| 1. |
- Isacsson, Annica, et al.
(författare)
-
Katsaus ammattikasvatuksen ja ammatillisen koulutuksen tutkimukseen Suomessa, Ruotsissa ja Norjassa vaikuttavuuden näkökulmasta : [Vocational education and training research in Finland, Sweden and Norway from a perspective of effectiveness]
- 2021
-
Ingår i: eSignals Research. - 2736-9323.
-
Tidskriftsartikel (refereegranskat)abstract
- Vaikuttava ammatillinen pedagogiikka on Haaga-Helia ammattikorkeakoulussa uusi tutkimusalue, josta intressi tälle artikkelille sai alkunsa. Ammatillisen koulutuksen tutkimuksen nykytilakatsaukselle on kuitenkin laajempi tarve. Vaikuttavan ammatillisen pedagogiikan tutkimuksella tarkoitetaan työelämälähtöistä soveltavaa tutkimusta ja kehittämistä. Artikkelissa tarkastellaan ammattikasvatustieteen, ammatillisen koulutuksen ja pedagogiikan tutkimuksen nykytilaa yliopistoissa ja ammatillisissa opettajakorkeakouluissa. Tarkastelimme vuosien 2018–2020 aikana julkaistuja väitöskirjoja sekä merkittäviä tutkimus- ja kehittämishankkeita Suomessa ja peilasimme niitä vastaaviin julkaisuihin Ruotsissa ja Norjassa. Suomen tilannetta käsitellään laajemmin ja vertailu naapurimaihin syventää ammattikasvatustieteen ja vaikuttavan ammatillisen pedagogiikan ymmärrystä sekä tuo näkyväksi uusia kiinnostavia näkökulmia. Esimerkiksi Norjassa rahoitetaan enemmän opetussuunnitelmien työelämävastaavuuksien tutkimusta ja uudistuksien vaikuttavuustutkimusta kuin Suomessa. Ammattikoulutuksen ala- tai aluekohtaisia vertailevia tutkimuksia on Suomessa julkaistu niukasti. Ruotsissa ja Norjassa on useita ammattikasvatuksen alaan kuuluvia professuureja. Suomessa väitöskirjoja ohjataan monessa eri yliopistossa, mutta ammatillisen koulutuksen, kasvatuksen ja pedagogiikan tutkimus voisi olla systemaattisempaa.
|
|
| 2. |
- Nylund, Mattias, 1980, et al.
(författare)
-
Balancing ‘flexibility’ and ‘employability’: The changing role of general studies in the Finnish and Swedish VET curricula of the 1990s and 2010s
- 2019
-
Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 18:3, s. 314-334
-
Tidskriftsartikel (refereegranskat)abstract
- This article analyses and compares the evolving role of general subjects in the curricula of initial upper secondary vocational education and training (VET) in Finland and Sweden during the 1990s and 2010s. The research illustrates how Bernstein’s concept of ‘pedagogic code’ supports comparative studies on principles guiding changes to curricula and how the role of general studies in VET has been redefined. The findings show that while a principle of ‘market relevance’ has been central to VET over the decades since the 1990s, it has been subject to varying interpretations. The shifts in interpretations have guided the organisation of VET in these two countries in different directions, including the role of general subjects within the curriculum. On a general level, the countries share some key similarities. Both countries emphasised lifelong learning and a broadening of VET in the 1990s, based on a core principle of ‘flexibility’. In the 2010s, the earlier promotion of flexibility and universal access to higher education was superseded by a stronger focus on employability and entrepreneurship in addition to students’ command of more specific vocational tasks.
|
|
| 3. |
- Nylund, Mattias, 1980, et al.
(författare)
-
The role of general subjects in Swedish and Finnish VET-curriculum 1990-2016. (Paper presented at the NERA-conference in Copenhagen 22-25 Mars).
- 2017
-
Ingår i: NERA-conference in Copenhagen 22-25 Mars.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic The purpose of this paper is to analyse similarities and differences within and between the Finnish and Swedish initial VET curriculum in 1990s –and 2010s regarding the role and position of general subjects. More specifically the paper will shed light on the time and space dedicated to general subjects in the curriculum as well as the general classification of these subjects. Theoretical framework The role of general subjects in the curriculum not only considers the knowledge that young learners have access to but also their eligibility to higher education, their capabilities for lifelong learning and life-chances. The paper draws on work in the field of curriculum studies, such as Young (2008) and Bernstein (2000). We will analyse how knowledge is organized in discourses, with implications for what kind of knowledge is offered, and what kind of affordances (Billett 2011) this implies for learners. The overarching aim is to identify and compare dominating discursive principles defining the position and role of general subjects in upper secondary VET education. Methodology/research design Curricula documents constitute the data. In comparing the Finnish and Swedish VET curriculum we will illustrate the general patterns of classification of the general subjects by drawing examples from one exemplary VET qualification from each country. In addition to the amount of general subjects in the curriculum, we will also analyse and compare what kind of general subjects are offered, and how their main purposes and role in the curriculum has been defined. Expected conclusions/findings The position of general subjects in the VET curriculum has been under redefinition due to significant curriculum reforms and related educational policies. In the 1990s both countries underwent reforms giving priority to general subjects and eligibility to higher education. Since then the role of general subjects have been under debate and curricular change. Our findings will not only show the shifts in the definitions of knowledge in VET but also enable discussing their contradictory outcomes in the changing societal context. Relevance for Nordic educational research As universalist welfare states the Nordic countries share some important similarities, i.e. that education should promote equality and reduce stratification. The organization of VET in the Nordic countries seem to be facing similar problems and challenges in this regard over the last decades with problems of class and gender segregation, drop-outs, low throughput, etc. Comparing the role and position of general subjects in Swedish and Finnish curricula will provide some insights as to how the structuring of curriculum is related to these problems. The study utilizes findings from earlier research carried out in two Nordic research projects JustEd and Nord-VET, where the researchers have participated.
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
- Virolainen, Maarit, et al.
(författare)
-
Varieties of universalism : Post 1990s developments of the initial school-based VET-model in Finland and Sweden and its implication for transitions to the world of work and higher education
- 2017
-
Ingår i: Journal of Vocational Education and Training. - : Routledge. - 1363-6820 .- 1747-5090. ; 69:1, s. 47-63
-
Tidskriftsartikel (refereegranskat)abstract
- The Nordic countries are often referred to as a group even though their education systems and training models are very different. The aim of this study is to advance understanding of those differences and compare the developments and organisation of initial vocational education and training (IVET) in Finland and Sweden since the 1990s as examples of school-based models of IVET in statist regimes. The research questions address the following: how these two countries have institutionalised school-based IVET since the 1990s; the kinds of legislative reforms that have been decisive for the construction of school-based IVET; and how the models of school-based IVET in these two countries allow access to higher education and the world of work. The analysis shows the heterogeneity of the statist model of school-based IVET systems in two Nordic countries and underlines differences with respect to school-to-work transitions between IVET and different labour market sectors.
|
|
