An education policy paradigm that fails upper secondary school pupils

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An education policy paradigm that fails upper secondary school pupils

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Publication Article, peer reviewed scientific
Title An education policy paradigm that fails upper secondary school pupils
Author Olofsson, Jonas ; Panican, Alexandru
Date 2017
English abstract
In this article, we illustrate the creation of the education policy paradigm that constitutes the framework of vocational education and training (VET) programmes, and analyse local school representatives’ perception of VET in upper secondary schools in Sweden. The education policy paradigm, established through three periods of reform during the twentieth century, undervalues VET as being less worthy than general/academic education. This paradigm generates the rhetoric used by interviewed school representatives that encourages school pupils to choose the ‘right’ (academic) programmes in order to foster a specific citizenship competence, even if this competence is not fully compatible with labour market demands. Young people who cannot, or will not, attain the ‘right’ education, and thus the advocated citizenship competence, lose out in a school system where general/academic education and higher education preparatory programmes are consistently prioritised over VET. An educational system that advocates discrimination and suspicion of VET limits career options and restricts entry into the labour market, as well as risk stigmatising pupils undertaking VET; this paradigm is neither justified nor democratic.
DOI https://doi.org/10.1080/13636820.2017.1344869 (link to publisher's fulltext.)
Publisher Routledge
Host/Issue Journal of Vocational Education & Training;4
Volume 69
ISSN 1363-6820
Pages 495-516
Language eng (iso)
Subject Education
Policy
Vocational education
Youth unemployment
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/24010 Permalink to this page
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