Fagbrev i voksen alder

Bratsberg, Bernt; Nyen, Torgeir; Raaum, Oddbjørn

doi:10.18261/issn.1504-7989-2017-01-02-02

Cited by 9 publications

(11 citation statements)

References 13 publications

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“…When young people are 'pushed' into gapping as a result of negative choice-making, their transitions may be more tenuous and fragmented, and they themselves possibly more vulnerable to dropping out than those who plan for a gap year with a conception of what types of activities they will undertake during that time and what further education remains to be completed later. However, statistics show that 46 percent of all trade certificates in Norway are completed by adults (Bratsberg, Nyen & Raaum, 2017). This implies that several resume vocational education more motivated and mature than they were before their time off.…”

Section: Discussionmentioning

confidence: 99%

Educational time-out between a rock and a hard place: Vocational students in search of coherent life narratives

Reegård

2019

NJVET

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This article analyses students in upper secondary vocational education and training (VET) for retail and office work in Norway who deploy gap year justification in search of an educational time-out. The international literature on gap year, emphasises that this is a way for privileged students of getting ahead in the competition for access to elite universities. Based on qualitative interviews of VET students, the article finds that this perspective is, however, very different from the (un)planned 'gapping' reality of the working-class students of the study. The findings show that the students have worked out neither activities for the gap year nor what they plan to do after their time off. Rather, the findings reveal gapping to be a strategy to postpone essential choices of what and who to become. By examining the ways in which VET students in weakly established vocational trades make meaning of their seemingly open-ended educational journeys, the article explores how their interpretations of the opportunities they face are informed by legitimising individualised gapping discourses.

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Section: Discussionmentioning

confidence: 99%

Educational time-out between a rock and a hard place: Vocational students in search of coherent life narratives

Reegård

2019

NJVET

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“…Most candidates take a theoretical preparatory course as well. The experience-based route accounts for as much as one third of all new trade certificates each year (Bratsberg, Nyen, & Raaum, 2017). Contrasting the two routes, adult apprenticeship is a training scheme at the workplace available to both those previously employed and non-employed, while the experience-based route provides a chance for employed workers without formal vocational qualifications to certify the skills they have gained informally or through non-formal training.…”

Section: Adult Vocational Education Institutionsmentioning

confidence: 99%

Adult Vocational Qualifications Reduce the Social Gradient in Education

Bratsberg¹,

Nyen

Raaum³

2019

Self Cite

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Many youth leave school early without an upper secondary education, impeding their chances in the labor market. Early school leavers come disproportionately from families with low parental education. In some countries, there are alternative routes to upper secondary qualifications as adults. Does adult attainment reduce initial social differences in educational attainment, or does it reinforce such differences? Norway is one of the countries where many attain upper secondary qualifications in adulthood. Using individual data from administrative registers, we follow five Norwegian birth cohorts (1973–1977) from age 20 to 40. We document that the association between parental education and upper secondary completion declines monotonically with age, ending at age 40 about 35% below that at age 20. We also document that the alternative routes to adult qualifications recruit students of different family backgrounds. In particular, adults who acquire vocational qualifications via the experience-based route come from families with lower education than other groups. Our evidence suggests that institutions that offer opportunities for certifying qualifications acquired at work mitigate social gradients, fostering more equal opportunities within the education system.

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“…In Norway 36 percent of apprenticeship qualifications (journeyman certificates) were delivered on the basis of an experience-based examination in 2015/16. Among adults aged 25 and above experience-based examinations accounted for 47 percent of delivered qualifications (Bratsberg, Nyen, and Raaum 2017). Such examinations were most common in health and childcare and construction, which together accounted for over 60 percent of experience-based examinations (Norwegian Directorate for Education and Training, 2017).…”

Section: Several Countries Allow Access To the Final Examination In Amentioning

confidence: 99%

“…Conversely, adults who pursued a regular apprenticeship programme had similar socio-economic background to young people who complete an apprenticeship. Data analysis drawing on nearly 20 years of register data suggests that experience-based examinations serve as a tool to reduce educational inequalities (Bratsberg, Nyen, and Raaum 2017).…”

Section: Access To the Final Examination May Offer Second Chances To mentioning

confidence: 99%