Learning as an apprentice in Sweden

Abstract

Purpose – The purpose of this paper is to compare, and identify both similarities and differences in, affordances for vocational learning in two contrasting education systems, for construction worker and shop salesperson apprentices, in Swedish contexts. Design/methodology/approach – Data were collected through interviews and observations in two research projects, each addressing relevant aspects of one of the focal educational systems. A framework consisting of identified goals, activities and guidance was applied in the analysis. Findings – The results show that the affordances for learning in the examined educational systems are dependent on the learners’ access to, and participation in, workplace activities. A conclusion is that workplace demands override educational goals in both cases. Thus, the affordances for learning related to both individual and educational goals are dependent on the access to guidance during workplace activities. Originality/value – The study highlights constraints between educational goals and workplace affordances in both apprenticeship systems, which largely develop vocational competencies related to specific workplace demands and activities. A presented model regards apprenticeships as vocational and educational training in workplaces is outlined that enable a deeper understanding of the correspondence between individual, educational and workplace goals that forms the type of activity which leads to a learning outcome.

Curriculum Making Across Sites of Activity in Upper Secondary School Vocational Education and Training: A Review of the Research in Sweden

“…Similar implications can be seen regarding vocational didactics as a means for employability (Johansson, 2009), where the role of stakeholders operating as actors in the macro site of activity influence national VET curriculum making are put in the forefront (Andersson et al, 2015;Lindell, 2004). A theme emerging from this research is publications that stress the formation of apprenticeship curricula (Fjellström & Kristmansson, 2016;Kristmansson, 2016) and significant perspectives concerning the integration of school and work from a historical perspective provided by Choy et al (2018). In recent years, research has specifically examined at actors that influence higher vocational education curricula (Köpsén, 2021(Köpsén, , 2022a(Köpsén, , 2022b.…”

“…In Sweden, school-based VET programmes must contain periods of work placement, and in the apprenticeship model-which is another model of VET-the apprentice spends a substantial proportion of time at a workplace with a supervisor. A general argument is that micro and nano curriculum making that occurs between school and workplace contexts is characterised by conflicting goals, aims and values (Andersson, 2018;Berglund, 2009;Berner, 2010;Fjellström, 2014;Fjellström, 2017;Fjellström & Kristmansson, 2016;Mårtensson, 2021;Tyson, 2016). These tensions may come from the strong interests of industries and companies that put pressure on schools to adapt their organisation, curriculum and syllabi.…”

Workplace learning for pre – service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development

“…Hence, the teaching practice process involves the pre-service teachers (apprentice), the teachers (supervisors/instructor) and the classroom environment (environment) which involves the students, subject matter, class condition, teaching methodologies and others which are the core activities in a work place (Fjellstrom and Kristmansson, 2016). This forms the basis of social interaction of individuals or group of people in the workplace.…”

Criteria for Sustainable Curriculum of TVET Teacher Education Programme in Malaysia

“…According to Bohne, Eicker, & Haseloff (2017), TVET-based curriculum design has to be one that reflects a multidisciplinary approach in connection with the working process. TVET is closely related to the world of work, and this work based approach for TVET as mentioned by previous research constitutes the apprenticeship curriculum (Deissinger & Gonon, 2016;Fjellström & Kristmansson, 2016) as well as the re-skilling and up-skilling of teachers (Vaaland & Ishengoma, 2016). Therefore, it is uncommon to group academic and TVET teachers under the same basket.…”