技能培养的惯例:高等职业教育的多元世界和未来世界

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Rebecca Ye, Erik Nylander
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引用次数: 0

摘要

在比较欧洲的终身学习体系时,瑞典职业教育被描述为一种国家主义的、以学校为基础的理想类型,非常强调平等主义和社会公民意识。然而,高等职业教育(HVE)的普及和扩展使这些综合描述变得复杂起来,因为高等职业教育是一种中等后培训形式,其任务是培养人才以满足当地劳动力市场的需求。我们的分析以传统理论和实用社会学为基础,探讨了参与高等职业教育的多元世界,超越了对人力资本积累或普遍福利的简单理解。通过对参与者的访谈和档案材料,我们分析了参与这种转型中的技能培训制度的人所提出的各种理由。我们的分析表明,参与者报名参加培训并不仅仅是为了获得工作或出人头地。相反,参与被描述为对限制因素的一种回应,是挑战劳动力市场中遇到的困难情况的一种手段,或者与突发事件有关。总之,职业教育作为一种管理职业知识的灵活模式,与当地劳动力市场的需求相匹配,并与价值公约相抗衡。我们讨论了预测和预期对于参与技能培训制度的个人和组织日益重要的意义,并提出了一种强调预期和承诺的前瞻性惯例。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Conventions of skilling: The plural and prospective worlds of higher vocational education
When comparing lifelong learning systems in Europe, Swedish vocational education has been characterised as a statist, school-based ideal type, with strong emphasis on egalitarianism and social citizenship. However, the popularisation and expansion of higher vocational education (HVE), a post-secondary training form that has a mandate to train people to meet local labour market needs, complicates these composite descriptions. Building on conventions theory and pragmatic sociology, our analysis probes the plural worlds of HVE participation, beyond simplistic understandings of human capital accumulation or universalistic welfare. Drawing on interviews with participants and archival material, we analyse forms of justifications evoked by those engaged in this transforming skilling regime. Our analysis reveals that participants do not enrol merely for getting work or getting ahead. Rather, participation is described as a response to constraints, a means to challenge difficult circumstances encountered in the labour market, or related to contingencies. Taken together, HVE emerges as a flexible mode of governing vocational knowledge to match local labour market needs, with rivalling conventions of worth. We discuss the increasing significance of projection and anticipation for individuals and organisations involved in skilling regimes, and propose a prospective convention that underscores expectancy and promise.
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来源期刊
European Educational Research Journal
European Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
33
期刊介绍: The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)
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