When Work Comes First: Young Adults in Vocational Education and Training in Norway

Tønder, Anna Hagen; Aspøy, Tove Mogstad

doi:10.13152/ijrvet.4.3.5

Cited by 15 publications

(10 citation statements)

References 20 publications

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“…The gains are not large; however, the costs of the certification institution in terms of foregone production are also low since the competence to a large degree is gained informally through productive work. Furthermore, qualitative studies indicate that certifying institutions such as the experience-based route stimulate learning at work (Tønder and Aspøy 2017), which is consistent with theoretical models of certification of firm-based training (e.g. Acemoglu and Pischke 2000;Dustmann and Schönberg 2012).…”

Section: Discussionsupporting

confidence: 76%

Economic returns to adult vocational qualifications

Bratsberg¹,

Nyen

Raaum³

2020

Journal of Education and Work

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Some countries have certifying institutions for competence acquired at the workplace. These institutions provide incentives for workplace training that may have favourable effects on productivity, earnings and labour market participation. We present evidence on the earnings effects of attaining vocational qualifications in adulthood through two alternative routes: (1) apprenticeship and (2) recognition and testing of vocational competence acquired through relevant work experience. Drawing on longitudinal administrative data from Norway and tracking the labour market careers of individuals without completed upper secondary education by age 25, we estimate the impacts of acquiring vocational qualifications on future labour earnings. To allow for differential labour market trajectories of those who do and do not acquire qualifications, we account for unobserved individual heterogeneity in both levels and earnings growth. Without a rich representation of unobserved heterogeneity, estimated earnings effects are exaggerated. We find that vocational qualifications from both the apprenticeship and the experience-based routes boost earnings of men and women. Certification of already acquired skills has some value in itself, but adult apprenticeships have more positive effects on future earnings, as they involve greater individual skills development.

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Section: Discussionsupporting

confidence: 76%

Economic returns to adult vocational qualifications

Bratsberg¹,

Nyen

Raaum³

2020

Journal of Education and Work

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“…In the classroom, the image of vocational students as being unmotivated for theoretical general knowledge results in low expectations from teachers, which subsequently leads to passive, low achieving students (Rosvall et al, 2017). Vocational education is often viewed as an option for students who are uninterested in and incapable of acquiring academic knowledge (Nylund et al, 2017), while academic education is recommended to students with higher grades (Tønder & Aspøy, 2017). In addition, low achievers from comprehensive school are often guided towards vocational education, rather than academic education (Rosvall et al, 2017).…”

Section: The Academic/vocational Divide -Implications For Vocational Identities and Learningmentioning

confidence: 99%

Vocational Students’ Ways of Handling the Academic/Vocational Divide

Ferm

2021

IJRVET

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Purpose: The focus of this article is on Swedish vocational students’ own thoughts about different types of knowledge and how these thoughts relate to the forming of their vocational identities. The article reports on a study which investigates how vocational students handle the division between theoretical and practical knowledge as they learn to become skilled industrial workers. Theoretical and practical knowledge are often presented as dichotomies in a hierarchy, where theoretical knowledge is more highly valued than practical knowledge. The division between theoretical and practical knowledge is known in research as "the academic/vocational divide". This divide is particularly relevant to vocational students, as they need to deal with both types of knowledge as they navigate between the contexts of school and work.Methods: This study is part of a research project on vocational students’ learning and identity formation. The empirical material is based on qualitative interviews with 44 students enrolled on the industrial programme at Swedish upper secondary schools.Findings: The study revealed three different ways in which vocational students handled the academic/vocational divide: Placing higher value on practical knowledge than on theoretical knowledge, reinforcing the separation between school and work, and selecting theoretical subjects as useful tools for the future. Conclusions: Two conclusions drawn from the study are that students are aware of the status differences and divisions between practical and theoretical knowledge, and that they handle the academic/vocational divide in an active manner. Students make choices that will help them form a vocational identity or that will give them opportunities for further education and alternative careers. This article challenges and contradicts the image of vocational students as unmotivated and unintellectual, instead portraying them as knowledgeable actors who make strategic choices for their future and are active in forming vocational identities within vocations that require deep and advanced knowledge.

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“…VET in Norway has been integrated and standardized as part of upper-secondary education. The study that conducted by Tonder & Aspoy [15] showed that opportunity to acquire formal VET qualificarions through workplace learning provides an important second chance for many young adults in Norway. The young adult have high motivation to get trade certificate.…”

Section: Resultsmentioning

confidence: 99%

Vocational Career Center as the Bridge between Industry and Vocational High School Graduates

Indana

Soenarto

2019

Jurnal Pendidikan Teknologi dan Kejuruan

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Preliminary study in Trenggalek city showed that there was a mismatch between the students’ skills learned at vocational high schools with their fields of work. It indicated that the role of vocational career center as a mediator between school and industry have not maximally yet. This study aimed to (1) describe how the vocational career center do its jobdesk, (2) categorize its performance, and (3) find the deficiency from the implementation of a career center in vocational high schools. The data analysis used a descriptive analysis from both quantitative and qualitative approaches. The result of study showed that the jobdesk of career center were collecting graduates databases, grouping the students who want to look for a job or study to higher education, and facilitating the students and world of work in the labour recruitment process. The performance of career center in Trenggalek Regency was good. From some predictors, those were job vacancy information, cooperation with world of work, alumni networking, data collection, communication between alumni, and alumni contribution, the career center’s aspect that need to be upgraded was the cooperation with the world of work.

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When Work Comes First: Young Adults in Vocational Education and Training in Norway

Cited by 15 publications

References 20 publications

Economic returns to adult vocational qualifications

Economic returns to adult vocational qualifications

Vocational Students’ Ways of Handling the Academic/Vocational Divide

Vocational Career Center as the Bridge between Industry and Vocational High School Graduates

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