På väg mot industrikarriärer i Sverige
En narrativ studie av elevers val av industriteknikprogrammet
DOI:
https://doi.org/10.7577/sjvd.5087Sammendrag
Den här artikeln handlar om sex elevers beskrivningar av deras val av industritekniska programmet på gymnasiet. Jag har utgått från en narrativ ansats och analyserat elevernas berättelser tematiskt. Forskningsfrågan handlar om dessa framträdande teman i elevernas beskrivningar av deras val av program. Som svar framkommer fyra teman ur beskrivningarna. Två av temana pekar på för- och nackdelar med industri och industriutbildning. Det tredje temat handlar om elevers val av industriutbildning som påverkas av andra människor, och dessa andra människor kan vara anhöriga, föräldrar, lärare eller studievägledare. Det fjärde temat handlar om valet av program för nyanlända flyktingungdomar som ett sätt att få ett arbete inom industri och så småningom få ett permanent uppehållstillstånd. Slutsatsen är att de som väljer industriutbildning inte alltid har ambitionen att arbeta som industriarbetare vilket kan påverka kompetensförsörjningen inom industrin i framtidens Sverige. Nyanlända flyktingar som studerar på industritekniska programmet inkluderas i kompetensförsörjning, men dessa ungdomar kan också ändra karriär efter avslutad utbildning. Även om valet av gymnasieutbildning är frivilligt i Sverige, gäller inte denna frivillighet för nyanlända flyktingungdomar som gör valet utifrån den press de har på sig att få ett jobb efter avslutad utbildning för att kunna stanna i Sverige.
Nedlastinger
Referanser
Aarkrog, V. (2020). The standing and status of vocational education and training in Denmark. Journal of Vocational Education & Training, 72(2), 170-188. https://doi.org/10.1080/13636820.2020.1717586
Anders, J. (2017). The influence of socioeconomic status on changes in young people’s expectations of applying to university. Oxford Review of Education, 43(4), 381-401. https://doi.org/10.1080/03054985.2017.1329722
Andersson, I., & Lindberg, V. (2022). Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning:[How students in Swedish upper secondary apprenticeship education contribute to form their education in relation to work-based learning]. Nordic Journal of Vocational Education and Training, 12(1), 1-24. https://doi.org/10.3384/njvet.2242-458X.221211
Atanasoska, T., & Proyer, M. (2018). On the brink of education: Experiences of refugees beyond the age of compulsory education in Austria. European Educational Research Journal, 17(2), 271-289. https://doi.org/10.1177/1474904118760922
Atkins, L., & Flint, K. J. (2015). Nothing changes: perceptions of vocational education in England. International Journal of Training Research, 13(1), 35-48. https://doi.org/10.1080/14480220.2015.1051344
Asghari, H. (2014). Från uppväxt till lärargärning: en livsberättelsestudie med åtta yrkeslärare på industritekniska programmet [From growing up to the teacher act: A life story study with eight vocational teachers in the Industrial Technology programme]. [Doctoral dissertation]. Karlstads universitet. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33669
Asghari, H., & Andersén, A. (2022). The effect of frame factors on (vocational) teacher educators’ teaching work - A narrative study within short-track teacher education at a Swedish university. SJVD-Scandinavian Journal of Vocations in Development, 7(1), 62–83. https://doi.org/10.7577/sjvd.4582
Avis, J., Orr, K., & Warmington, P. (2017). Race and vocational education and training in England. Journal of Vocational Education & Training, 69(3), 292-310. https://doi.org/10.1080/13636820.2017.1289551
Billett, S. (2013). Towards a mature provision of vocational education. International Journal of Training Research, 11(2), 184-194. https://doi.org/10.5172/ijtr.2013.11.2.184
Billett, S. (2014). The standing of vocational education: Sources of its societal esteem and implications for its enactment. Journal of Vocational Education & Training, 66(1), 1-21. https://doi.org/10.1080/13636820.2013.867525
Billett, S., Choy, S., & Hodge, S. (2020). Enhancing the standing of vocational education and the occupations it serves: Australia. Journal of Vocational Education & Training, 72(2), 270-296. https://doi.org/10.1080/13636820.2020.1751247
Birkelund, J. F., Karlson, K. B., & Reimer, D. (2021). Upper secondary school tracking, labour market outcomes and intergenerational inequality in Denmark. Longitudinal and Life Course Studies. https://doi.org/10.1332/175795921X16124376408552
Bjurulf, V. (2012). Yrkesidentiteter - berättelser av personer på väg in i och etablerade inom rörmokeri- och industribranschen [Professional identities - stories of people entering and established in the plumbing and industrial trades]. In M. Karlsson & H. Pérez Prieto (Eds.), Livsberättelser: mening och identitet i tid och rum [Life stories: meaning and identity in time and space] (pp. 21-41). Karlstads universitet.
Bolli, T., Rageth, L., & Renold, U. (2018). The social status of vocational education and training in Switzerland: Information brochure for professionals in vocational education and training. https://www.econstor.eu/bitstream/10419/184907/1/1027282814.pdf
Borkowsky, A., & Gonon, P. (1998). Switzerland. In OECD (Ed.), Pathways and participation in vocational and technical education and training (pp. 335–372). OECD Publishing.
Bratsberg, B., Nyen, T., & Raaum, O. (2017). Fagbrev i voksen alder [Vocational qualifications in adulthood]. Søkelys på arbeidslivet, 34(01-02), 24-43. https://doi.org/10.18261/issn.1504-7989-2017-01-02-02
Bruner, E. M. (1986). Experience and its expressions. In V. W. Turner & E. M. Brunder (Eds.), The anthropology of experience (Vol. 3, pp. 3-30). Unversity of Illinois Press.
Brunila, K., Kurki, T., Lahelma, E., Lehtonen, J., Mietola, R., & Palmu, T. (2011). Multiple transitions: Educational policies and young people's post-compulsory choices. Scandinavian Journal of Educational Research, 55(3), 307-324. https://doi.org/10.1080/00313831.2011.576880
Bunar, N. (2015). Nyanlända och lärande: mottagande och inkludering [Newly arrived and learning: Reception and inclusion]. Natur & kultur.
Colding, B. (2006). Ethnicity, gender and vocational education in Denmark. International journal of Manpower, 27(4), 342-357. https://doi.org/10.1108/01437720610679205
Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: an overview of self-determination theory. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 85–107). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195399820.013.0006
Delmar, C. (2010). ”Generalizability” as Recognition: Reflections on a Foundational Problem in Qualitative Research. Qualitative studies, 1(2), 115-128. https://doi.org/10.7146/qs.v1i2.3828
Freeman, M. (2010). Hindsight: the promise and peril of looking backward. Oxford University Press.
Goodson, I. F., & Anstead, C. J. (2012). The Life of a School: A Research Guide. Counterpoints: Studies in the Postmodern Theory of Education. Volume 423. Peter Lang Publishing.
Hall, C. (2009). Förlängningen av yrkeslinjerna på gymnasiet: effekter på avhopp, utbildningsnivå och inkomster [The extension of vocational tracks in upper secondary school: Effects on dropouts, educational attainment, and earnings]. Ekonomisk Debatt, 37(8), 61-75.
Hanssen, G., & Utvær, B. K. (2022). Sense of Coherence Among Apprentices in Vocational Education and Training in Norway: Exploring General Resistance Resources in Work-Based Learning. International journal for research in vocational education and training, 9(3), 363-389. https://doi.org/10.13152/IJRVET.9.3.4
Hegna, K., & Smette, I. (2017). Parental influence in educational decisions: young people’s perspectives. British Journal of Sociology of Education, 38(8), 1111-1124. https://doi.org/10.1080/01425692.2016.1245130
Jørgensen, C. H. (2013). Linking the dual system with higher education in Denmark:-when strength becomes weakness. In T. Deissinger, J. Aff, F. Alison, & C. H. Jørgensen (Eds.), Hybrid Qualifications: Structures and Problems in the Context of European vet policy (pp. 53-78). Peter Lang.
Jørgensen, C. H. (2018). Vocational education and training in the Nordic countries: Different systems and common challenges. In C. H. Jørgensen, O. J. Olsen, & D. Persson Thunqvist (Eds.), Vocational education in the Nordic countries: Learning from diversity (pp. 1-28). Routledge. https://doi.org/10.4324/9781315414492
Kalalahti, M., Varjo, J., & Jahnukainen, M. (2017). Immigrant-origin youth and the indecisiveness of choice for upper secondary education in Finland. Journal of Youth Studies, 20(9), 1242-1262. https://doi.org/10.1080/13676261.2017.1321108
Kvale, S., & Brinkmann, S. (2008). Interviews: Learning the craft of qualitative research interviewing. Sage Publications, Inc.
Lieblich A., R. Tuval-Mashiach, & T. Zilber (1998) Narrative research: Reading, analysis and interpretation. Thousand Oaks, CA: Sage Publications. https://doi.org/10.4135/9781412985253
Louw, A., & Pløger Nielsen, K. T. (2021). Dannelse på lærepladsen: om mødet mellem unge og arbejdsmarkedet i erhvervsuddannelserne [Education at the apprenticeship: about the meeting between young people and the labor market in vocational education]. Dansk Pædagogisk Tidsskrift, (3).
Meriläinen, R., Isacsson, A., & Olson, S. J. (2019). Secondary vocational education in Finland. Workforce Education Forum (WEF), 39(1), 43-51.
Mishler, E. G. (1999). Storylines: craftartists' narratives of identity. Harvard University Press.
Nordens välfärdscenter [Nordic Welfare Center]. (2017). Samhällets mottagande av ensamkommande barn i Norden [Society's reception of unaccompanied children in the Nordics]. https://nordicwelfare.org/integration-norden/wp-content/uploads/sites/2/2019/02/samhallets-mottagande-av-ensamkommande-barn.pdf
Nyen, T., Skålholt, A., & Tønder, A. H. (2013). Overgangen fra fagopplæring til arbeidsmarkedet og videre utdanning [The transition from vocational education to the labor market and further education]. In H. Høst (Ed.), Kvalitet i fag- og yrkesopplæringen. Fokus på skoleopplæringen: Rapport 2 Forskning på kvalitet i fag- og yrkesopplæringen [Quality in vocational education and training. Focus on school education: Report 2 Research on quality in vocational education and training] (pp. 158-200). Nordisk institutt for studier av forskning innovasjon og utdanning.
Nylund, M., Rosvall, P.-Å., Eiríksdóttir, E., Holm, A.-S., Isopahkala-Bouret, U., Niemi, A.-M., & Ragnarsdóttir, G. (2018). The academic–vocational divide in three Nordic countries: Implications for social class and gender. Education Inquiry, 9(1), 97-121. https://doi.org/10.1080/20004508.2018.1424490
Panican, A. (2020). Yrkesutbildningens låga attraktionskraft: Ett problem utan lösning? [The low attractiveness of vocational education: A problem without a solution?] In A. Panican (Ed.), Yrkesutbildning på undantag?[Vocational education on an exception?] (pp. 493-522). Studentlitteratur.
Paulsen, M. K., & Haug, E. H. (2020). Variasjoner i elevers subjektive erfaring av å ta utdannings-og yrkesvalg i 10. klasse i ungdomsskolen. Norsk Pedagogisk Tidsskrift, 104(01), 43-58. https://doi.org/10.18261/issn.1504-2987-2020-01-05
Pérez Prieto, H. (2000). Historien om räven och andra berättelser. Om klasskamrater och skolan på en liten ort – ur ett skol- och livsberättelseperspektiv. Uppsala universitet: Pedagogiska institutionen.
Pilz, M., Li, J., Canning, R., & Minty, S. (2018). Modularisation approaches in Initial Vocational Education: evidence for policy convergence in Europe? Journal of Vocational Education & Training, 70(1), 1-26. https://doi.org/10.1080/13636820.2017.1392994
Riessman, C. K. (2008). Narrative methods for the human sciences. Sage Publications.
Salter, E., Kuemmerling, A., Bond, R., & Sabates, R. (2017). Education and civic engagement: A comparative study of the benefits of post-compulsory education in England and Germany. Longitudinal and Life Course Studies, 8(2), 152-168. https://doi.org/10.14301/llcs.v8i2.372
Sandell, A. (2007). Utbildningssegregation och självsortering: om gymnasieval, genus och lokala praktiker [Educational Segregation and self-sorting: Upper secondary school choices, gender and local practices]. [Doctoral dissertation]. Malmö högskola. https://lup.lub.lu.se/record/27118
SCB. [Statistics Sweden ]. (2021). Elever på gymnasieskolan efter program och svensk och utländsk bakgrund [Students at upper secondary school by program and Swedish and foreign background]. https://www.scb.se/hitta-statistik/temaomraden/jamstalldhet/jamstalld-utbildning/gymnasieskolan/#129810
Sharif, H. (2016). Ungdomarnas beskrivningar av mötet med introduktionsutbildningen för nyanlända: "Inte på riktigt, men jätteviktigt för oss" [The Young People’s Descriptions of the Encounter with the Introductory Education for Newly-Arrived.– 'Not for Real but Really Important to Us']. In P. Lahdenperä & E. Sundgren (Eds.), Skolans möte med nyanlända [The School's Meeting with Newly Arrived] (pp. 92-110). Liber.
Schofield, J. W. (2007). Increasing the generalizability of qualitative research. In A. M. Huberman (Ed.), Educational Research and Evidence-based Practice (pp. 181-203). Sage Publications.
Sikes, P. (2010). The ethics of writing life histories and narratives in educational research. In A. M. Bathmaker & P. Harnett (Eds.), Exploring learning, identity and power through life history and narrative research (pp. 11-24). Routledge.
SOU 2020:33. Gemensamt ansvar – en modell för planering och dimensionering av gymnasial utbildning [Shared responsibility – a model for planning and dimensioning upper secondary education]. https://www.regeringskansliet.se/rattsliga-dokument/statens-offentliga-utredningar/2020/06/sou-202033/
Stenström, M., & Virolainen, M. (2016). Towards the enhancement of school-based VET in Finland. In E. Berner & P. Gonon (Eds.), History of Vocational Education and Training in Europe: Cases, Concepts and Challenges (Vol. 14, pp. 327-347). Peter Lang.
Svensk författningssamling [Swedish Code of Statutes]. (2017). Lag (2017:353) om uppehållstillstånd för studerande på gymnasial nivå [Act (2017: 353) on residence permits for students at upper secondary level]. Justitiedepartementet L7 [Ministry of Justice L7]. https://www.riksdagen.se/sv/dokument-lagar/dokument/svensk-forfattningssamling/lag-2017353-om-uppehallstillstand-for_sfs-2017-353
Swedish National Agency for Education. (2011). Industritekniska programmet [Industrial Technology program]. https://www.skolverket.se/undervisning/gymnasieskolan/laroplan-program-och-amnen-i-gymnasieskolan/gymnasieprogrammen/program?url=1530314731%2Fsyllabuscw%2Fjsp%2Fprogram.htm%3FprogramCode%3DIN001%26tos%3Dgy%26p%3Dp&sv.url=12.5dfee44715d35a5cdfa9295
Swedish National Agency for Education. (2017). Redovisning av uppdrag om nyanlända under 25 år och deras utbildningsbehov inom komvux (Dnr 2017:295) [Reporting of assignments on new arrivals under the age of 25 and their educational needs within komvux (Dnr 2017:295)]. https://www.skolverket.se/download/18.6bfaca41169863e6a65c9fe/1553967342452/pdf3775.pdf
Swedish National Agency for Education. (2021). Elever i gymnasieskolan läsåret 2020/21 [Students in upper secondary school in the 2020/21 academic year]. https://www.skolverket.se/download/18.5a061df817791f8257b1247/1615285892274/pdf7826.pdf
Swedish Research Council. (2017). Good Research Practice. https://www.vr.se/download/18.5639980c162791bbfe697882/1555334908942/Good-Research-Practice_VR_2017.pdf
Virolainen, M., & Persson Thunqvist, D. (2017). Varieties of universalism: post-1990s developments in the initial school-based model of VET in Finland and Sweden and implications for transitions to the world of work and higher education. Journal of Vocational Education & Training, 69(1), 47-63. https://doi.org/10.1080/13636820.2016.1238836
Nedlastinger
Publisert
Hvordan referere
Utgave
Seksjon
Lisens
Opphavsrett 2023 Hamid Asghari
Dette verket er lisensiert under Creative Commons Attribution 4.0 International License.
Forfattere som publiserer i SJVD, godtar følgende vilkår:
- Forfatteren(e) beholder opphavsrett og gir journalen rett til første utgivelse av arbeidet som samtidig er lisensiert under en Creative Commons Attribution License som tillater andre å dele arbeidet når forfatterskap og første utgivelse i SJVD anerkjennes.
- Forfatteren(e) kan inngå separate, ekstra kontraktsmessige ordninger for ikke-eksklusiv distribusjon av tidsskriftets publiserte versjon av arbeidet (for eksempel sende det til et institusjonelt arkiv eller publisere det i en bok) med en bekreftelse på førsteutgivelsen i SJVD.
- Forfatteren(e) har anledning til og oppfordres til å legge ut sitt arbeid på Internett (f.eks. i institusjonelle arkiv og eller på egen hjemmeside) før og under innleveringsprosessen, da det kan føre til nyttige meningsutvekslinger, samt raskere og økt sitering til det publiserte arbeidet.