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Den svenska yrkesutbildningsmodellen

Panican, Alexandru LU and Olofsson, Jonas (2012) In Tradisjonelle utfordringer – fornyet interesse. Hvordan er de nordiske landes yrkesutdanninger i stand til å møte arbeidslivets behov? TemaNord 2012:503. p.41-54
Abstract
The purpose of this article has been to examine the Swedish vocational education and training model with a special focus on basic education, within and outside the upper secondary school system. What can be said about the institutional structure of the educational system and how are new demands from working life concerning qualifications and mobility channelled through the system?



The Swedish VET-model has some special characteristics. The basic vocational education for young people is mainly school based which makes it different from VET in many other countries. Apprenticeship is and has been a marginal phenomenon in the upper secondary school system. Another essential characteristic is that vocational education at... (More)
The purpose of this article has been to examine the Swedish vocational education and training model with a special focus on basic education, within and outside the upper secondary school system. What can be said about the institutional structure of the educational system and how are new demands from working life concerning qualifications and mobility channelled through the system?



The Swedish VET-model has some special characteristics. The basic vocational education for young people is mainly school based which makes it different from VET in many other countries. Apprenticeship is and has been a marginal phenomenon in the upper secondary school system. Another essential characteristic is that vocational education at basic level for adults has been relatively limited. There has, however, existed a lot of courses directed to unemployed in need of re-education and such courses has mainly been offered within institutions connected to labour market policy. But the supply of these courses is much more limited today. A third characteristic is that the training at the college level, in the form of higher vocational education, is a relatively new feature. Most likely higher vocational education will be a more prominent feature in the Swedish vocational training model in the future.



Our conclusion is that the Swedish educational model is characterised by fundamental changes. Vocational programs at upper secondary schools will be closer connected to the demands of working life and a regular apprenticeship education will be introduced from the second half of 2011. Furthermore, there will be more vocational education within the municipal schools for adults at the same time as new vocational programs at college level gets more and more appreciation. A review of the Swedish educational model will probably look very different in just a few years. But at the same time, the regulations concerning the influence of working life on vocational education are most likely the key to success for the reform ambitions. And exactly this urges for a second thought because the exchange between schools and working life have historically been a weak point in the Swedish educational system. The most important question is then if it will be possible to create an efficient organisation for the participation of working life in vocational education. Earlier attempts in this direction have not been very successful. The big challenge is to change a historical pattern. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
utbildning, gymnasieskola, yrkesutbildning, lärlingsutbildning, gymnasiereform
in
Tradisjonelle utfordringer – fornyet interesse. Hvordan er de nordiske landes yrkesutdanninger i stand til å møte arbeidslivets behov?
editor
Høst, Håkon
volume
TemaNord 2012:503
pages
41 - 54
publisher
Nordiska ministerrådet
ISBN
978-92-893-2306-2
language
Swedish
LU publication?
yes
id
a6c01af7-819f-471f-9557-4b3f7bceaf86 (old id 2520248)
date added to LUP
2012-05-03 14:55:54
date last changed
2016-04-16 07:45:14
@inbook{a6c01af7-819f-471f-9557-4b3f7bceaf86,
  abstract     = {The purpose of this article has been to examine the Swedish vocational education and training model with a special focus on basic education, within and outside the upper secondary school system. What can be said about the institutional structure of the educational system and how are new demands from working life concerning qualifications and mobility channelled through the system?<br/><br>
<br/><br>
The Swedish VET-model has some special characteristics. The basic vocational education for young people is mainly school based which makes it different from VET in many other countries. Apprenticeship is and has been a marginal phenomenon in the upper secondary school system. Another essential characteristic is that vocational education at basic level for adults has been relatively limited. There has, however, existed a lot of courses directed to unemployed in need of re-education and such courses has mainly been offered within institutions connected to labour market policy. But the supply of these courses is much more limited today. A third characteristic is that the training at the college level, in the form of higher vocational education, is a relatively new feature. Most likely higher vocational education will be a more prominent feature in the Swedish vocational training model in the future. <br/><br>
<br/><br>
Our conclusion is that the Swedish educational model is characterised by fundamental changes. Vocational programs at upper secondary schools will be closer connected to the demands of working life and a regular apprenticeship education will be introduced from the second half of 2011. Furthermore, there will be more vocational education within the municipal schools for adults at the same time as new vocational programs at college level gets more and more appreciation. A review of the Swedish educational model will probably look very different in just a few years. But at the same time, the regulations concerning the influence of working life on vocational education are most likely the key to success for the reform ambitions. And exactly this urges for a second thought because the exchange between schools and working life have historically been a weak point in the Swedish educational system. The most important question is then if it will be possible to create an efficient organisation for the participation of working life in vocational education. Earlier attempts in this direction have not been very successful. The big challenge is to change a historical pattern.},
  author       = {Panican, Alexandru and Olofsson, Jonas},
  editor       = {Høst, Håkon},
  isbn         = {978-92-893-2306-2},
  keyword      = {utbildning,gymnasieskola,yrkesutbildning,lärlingsutbildning,gymnasiereform},
  language     = {swe},
  pages        = {41--54},
  publisher    = {Nordiska ministerrådet},
  series       = {Tradisjonelle utfordringer – fornyet interesse. Hvordan er de nordiske landes yrkesutdanninger i stand til å møte arbeidslivets behov?},
  title        = {Den svenska yrkesutbildningsmodellen},
  volume       = {TemaNord 2012:503},
  year         = {2012},
}