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- Andersson, Ingela, 1963, et al.
(författare)
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Formation of Apprenticeships in the Swedish Education System: Different Stakeholder Perspectives
- 2015
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Ingår i: International Journal for Research in Vocational Education and Training. - 2197-8646. ; 2:1, s. 3-24
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Tidskriftsartikel (refereegranskat)abstract
- The article explores the major features of the Swedish Government’s new initiative - a school based Upper Secondary Apprenticeship model. The analyses are guided by activity theory. The analysed texts are part of the parliamentary reform-making process of the 2011 Upper Secondary School reform. The analyses unfold how the Government, the Swedish Trade Union Confederation (LO), and the Confederation of Swedish Enterprise (SN) construct Upper Secondary Apprenticeship as an activity in the 21st century. The conclusion highlights how three traditional aspects of Swedish initial vocational education and training (IVET) collide in the formation of Upper Secondary Apprenticeship – a curriculum of labour market based apprenticeships, a curriculum of school based IVET, and ill-defined curriculums of school based apprenticeships. The emerging Upper Secondary Apprenticeship curriculum foreshadows multifaceted educational trajectories where the learning targets, and not the responsibility for the student’s learning are displaced from the school to the workplace setting.
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- Gustafsson, Jan, 1960, et al.
(författare)
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Workplace Learning in Higher Education: Two Examples from a Swedish Context.
- 2017
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Ingår i: In Bowen, T. & Drysdale, M. T. B. (Eds.), Work-integrated Learning in the 21st Century: Global Perspectives on the Future, (35-49) (International Perspectives on Education and Society, V32), Bingley, UK: Emerald Publishing Limited.. - Bingley, UK : Emerald Group Publishing Limited. - 9781787148604
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Bokkapitel (refereegranskat)abstract
- This chapter deals with aspects of the overall criticism in regard to higher education and its growing discrepancy between theory and practice, and the meaning of problem-based and authentic learning. The chapter is based on two specific cases that illustrate how higher education is organized in Sweden, and how education could be organized to correspond to the demands of authentic learning and a new form of knowledge production. Work-based learning started as an alternative to the ordinary three-year nursing program at a university college in the western part of Sweden. One main finding was that the students experienced the relation between the different types of teaching in the program as weak, and the different learning contexts in the program as being separate from each other. Higher Vocational Education (HVE) is a market-oriented vocational higher education program with close cooperation between an educational provider and working life. Work-based learning is a cornerstone of HVE, and authentic learning in a real-life setting constitutes a single course governed by its own syllabus. One main finding, was that students experienced a lack of progression in the work tasks and the subject content of the school-based education was not advanced enough. Workplace learning can serve as a structuring resource in education, but it can also be problematic because knowledge is inherent in routines and technologies.
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- Gustafsson Nyckel, Jan, 1960-, et al.
(författare)
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Fragmented boundary zones between theory and practice in preschool teacher education in Sweden
- 2020
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Ingår i: Journal of Praxis in Higher Education. - : University of Boras, Faculty of Librarianship, Information, Education and IT. - 2003-3605. ; 2:20, s. 87-112
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Research dealing with preschool teacher education has been, for a long time, criticalof a binary divide between theory and practice. Based on that issue, this studyinvestigates a preschool teacher education programme in Sweden. It focusses onreflection upon theory and practice as an affordance offered to students in studies andwork. The study used a questionnaire with two different groups: campus studentsfollowing the regular programme and students who were nurses already working atpreschools. Analysis shows a fragmented education where the groups faced differentproblems, but also that neither of them could connect reflections on theory andpractice at the workplace to their own deep learning approaches in either studies orworking matters. How the students experienced affordances depended on theireducational skills and knowledge, and the programme relied mostly on individualreflection as the solution to the binary divide. This reliance seemed to work better forcampus students, who were challenged by the new environmental affordances. Thestudents in the field-based programme were very close to the preschools’ pedagogicalmicro-practice, which limited the possibility for critical reflection on theory andpractice and its contextual conditions, especially for students who were nurses.Workplace routines seem to structure the students’ learning instead.
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- Holmer, Jan, 1938, et al.
(författare)
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Enabling longer work life: four case studies
- 2010
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Ingår i: Working and ageing. Emerging theories and empirical perspectives. Proc. Int. Conf. Cedefop, Thessaloniki 2008. - Luxembourg : Publications Office of the European Union. - 9789289606295 ; , s. 296-314
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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