The need of support, working-life emphasis and self-responsibility in the context of vocational education and training
Keywords:
working life, self-responsibility, work-based learning, supportAbstract
In this article, we consider the relation between working life emphasis and self-responsibility in the context of vocational education and training. We specifically focus on school-going of those students who are defined as having some study-related needs of support. Emphasising work-based learning is one of the main goals of the ongoing reform of vocational education and training aiming to straighten labor market transitions. Based on an ethnographic fieldwork in an upper secondary institute of vocational education, the analysis highlights tensions between the expectations of the working life, learning goals, various needs of support and the school’s social reality. Work-based learning should be combined with more structured and diversified guidance practices. It should also be further considered, how reasonable and appropriate way of learning work-based learning is for each individual student. This study shows that in terms of learning and sense of belonging, traditional school and study group based learning still seems to have an important value. The research data analysed in this article has been produced within the research consortium Skills, Education and the Future of Work sub-project Employability, education and diversities (EMED). The article focuses more closely on teachers’ and students’ interviews and field notes highlighting reflections on the work place based learning, support measures and the requirement of self-responsibility.
