| 1. |
- Bohlinger, Sandra, et al.
(författare)
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Conclusion : The contested field of working and learning
- 2015
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Ingår i: Working and learning in times of uncertainty. - Rotterdam : Sense Publishers. - 9789463002424 - 9789463002431 - 9789463002448 ; , s. 223-232
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Bohlinger, Sandra, et al.
(författare)
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Introduction : Working and Learning in Times of Uncertainty
- 2015
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Ingår i: Working and Learning in Times of Uncertainty. - Rotterdam : Sense Publishers. - 9789463002424 - 9789463002431 - 9789463002448 ; , s. 1-14
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Bokkapitel (refereegranskat)abstract
- Research on adult, professional and vocational education in a global world is timely (Farrell & Fenwick, 2007). Globalisation and economic crises are the trends that most dramatically transform the social, political, economic and ecological spheres of our time and directly affect the everyday life of local communities and workplaces. Current challenges set compelling requirements for the working and learning of the members of communities. Over the past decades of adult, professional and vocational education research, researchers have increasingly addressed globalisation and its political, value-based and ethical underpinnings. Work-related learning and the workplace as an arena of learning and education is, in Fenwick’s (2001) terms, a highly political space, in which the requirements of flexibility, specialisation, privatisation, and globalisation “change the nature and environment of work and the desires of workers” (ibid., p. 5). This book contributes to the current discussion on the global developments of working and learning in the fields of adult, professional and vocational education in Europe. These developments are full of paradoxes and contradictions, as Bratton et al. (2008) point out in their critical examination of workplace learning in advanced capitalist economies. It is therefore not an easy task to envision the future work and the learning options it will eventually offer to workers. We are living in times of uncertainty regarding the adult educational challenges on all societal levels of working and learning (Alheit, 2002/2004).
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| 3. |
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| 4. |
- Helms Jørgensen, Christian, et al.
(författare)
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A Nordic transition regime? : Policies for school-to-work transitions in Sweden, Denmark and Finland
- 2019
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 18:3, s. 278-297
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Tidskriftsartikel (refereegranskat)abstract
- In recent decades, a range of policy measures to support young people’s school-to-work transitions has been initiated across Europe. However, these transition policies have rarely been studied systematically, particularly from a comparative perspective. Thus, the aim of this article is to compare Swedish, Danish and Finnish policies for supporting young people’s educational and school-to-work transitions. Synthesising and analysing recent research, the article critically draws on Walther’s (2006) classification of transition regimes that recognises a Nordic universalistic regime of youth transitions characterised by emphasis on collective social responsibility, individual motivation and personal development. We conclude that significant policy changes have occurred during the last two decades. Coercive measures have been adopted and social support reduced, making young people more individually responsible for the success of their transitions. Hence, current transition policies diverge in many respects from qualities traditionally ascribed to the Nordic transition regime. We also find significant differences between the three countries’ transition policies, which in some cases indicate policy trade-offs. In addition, we conclude that transition policies are generally weakly coordinated across policy domains, which increases the risk of unintended consequences of these policies.
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| 5. |
- Helms Jørgensen, Christian, et al.
(författare)
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Frafald fra erhvervsuddannelserne - mod en mere nuanceret forståelse
- 2013
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 7:1, s. 14-31
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Tidskriftsartikel (refereegranskat)abstract
- The high dropout rate of students in vocational education and training (VET) has been considered a serious problem in policy of education in the last decade in Denmark as well as in the other Nordic countries. In the Danish VET system only half of the students, who take up a vocational programme, complete the programme. The dropout rate has stayed on a high level despite a large number of initiatives to increase retention. This article argues, that the problem lies not only with the measures to reduce dropout, but also in the conceptualisation of the dropout phenomenon. We examine the concept of dropout and argue that the concept covers a range of different strategies among students in vocational education. Empirically the article is based on a large interview study among vocational students in Denmark. In addition the article is based on international research that uses a process related concept of dropout, which we connect to research in young peoples' school to work transitions. In this conceptualisation dropout is seen as the result of the interplay over time between the transition system, young people’s conditions of life and young people’s own strategies and choices.
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| 6. |
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| 7. |
- Kap, Hrvoje, 1980-
(författare)
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Comparative Studies of Vocational Education and Training
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis consists of an introduction and three studies, which are comparative sociological and institutional analyses of a number of countries' publicly regulated vocational education and training systems at upper secondary and post-secondary level. Official regulation of programme content and curricula - the main empirical material - is interpreted, and focus is directed on aspects which distinguish between, among others, general and vocational elements of teaching, learning and training. The analyses employ concepts from educational studies, historical sociology and institutional sociology with the aim of conceptual elaboration and illumination of similarities and differences between cases.Study I compares upper secondary vocational education and training programmes in Denmark, Finland, Norway and Sweden. The programmes are analysed and compared with respect to scope, sequence and selection of curricular units of subject matter and periods of training. Programmes combine general and vocational elements in various ways, thereby offering choices for obtaining both the occupation-related qualification, as well as higher education eligibility. The combination of curricular units with additional subject matter seems to, in some cases, lead to emerging learning aims.Study II focuses on vocational education and training systems at upper secondary level in Denmark, Norway and Sweden, and seeks to identify differences and similarities by conceptualising features of ideal types along different dimensions. It furthermore develops a method of analysis and visualisation which enables more accurate understanding of how various learning aims are designed within educational programmes. Some of the results indicate that the resources necessary for attaining the full, intended educational qualification are not guaranteed in any of the three cases; however, this applies particularly to apprenticeship-based programmes, where it can be attained only after training contracts with status-like features, resembling parts of occupational jurisdictions, are seized within sheltered circumstances. In the school-based programmes, a larger proportion of resources are guaranteed, but training is shorter and less vocationally oriented. Vocational education and training programmes in all three systems orient learning not only towards vocational, but also general learning aims.Study III compares admission criteria to post-secondary vocational education and training programmes in Denmark and Sweden, focusing on the Danish erhvervsakademi and the Swedish yrkeshögskola. Options, as elements of life chances, for individuals holding upper secondary vocational education qualifications who wish to apply for admission to these programmes, differ in terms of scope between the two cases. In the Swedish case, options are wide and mostly structured by course-based admission criteria; while in the Danish case, options are more narrow and structured by qualification-based admission criteria.
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| 8. |
- Klope, Eva, 1972-
(författare)
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I skuggan av ett yrke : om gymnasieelevers identitetsskapande på hantverksprogrammet frisör
- 2015
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study attempts to understand the creation of identities, especially focusing on vocational identities within the vocational education and training (VET) for hairdressers. To be trained for a vocation like hairdressing means that more has to be learnt other than to do nice haircuts or other treatments. The handicraft is one part of the vocational knowing of hairdressing, but to be a hairdresser is about something more besides handicraft. Identity in this study is understood from a sociological perspective influenced by Richard Jenkins’ (2004, 2008) theoretical model of social identities. This is used together with the Bourdieu-inspired concept of vocational habitus (Colley, James, Tedder, & Diment, 2003). The method is inspired by ethnographic research and the empirical material consists of interviews and observations. Based on this material personal portraits have been created of four students. The intention is to focus on the students’ perspective about the everyday activities in school and their experiences of being trained for a vocation in school. The analyse shows that students are trained to develop a vocational habitus, to look, move, talk and feel like a hairdresser is expected to. The students encounter these expectations differently, depending on their identities as hairdressers, students or identities established in other contexts. A main finding of the study is that student identities and vocational identities sometimes are in conflict with each other.The contribution of the study is an increased understanding of identity creation in vocational education. It also contributes to a better knowledge of young people in vocational education and their relationship with their vocational education and upcoming vocation.
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| 9. |
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| 10. |
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Working and learning in times of uncertainty : challenges to adult, professional and vocational education
- 2015
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book analyses the challenges of globalisation and uncertainty impacting on working and learning at individual, organisational and societal levels. Each of the contributions addresses two overall questions: How is working and learning affected by uncertainty and globalisation? And, in what ways do individuals, organisations, political actors and education systems respond to these challenges?Part 1 focuses on the micro level of working and learning for understanding the learning processes from an individual point of view by reflecting on learners’ needs and situations at work and in school-work transitions. Part 2 addresses the meso level by discussing sector-specific and organisational approaches to working and learning in times of uncertainty. The chapters represent a broad range of branches including public services (police work), the automotive sector and the health sector (elderly care). Finally, Part 3 addresses the macro level of working and learning by analysing how to govern, structure and organise vocational, professional and adult education at the boundaries of work, education and policy making.
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