CVA – ACFP

Articles Tags Sweden

Upper secondary education for youth at risk: A comparative analysis of education and training programmes in Austria, Norway, Sweden and Switzerland

The four countries surveyed differ widely in terms of educational traditions and the position of VET at upper secondary level. Regarding the integration of disadvantaged youth into education and work, the differences concerning access to upper secondary education, the importance of VET at upper secondary level and the recognition of training programmes for youth at risk may be of particular relevance. Further research is needed to empirically investigate the effectiveness of the identified education and training models as a means of integrating youth at risk into upper secondary education.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/380

Sweden. What students who perform in “secondary roles” can learn from scenario training in vocational education

Learning through scenario training and live simulation in vocational education is generally regarded as an effective tool for developing professional knowledge. However, previous research has largely overlooked the learning of students in secondary roles in scenario training. The objective of this study is to explore learning for students who act in secondary roles during scenario training in vocational educational settings.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/319

Sweden. Vocational learning in a Swedish post-secondary apprenticeship

A vocational learning outcome of post-secondary apprenticeships is complex, and can be understood as being related to individual goals and workplace activities that interact and constitute vocational learning. Thus, this explorative study has identified four main standpoints that afford vocational learning in post-secondary apprenticeship: (a) the importance of guidance in the workplace, (b) the possibility of performing complex tasks, (c) the encouragement to develop new methods, and (d) the possibility of being a part of the building process.
https://ervet-journal.springeropen.com/articles/10.1186/s40461-017-0051-6

International Conference on Employer Engagement in Education and Training 2016

What difference does it make when employers work with education and training providers?  How can employer engagement best be delivered?
Research for Practice: Papers
Presentations and Videos
http://www.educationandemployers.org/research/london-conference-on-employer-engagement-in-education-and-training-2016/presentations/

2017 June Newsletter Apprenticeship Australia Career - guidance Conference report 2016 Cooperation - international Development - skills Education - higher Education - medical Education - trend 2030 Employability Employment - youth England Germany Higher education In English International cooperation Iran Labour market Latin America and the Caribbean Malaysia Mauritania Medical - education Mentoring Military Mismatch skills/wages NEET - not in employment - education or training Open Badges Paper Providers- VET School-to-work transition Skills - development Source: Education and Employers Taskforce Spain STEM - Science_technology_engineering_and mathematics Sweden Teachers - VET Trend - education 2030 Turkey Unemployment - youth United Kingdom VET - providers VET - teachers Video Wages - mismatch skills/wages Women Work-based learning Youth Youth - employment Youth - unemployment

Sweden. Continuing professional development of vocational teachers: participation in a Swedish national initiative

This study concerns the continuing professional development (CPD) of vocational teachers. This study aims to explore vocational teachers’ participation in this CPD programme. The analysis is based on registry data on participation in the initiative. Our theoretical foundation is the socio-cultural theory of identity formation, with a focus on the boundary crossing between different communities of practice, and a theory of adults’ participation in education. The findings show differences in participation according to age, vocational area, and geographic location. The results indicate that participation opportunities may be influenced by, for example, institutional factors and situational factors. This implication is discussed in relation to vocational teachers’ development of a professional identity and their teaching of the vocational subject.
https://ervet-journal.springeropen.com/articles/10.1186/s40461-015-0019-3

EU. Macroeconomic benefits of vocational education and training

Improvements in workforce skills are essential for European countries to attain higher economic growth and to compete effectively on product markets. Literature indicates a positive relationship between levels of education and productivity growth; this report builds on and expands this body of research in two ways. First, it investigates the differential impact of various skill types – higher (academic), upper-intermediate vocational, lower-intermediate vocational, lower-intermediate general, and low – on labour productivity. Then it accounts for the stock of uncertified skills (i.e. those built through training). The analysis is carried out in six EU Member States – Denmark, Germany, France, the Netherlands, Sweden and the UK – representing different modes of VET (and for which data were available). The analysis suggests that general and vocational skills complement each other and that the effect of (certified) skills on productivity is stronger when certified skills are reinforced by training.
http://www.cedefop.europa.eu/en/publications-and-resources/publications/5540

Sweden. Attending the call of youth unemployment? A case study of the ways a labor market program is legitimated and its organizational consequences

This study aims to identify the underlying reasons for organizations to participate in labor market programs (LMPs) for young adults and can explain the way organizations legitimate such initiatives, as well as to identify and to explore the potential consequences of such an involvement at the organizational level through the Strategy-as-Practice approach.
https://gupea.ub.gu.se/bitstream/2077/41060/1/gupea_2077_41060_1.pdf

OECD Policy Reviews of Vocational Education and Training (VET) – Country Studies

In OECD countries, many young people enter vocational programmes at upper secondary level. Sometimes these programmes are linked to workplace training, and sometimes they are formal apprenticeships, alternating on-the-job learning with school-based training.
http://www.oecd.org/document/26/0,3746,en_2649_39263238_43736986_1_1_1_1,00.html

Europe. VET Country reports

These reports provide an overview of the vocational education and training systems existing in EU Member States, plus Iceland and Norway.
http://www.cedefop.europa.eu/EN/Information-services/vet-in-europe-country-reports.aspx

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