The study investigates how the Finnish model of providing initial vocational education and training (IVET) has succeeded in terms of enhancing educational progress and employability. A relatively ...high level of participation in IVET makes the Finnish model distinctive from those of three other Nordic countries: Denmark, Norway and Sweden. All four Nordic countries have well-organised labour markets and universal types of welfare states. Priority is given to goals related to equal opportunities and social inclusion. At the same time, these countries have different models of IVET. While the study compares the Finnish model of organising IVET to those of other Nordic countries, it also examines the German and UK models, which represent differing societal approaches to IVET. The differences in the outcomes of the IVET systems are described and analysed through reviewing secondary data provided by Eurydice and Eurostat, along with country reports produced in a Nordic comparative project, Nord-VET.
This article examines internships as part of the apprenticeship model of learning adopted in higher education. We focus on employers' views on internships, which have hitherto received only limited ...attention. Our study explores employers' experiences in organizing internships, and their collaboration with one University of Applied Sciences, through data from social and health care employers (n=165), collected via a questionnaire. We conclude that if internships are to be improved as a means of learning from work experience, issues that employers want to raise within the collaborative framework require attention. These themes include relations with students, curriculum issues and the organization of the collaboration. A problem related to underestimating employer views on developing internships is that the resource-intensive nature of collaborative relations is silenced. As a result, targets for developing partnerships are left unrecognized, with adverse effects on the quality management and strategic planning of higher education institutions.
Purpose: This study considers the recently established higher vocational education reforms with Swedish advanced vocational education (AVE) and Finnish polytechnics in terms of organisational ...structure, the design of workplace learning, and furthermore, what kind of practical implications these new models of learning at work have resulted in. Design/methodology/approach: The research strategy includes three main steps. First, a number of domestic research studies, government reports and other policy documents were examined. Secondly, this study brings the most recent national data available. Thirdly, a conceptual framework for cross-national analysis was developed. Findings: The results suggest that despite differences which stem from the nations' political, economical and socio-cultural background, the formal methods engaging educators and representatives of working life are rather similar. However, the general implications are different. While the Swedish AVE has focused more on a principally demand-led system with de-centralised planning and design of programmes to fit the specific needs of regional labour markets, the Finnish polytechnics have instead maintained a strong institutional framework, focusing more on research and development issues. Research limitations/implications: This study has some methodological considerations that need to be addressed. First, there are differences on the curricular level between the two systems. Secondly, although Swedish and Finnish labour markets have developed along similar patterns in terms of industrial sectors and the emergence of labour unions, and employer associations, differences do exist on how these various representatives view the role of training, as well as their requirements for granting work licences and certificates. Originality/value: Provides evidence that workplace learning can be decided by the complex relationship among the state, labour and capital. (Contains 3 tables.)
The Post-16 Strategies project coordinated by Dr. Johanna Lasonen from 1996 to 1998 was chiefly concerned with four post-16 education strategies: (1) "vocational enhancement"; (2) "mutual ...enrichment"; (3) "linkages;" and (4) "unification." These four strategies to promote parity of esteem between vocational and academic/general education were also seen as tools for analyzing the differences and similarities between the reform approaches adopted in the eight European countries (Austria, England, Finland, France, Germany, Norway, Scotland, and Sweden) associated with the first project. The first three strategies aim to maintain a separate identity for vocational and general education. By contrast, the fourth strategy seeks to combine them into a uniform upper secondary education system. SPES-NET (Sharpening Post-16 Education Strategies by Horizontal and Vertical Networking) known as the Leonardo da Vinci project, continued the work of the Post-16 Strategies project. The authors also launched the SPES-NET project that was funded by the European Commission, the Finnish Ministry of Education, and the project partners, and that ran from 1997 to 2000. This article describes the SPES-NET project and presents reflections on Post-16 education strategies. (Contains 2 tables.)
Ammattitaito on koulutuksella ja kokemuksella hankittu pätevyys toimia määrätyssä ammatissa. Useat viimeaikaiset tutkimukset osoittavat, että ammattilaiset kokevat oppineensa jopa suurimman osan ...työssä tarvittavista taidoista vasta työssä. Elinikäinen oppiminen voidaankin nähdä erääksi avainprosessiksi työelämän muutoksen hallinnassa. Erityisesti tämä koskee ikääntyviä työntekijöitä. Vaikka suomalaiset ovat kansainvälisesti aktiiveja aikuisopiskelijoita, vain prosentti yli 40-vuotiaista osallistuu tutkintotavoitteiseen koulutukseen. Siksi henkilöstökoulutuksella on keskeinen sija ikääntyvien aikuisten ammattitaidon säilyttämisessä.
Between policy and practice Lindell, Mats; Stenström, Marja-Leena
The journal of workplace learning,
04/2005, Letnik:
17, Številka:
3
Journal Article
Recenzirano
Purpose - This study considers the recently established higher vocational education reforms with Swedish advanced vocational education (AVE) and Finnish polytechnics in terms of organisational ...structure, the design of workplace learning, and furthermore, what kind of practical implications these new models of learning at work have resulted in.Design methodology approach - The research strategy includes three main steps. First, a number of domestic research studies, government reports and other policy documents were examined. Secondly, this study brings the most recent national data available. Thirdly, a conceptual framework for cross-national analysis was developed.Findings - The results suggest that despite differences which stem from the nations' political, economical and socio-cultural background, the formal methods engaging educators and representatives of working life are rather similar. However, the general implications are different. While the Swedish AVE has focused more on a principally demand-led system with de-centralised planning and design of programmes to fit the specific needs of regional labour markets, the Finnish polytechnics have instead maintained a strong institutional framework, focusing more on research and development issues.Research limitations implications - This study has some methodological considerations that need to be addressed. First, there are differences on the curricular level between the two systems. Secondly, although Swedish and Finnish labour markets have developed along similar patterns in terms of industrial sectors and the emergence of labour unions, and employer associations, differences do exist on how these various representatives view the role of training, as well as their requirements for granting work licences and certificates.Originality value - Provides evidence that workplace learning can be decided by the complex relationship among the state, labour and capital.
PDF
