An alternative learning context

Abstract

Interest in pedagogical entrepreneurship and collaboration with external actors has been on the increase in recent years. All young people leaving compulsory school have a statutory right to Upper secondary education regardless of their learning abilities. Teachers therefor face considerable challenges with regard to learners' interest and motivation. The article addresses a partnership between a small social entrepreneur company and a vocational education and training programme (VET) in an Upper secondary school in central Norway. The research question is: Can an alternative learning arena, where a vocational teacher and a social entrepreneur collaborate, contribute to increased motivation for pupils? If so, how? Based on data from a case study the article examines collaboration between a vocational teacher and a supervisor in a social entrepreneur company. The study`s research approach is qualitative and based on a structured literature search, two in-depth interviews with the vocational teacher and the company supervisor, and an analysis of the development work carried out by the vocational teacher. The results show that learners clearly took responsibility for their own learning whilst working with the social entrepreneur, but that this did not have an effect on their school attendance. They continued with their previously observed passive behaviour and absenteeism from lessons.Based on the findings, it can be concluded that the embedment and a common understanding of the learning process may be seen as possible success factors. It is recommended that development of cooperative skills between teachers and companies should be given prominence in Vocational Teacher Education.