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Vocational Education and Training in Sweden: From Work-Based-Learning to School-Based-Learning – and back?
Stockholm University. (VETYL Vocational Education & Training/Yrkeskunnande och Lärande)
2015 (English)Conference paper, Presentation (Other academic)
Abstract [en]

Vocational Education and Training (VET) in Sweden has evolved through cycles related to political views about the role it should play in the development of society, particularly concerning employability and social cohesion. From the 1950s onwards, VET has mostly been carried out by public authorities, and up to the late 1980s responsibility lay with the central government. In the early 1990s decentralisation started, and the responsibility and financing shifted to the municipalities. This article analyses these transitions in VET by focusing particularly on four models of organisation. The main intention of the article is to provide a springboard for discussion regarding the consequences of specific lines of development in VET. At a time when VET models in countries like Germany and Switzerland have become a reference of expected development, it is of paramount importance to examine the context specific aspects before attempting any further use of international experience.

Place, publisher, year, edition, pages
Keyword [en]
Vocational education and training, policy development, school based education
National Category
Educational Sciences
Research subject
Educational Sciences in Arts and Professions
URN: urn:nbn:se:su:diva-123609OAI: diva2:875115
International VET Conference “Crossing Boundaries in Vocational Education and Training: Innovative Concepts for the 21st Century” Bremen, 2-4 September, 2015.
Available from: 2015-11-30 Created: 2015-11-30 Last updated: 2015-11-30

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Moreno Herrera, Lázaro
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Stockholm University
Educational Sciences

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