Ausbildung zum Beruf

Becker, Matthias; Balzer, Lars; Kammermann, Marlise; Spöttl, Georg

doi:10.3726/978-3-653-06625-8

Cited by 1 publication

(3 citation statements)

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“…In both countries, the competences attainable in two-year apprenticeships hardly correspond to a holistic concept of vocation (Becker et al 2017b;Fuller 2016; INAP Commission 2012) as the learning outcomes and curricula have to be adapted to the target population. The expectations regarding complexity, responsibility and autonomy which are envisioned in a holistic concept of vocation and in an apprenticeship curriculum (Billett 2001;Gherardi et al 1998;Lave 1990) cannot be met in two years.…”

Section: Discussionmentioning

confidence: 99%

“…It usually takes three to four years of apprenticeship to develop the competences corresponding to a holistic notion of vocation and the related processes of teaching, learning and socialisation cannot be modularised (INAP Commission 2012). Going through an apprenticeship "is a recognised and formalised route to achieving the relevant occupational expertise […]" (Fuller 2016, p. 17) which implies that qualified workforce execute tasks in their whole process (Becker et al 2017b). Competent professionals design, plan, perform and assess their own work activities, a performance level requiring metacognitive competences to cope with complex, unpredictable work situations (e.g.…”

Section: Concept Of Vocation and Partial Qualificationmentioning

confidence: 99%

“…Low-achieving school leavers and young people at risk of dropping out from education at upper secondary level often need alternative and more flexible pathways to get a first VET qualification (OECD 2018b;Lamb 2011;Schmid 2020). Some countries have therefore developed low-level apprenticeship-based VET programmes, among them Denmark, Germany, Norway and Switzerland (Becker et al 2017a;Di Maio et al 2019;Schmid 2020). Norway and Switzerland offer two-year apprenticeships (at EQF 1 level 3) for young people for whom a more demanding VET programme (mostly at EQF level 4) is still out of reach but try to ensure permeability to the latter.…”

Section: Introductionmentioning

confidence: 99%

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Developing Two-Year Apprenticeships in Norway and Switzerland

Schmid

Scharnhorst

Kammermann

2020

Vocations and Learning

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Over the last 15 years, different countries have developed low-level vocational education and training (VET) programmes for young people who struggle to enter or complete education at upper secondary level. Switzerland introduced nationally standardised two-year initial VET programmes in 2005, Norway in 2016. Data of interviews with curriculum experts in Norway and Switzerland provided an empirical basis to examine the underlying intentions for offering these programmes and the respective criteria for defining the learning outcomes and the curricula. The reference frame in Norway for identifying appropriate learning outcomes and selecting learning goals are the national curricula of the respective four-year VET programmes. In Switzerland, the learning outcomes of two-year curricula are defined by lower-level occupational activities which are usually identified in analyses involving active workers and experts in the respective fields. Despite these differences, the criteria for developing two-year curricula are largely the same in both countries. The findings further show that two-year VET programmes in Norway are not intended to lead to a direct labour market entry but are understood as a first step of a staged qualification whereas in Switzerland they are designed to find a viable balance between employability and permeability to the more demanding three-or four-year VET programmes. In both countries, the twoyear apprenticeships do not correspond to a holistic concept of vocation.

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