Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/142443 
Year of Publication: 
2015
Citation: 
[Journal:] International Journal for Research in Vocational Education and Training (IJRVET) [ISSN:] 2197-8646 [Volume:] 2 [Issue:] 1 [Publisher:] European Research Network in Vocational Education and Training (VETNET), European Educational Research Association [Place:] Bremen [Year:] 2015 [Pages:] 1-24
Publisher: 
European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, Bremen
Abstract: 
The article explores the major features of the Swedish Government’s new initiative - a school based Upper Secondary Apprenticeshipmodel. The analyses are guided by activity theory. The analysed texts are part of the parliamentary reform-making process of the 2011 Upper Secondary School reform. The analyses unfold how the Government, the Swedish Trade Union Confederation (LO), and the Con­federation of Swedish Enterprise (SN) construct Upper Secondary Apprenticeshipas an activity in the 21st century. The conclusion highlights how three traditional aspects of Swedish initial vocational education and training (IVET) collide in the formation of Upper Secondary Apprenticeship– a curriculum of labour market based apprenticeships, a curriculum of school based IVET, and ill-defined curriculums of school based apprenticeships. The emerging Upper Secondary Apprenticeshipcur­riculum foreshadows multifaceted educational trajectories where the learning targets, and not the responsibility for the student’s learning are displaced from the school to the workplace setting.
Subjects: 
initial vocational education and training
school-based apprenticeships
policy formation
activity theory
educational trajectories
upper secondary school
Persistent Identifier of the first edition: 
Creative Commons License: 
cc-by-nc-nd Logo
Document Type: 
Article

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