place in spring 2010 in the north of Sweden and in the north of Norway.

The survey, based on a collaboration between Umeå University and Högskolan Nesna in Norway will give a deeper understanding of professional training in vocational programmes and will also allow for comparisons between the two countries. Expected conclusions will be presented in the final report that will be published in the beginning of 2011.