Stödpraktiker i relation till arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning

Authors

  • Enni Paul Stockholms universitet

DOI:

https://doi.org/10.7577/njcie.4842

Keywords:

educational support, accommodations, workplace-based learning, upper secondary apprenticeship education, practice architectures

Abstract

This article explores educational support practices during workplace-based learning in upper secondary apprenticeship education in Sweden. Many students in need of educational support attend upper secondary VET, but how they are supported in relation to workplace-based learning has not been investigated in any extensive way. 15 semi-structured interviews with upper secondary VET-school personnel were conducted. Through the use of concepts from the theory of practice architectures three different support projects embedded within three practices were identified: a workplace socialization project; a qualification project; and a social-pedagogical project. These support practices were conditioned by how students were viewed; the allocation of resources at the local schools, and the schools’ possibilities to influence the workplaces. The study concludes that support for workplace-based learning is shaped as a one-sided responsibility falling on the schools. Although apprenticeship education might fit some students in need of support, many of them are left without any support during the workplace-based learning part.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

Avis, J., Orr, K., & Warmington, P. (2022). Beyond ‘Migration’and ‘Inclusion’in Work Life: Racialisation and VET. In L. Moreno Herrera, M., Teräs, P., Gougoulakis, & J. Kontio, (Eds.), Migration and inclusion in work life-the role of VET: Emerging issues in research on vocational education & training Vol. 7 (s. 27–59). Atlas Akademi.

Berglund, I. (2020). Yrkeslärares bedömningar i gränslandet mellan skola och arbetsliv: Utifrån studier av svensk gymnasial lärlingsutbildning. Nordic Journal of Vocational Education and Training, 10(3), 83–98. https://doi.org/10.3384/njvet.2242-458X.2010383

Berglund, I., & Henning Loeb, I. (2013). Renaissance or a backward step? Disparities and tensions in two new Swedish pathways in VET. International Journal of Training Research, 11(2), 135–149. https://doi.org/10.5172/ijtr.2013.11.2.135

Berglund, I., Höjlund, G., Kristmansson, P., & Paul, E. (2017). Gymnasial lärlingsutbildning ur ett pedagogiskt och didaktiskt perspektiv – med utgångspunkt i försöksverksamheten 2008–2014. RIPS: Rapporter från Institutionen för pedagogik och specialpedagogik, nr 13. Göteborgs universitet.

Berglund, I., Lumsden Wass, K., & Wärvik, G.-B. (2015). Samverkan mellan skolan och det lokala arbetslivet inom gymnasial lärlingsutbildning – organisatoriska och didaktiska modeller. Institutionen för pedagogik och specialpedagogik. https://cms.it.gu.se/infoglueDeliverWorking/digitalAssets/1588/1588318_rapport-skolverkstudie-ht-2015---slutversion-160312.pdf

Björk-Åman, C. (2014). Inkludering–mer än ett specialpedagogiskt spörsmål? Paideia, (8), 20–30.

Björk-Åman, C., Holmgren, R., Pettersson, G., & Ström, K. (2021). Nordic research on special needs education in upper secondary vocational education and training: A review. Nordic Journal of Vocational Education and Training, 11(1), 97–123. https://doi.org/10.3384/njvet.2242-458X.2111197

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Brennan Kemmis, R., & Green, A. (2013). Vocational education and training teachers’ conceptions of their pedagogy. International Journal of Training Research, 11(2), 101–121. https://doi.org/10.5172/ijtr.2013.11.2.101

Carlbaum, S. (2012). Blir du anställningsbar lille/a vän?: Diskursiva konstruktioner av framtida medborgare i gymnasiereformer 1971-2011. [Doktorsavhandling, Umeå universitet].

Cedefop (2016). Leaving education early: putting vocational education and training centre stage. Volume I: Investigating causes and extent. Cedefop Publications. https://www.cedefop.europa.eu/files/5557_en.pdf

Fleckenstein, T., & Lee, S. C. (2018). Caught up in the past? Social inclusion, skills, and vocational education and training policy in England. Journal of Education and Work, 31(2), 109–124. https://doi.org/10.1080/13639080.2018.1433820

Fuller, A., & Unwin, L. (2003). Learning as Apprentices in the Contemporary UK Workplace: creating and managing expansive and restrictive participation. Journal of Education and Work, 16(4), 407–426. https://doi.org/10.1080/1363908032000093012

Grootenboer, P., Edwards-Groves, C., & Choy, S. (2017). Practice theory and education: Diversity and contestation. I P. Grootenboer, C. Edwards-Groves, & S. Choy (red.), Practice theory perspectives on pedagogy and education: Praxis, diversity and contestation (s. 2–21). Springer Nature.

Harvey, M.W. (2001). Vocational-technical education: A logical approach to dropout prevention for secondary special education. Preventing School Failure: Alternative Education for Children and Youth, 45(3), 108–113. https://doi.org/10.1080/10459880109603324

Henning Loeb, I. (2019). Lärandepraktikens olika förutsättningar för elever som lär på ett andraspråk i yrkesutbildning. I I. Henning Loeb, L. Langelotz & K. Rönnerman (red). Att utveckla utbildningspraktiker: Analys, förståelse och förändring genom teorin om praktikarkitekturer. (s. 241–260). Studentlitteratur.

Kemmis, S., & Grootenboer, P. (2008). Situating praxis in practice: Practice architectures and the cultural, social and material conditions for practice. I P. Salo & S. Kemmis (red.) Enabling praxis (s. 37–62). Brill Sense.

Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P, & Bristol, L. (2014). Changing practices, changing education. Springer.

Lagström, A. (2012). Lärlingsläraren – en studie om hur vård- och yrkeslärarens uppdrag formas i samband med införandet av gymnasial lärlingsutbildning. [Doktorsavhandling, Göteborgs universitet].

Langelotz, L. Rönnerman, K., & Mahon, K. (2019). Praktikteorier i allmänhet och teorin om praktikarkitekturer i synnerhet. I I. Henning Loeb, L. Langelotz & K. Rönnerman (red.) Att utveckla utbildningspraktiker: Analys, förståelse och förändring genom teorin om praktikarkitekturer. (s.27–44). Studentlitteratur.

Larsen, L., & Persson Thunqvist, D. (2018). Balancing the esteem of vocational education and social inclusion in four Nordic countries. In C. H. Jørgensen, O. J. Olsen, & D. Persson Thunqvist (Eds.), Vocational education in the Nordic countries. Learning from diversity (s.74-94). Routledge.

Mahon, K., Kemmis, S., Fransisco, S. & Lloyd, A. (2017). Introduction: Practice Theory and the Theory of Practice Architectures. In K. Mahon, S. Francisco, & S. Kemmis (Eds.), Exploring Education and Professional Practice through the Lens of Practice Architectures (pp. 1–30). Springer. https://doi.org/10.1007/978-981-10-2219-7_1

Molander, B. (1996). Kunskap i handling. Daidalos.

Nilholm, C., & Göransson, K. (2017). What is meant by inclusion? An analysis of European and North American journal articles with high impact. European Journal of Special Needs Education, 32(3), 437–451. https://doi.org/10.1080/08856257.2017.1295638

Olofsson, J. (2005). Svensk yrkesutbildning. Vägval i internationell belysning. SNS Förlag & Arbetslivsinstitutet.

Panican, A., & Olofsson, J. (2015). Lärlingsutbildning i skärningspunkten mellan kompetensförsörjning och socialpolitik. Socialhögskolan, Lunds universitet.

Paul, E., & Gåfvels, C. (2021). Apprenticeship Education and School-Based Vocational Programs in Swedish Upper Secondary Schools – different tracks towards the same goal? I M. J. Chisvert Tarazona, M. Mosos Diez & F. Marhuenda (red.) Apprenticeship in dual and non-dual systems: between tradition and innovation. (s. 402–408). Peter Lang: Studies in Vocational Education and Continuing Education.

Rainbird, H. (2000). Skilling the unskilled: access to work-based learning and the lifelong learning agenda. Journal of Education and Work 13(2). 183–197. https://doi.org/10.1080/713676988

Rönnerman, K. (2018). Vikten av teori i praktiknära forskning: Exemplet aktionsforskning och teorin om praktikarkitekturer. Utbildning och Lärande, 12(1), 41–54.

Schmid, E. (2020). Upper secondary education for youth at risk: A comparative analysis of education and training programmes in Austria, Norway, Sweden and Switzerland. International Journal for Research in Vocational Education and Training, 7(1), 21–44. https://doi.org/10.13152/IJRVET.7.1.2.

SFS 2010:800. Skollag. https://www.riksdagen.se/sv/dokument-lagar/dokument/svensk-forfattningssamling/skollag-2010800_sfs-2010-800

Skolverket (2011). Läroplan för gymnasieskolan. https://www.skolverket.se/undervisning/gymnasieskolan/laroplan-program-och-amnen-i-gymnasieskolan/laroplan-gy11-for-gymnasieskolan

Skolverket (2021a). Lärlingsutbildningen i gymnasieskolan. Kartläggning och undersökning. https://www.skolverket.se/getFile?file=8200

Skolverket (2021b). Bättre kvalitet. Uppdrag om att utbilda handledare och stärka kvaliteten i arbetsplatsförlagt lärande (apl). https://www.skolverket.se/getFile?file=8203

Skolverket (2022). Extra anpassningar, särskilt stöd och åtgärdsprogram. https://www.skolverket.se/regler-och-ansvar/ansvar-i-skolfragor/extra-anpassningar-sarskilt-stod-och-atgardsprogram

Terning, M. & Tsagalidis, H. (2020). Yrkeselev – en attraktiv identitet?: Ideologiska konstruktioner av yrkeseleven. I A. Panican (red.). Yrkesutbildning på undantag? Att bryta den låga attraktionskraften. (s.159–190). Studentlitteratur.

Yngve, M., Lidström, H., Ekbladh, E., & Hemmingsson, H. (2019). Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs. European Journal of Special Needs Education, 34(3), 327–341. https://doi.org/10.1080/08856257.2018.1501966

Illustrating keys in a workshop, i.e. as keys to help the students. Photo by Radosław Kulupa, Pixabay

Downloads

Published

2022-09-19

How to Cite

Paul, E. (2022). Stödpraktiker i relation till arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning. Nordic Journal of Comparative and International Education (NJCIE), 6(3-4). https://doi.org/10.7577/njcie.4842