Knowledge in VET curricula and power in society and labour market Policy and practice: demands-based and employer-driven Swedish higher vocational education

Köpsén, Johanna

doi:10.1080/13636820.2021.1995673

Cited by 3 publications

(3 citation statements)

References 69 publications

(257 reference statements)

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“…Andersson and Muhrman (2021) include local politicians, heads of adult education and educational counsellors as informants, which offers perspectives on the importance of regional cooperation and flexibility in the organisation of local adult VET. Similar results are reported by Köpsén (2021Köpsén ( , 2022aKöpsén ( , 2022b regarding the organisation of higher vocational education. Köpsén argues that higher vocational education in Sweden is based on the idea of government regulations (a global discourse) parallel to a market-oriented view with autonomy and flexibility for the needs of employers.…”

Section: Vet Curriculum Making At the Meso Site Of Activitysupporting

confidence: 88%

“…A theme emerging from this research is publications that stress the formation of apprenticeship curricula (Fjellström & Kristmansson, 2016;Kristmansson, 2016) and significant perspectives concerning the integration of school and work from a historical perspective provided by Choy et al (2018). In recent years, research has specifically examined at actors that influence higher vocational education curricula (Köpsén, 2021(Köpsén, , 2022a(Köpsén, , 2022b. Köpsén argues that higher vocational education in Sweden is based on the idea of government regulations (a global discourse) parallel to a marketoriented view with autonomy and flexibility for the needs of employers.…”

Section: The Academic-vocational Knowledge Divide and Apprenticeship ...mentioning

confidence: 99%

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Curriculum Making Across Sites of Activity in Upper Secondary School Vocational Education and Training: A Review of the Research in Sweden

Alvunger

2024

IJRVET

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Purpose: This paper presents a qualitative systematic review of Swedish research on vocational education and training (VET) at the upper secondary school level over the past 20 years. The review is based on a theoretical model on curriculum making as social practice that may serve as model for comparative studies between countries. By introducing the model, the ambition is to open for new perspectives on VET curriculum in policy and practice. Questions regarding key themes and the interplay of discourses and processes across multiple sites in the education system have not been addressed in previous systematic reviews of Swedish VET research. Methods: The methodological approach in the present paper is a qualitative systematic research review with an integrative and interpretative purpose and research design. The qualitative review is based on the conceptual model of curriculum making as social practice, seeking to capture the inherent complexity and porous boundaries of education systems and movements of ideas, discourses and actors between sites of activity. The model is used for mapping the research, and a content analysis for identifying main themes and emphases and exploring and discussing the potential gaps that may inform future international research studies. Findings: The results show that the research is focused on the micro and nano sites of curriculum making, with connections to macro site activities of national curriculum policy enactment. Research focusing on the macro site of activity has an emphasis on national policy and policymaking regarding the relationship between academic and vocational knowledge/programmes and apprenticeship and employability. In the micro and nano sites of activity – which comprise the majority of the research – the main themes are vocational knowing and identity, teaching, learning and assessment practices and work-based learning. Conclusion: An observation is the absence of principals and middle leaders as actors and informants in the studies. There is little evidence of actors moving between sites of activity and the meso site of activity only comprise a very small part of the research. In this respect, there is a potential gap to be explored, not least regarding how local curricula and syllabi are made and shaped in terms of the influence of representatives from local authorities, companies, trade unions, employer associations, universities and regional agencies. Curriculum making as social practice has the potential to be used for comparative international studies and as a framework that takes national differences in VET education systems into account.

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Section: Vet Curriculum Making At the Meso Site Of Activitysupporting

confidence: 88%

Section: The Academic-vocational Knowledge Divide and Apprenticeship ...mentioning

confidence: 99%

Curriculum Making Across Sites of Activity in Upper Secondary School Vocational Education and Training: A Review of the Research in Sweden

Alvunger

2024

IJRVET

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“…Formulating the best learning mode that is most suitable for students to learn can enable students to master corresponding vocational skills, provide fresh vitality for enterprises and promote the healthy development of regional economy [8]. Knowledge in vocational education curriculum and power policy and practice in society and labor market; Demand-oriented and employer-driven Swedish higher vocational education [9], the "1X" model has brought great development opportunities for China's professional skills work. It is an effective way to promote social work vocational education by improving teachers, optimizing the learning mode of teaching process and cultivating professional quality of professionals in professional social work institutions [10].…”

Section: Introductionmentioning

confidence: 99%

Research on the Application of Reinforcement Learning Model in Vocational Education System

Xue

2023

Journal on Artificial Intelligence

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Vocational education can effectively improve the vocational skills of employees, improve people's traditional concept of vocational education, and focus on the training of vocational skills for students by using new educational methods and concepts, so that they can master key vocational skills and develop key abilities. In this paper, three different learning models, Deep Knowledge Tracing (DKT), Dynamic Key-Value Memory Networks (DKVMN) and Double Deep Q-network (DDQN), are used to evaluate the indicators in the vocational education system. On the one hand, the influence of learning degree on the performance of the model is compared, on the other hand, the performance evaluation of three models under the same learning effect is compared, so as to obtain the best learning model applied to the field of skill training. In order to accurately evaluate the learning status of students, the loss function curves under three models are compared. Finally, the error rate of students in vocational skills education tends to be zero, and the learning process of intensive learning effectively improves students' mastery of skills and key abilities.

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Exploration of School-Enterprise Cooperation Mode in Secondary Vocational Education in Sweden—Based on the Study of Kunskapsgymnasiet

江¹

2023

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Knowledge in VET curricula and power in society and labour market Policy and practice: demands-based and employer-driven Swedish higher vocational education

Abstract: Article 3Köpsén, Johanna, (2020). Programme managers: key recontextualising agents in Swedish higher VET selecting knowledge for local course syllabi and organising teaching without regulatory requirements for qualifications,

Cited by 3 publications

References 69 publications

Curriculum Making Across Sites of Activity in Upper Secondary School Vocational Education and Training: A Review of the Research in Sweden

Curriculum Making Across Sites of Activity in Upper Secondary School Vocational Education and Training: A Review of the Research in Sweden

Research on the Application of Reinforcement Learning Model in Vocational Education System

Exploration of School-Enterprise Cooperation Mode in Secondary Vocational Education in Sweden—Based on the Study of Kunskapsgymnasiet

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