Conditions for collaboration between schools and the world of work in Norwegian vocational education and training (VET):

a qualitative study in two vocational fields

Abstract

Research from a range of countries indicates that collaboration between schools and the world of work is crucial for students’ learning and transitions to working life, but is often limited, sporadic and dependent on individual actors. Drawing on relational coordination theory, we examine the conditions that strengthen collaboration between schools and the world of work in Norwegian vocational education and training (VET). The data consist of qualitative interviews with vocational teachers from two programme areas in the second year of upper secondary education — electrical power and sales and tourism — as well as with training companies and training agencies in the electrical and sales trades. The findings point to three key preconditions for successful collaboration. First, collaboration largely rests on relationships and personal networks. The vocational specialisation subject and teacher visits constitute the main meeting arenas and act as door-openers to mutual familiarity, yet the contact is often informal and reliant on individuals. Second, collaboration presupposes trust and mutually agreed information sharing. Teachers balance students’ rights against companies’ need for relevant information, where the quality of information is more important than its quantity. Third, sustained collaboration requires structure, continuity and clear responsibility. We conclude that networks, trust and responsibility sustain the collaboration, but that it needs support structures to become less person-dependent and more sustainable. Simple yet binding guidelines for the vocational specialisation subject, a clear division of responsibilities, fixed meeting arenas and targeted work experience placements for teachers emerge as strategies for strengthening the overall quality of the training and improving the transition to apprenticeships.