The positioning of dual qualification studies in Finnish upper secondary education and government policy since the 1980s

Abstract

This article explores the positioning of dual qualifications (DQs) in the Finnish education policy and the education system since the late 1980s. The analysis is carried out in the context of academic-vocational divide. At the end of the 1980s, Finland questioned the functionality of the strict academic-vocational divide in post-compulsory education, and a unified upper secondary education was initiated. DQ was the result of two contradictory political discourses: the aim to make education system more equal and the 1990s’ market oriented education policy. In the 2000s, although segregation at the upper secondary level was strengthened, the DQ simultaneously became an established study route. However, in 2007 due to changes in political power, the DQ was repositioned on the periphery of education policy and academic-vocational divide became stronger. The main focus as regards the functions of DQs until the end of the 2010s was on efforts to enhance the use of educational resources and improve the possibilities for individual and flexible education choices. The aim of the current government, elected in 2019, is to strengthen cooperation at upper secondary level, which is also expected to include DQs. However, the actualisation might be mitigated by the educational reforms of the previous government.

Analysis Projection of the Fulfillment of Priority Facilities and Infrastructures for Vocational High School/Sekolah Menengah Kejuruan (SMK) Using System Dynamic to Increase School Participation Rates in Central Kalimantan Province, Indonesia

“…The literature makes it necessary to analyze the fulfillment of vocational school facilities and infrastructures. With the same keywords, there are other studies that discuss vocational education, such as the equal distribution of opportunities to attend vocational schools [21]; dual qualification academic-vocational education in high school [22]; local revenue and parents' money, which contribute to improve the quality of education [23]; the relationship between capitalism and education [24]; or the impact of the brain drain and the benefits of circular migration that have an effect on education policy and the growing involvement of non-governmental organizations and initiatives in introducing a more practice-based orientation [25]. However, all of these studies are not sufficiently related to the objectives of this study.…”