Alternative Courses in Upper Secondary Vocational Education and Training: Students' Narratives on Hopes and Failures

Autor/inn/en	Bruin, Marieke; Ohna, Stein Erik
Titel	Alternative Courses in Upper Secondary Vocational Education and Training: Students' Narratives on Hopes and Failures
Quelle	In: International Journal of Inclusive Education, 17 (2013) 10, S.1089-1105 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2012.735259
Schlagwörter	Vocational Education; Secondary School Students; Nontraditional Education; Foreign Countries; Dropout Prevention; Futures (of Society); Work Experience; Course Content; Disadvantaged; Student Attitudes; Educational Objectives; Interviews; Educational Experience; Academic Failure; Psychological Patterns; Compulsory Education; Personal Narratives; Norway + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Sekundarschüler; Non-traditional education; Alternative Erziehung; Ausland; Future; Society; Zukunft; Employment experience; Job experience; Occupational experience; Berufserfahrung; Kursprogramm; Schülerverhalten; Educational objective; Bildungsziel; Erziehungsziel; Interviewing; Interviewtechnik; Bildungserfahrung; Schulpflicht; Erlebniserzählung; Norwegen
Abstract	Counteracting upper secondary dropouts is an increasingly common issue across the Western part of the world. In Norway, the government has developed different measures to counteract dropouts, one of which concerns alternative educational courses involving increased workplace practice. This article is based on interviews with eight students who participate in the alternative course. The narratives show an identity shift from being outsiders in compulsory education to being participants in the alternative course, something which inspires to learn and installs in the students a hope for the future. This article discusses how and to what extent the alternative courses respond to the purpose of education. We argue that even though the alternative courses respond to many features that may represent educational purposes, this is altogether not enough for the courses to qualify as education. For the courses to qualify as education, a tighter connection to the curriculum is necessary. If the educational system does not respond to the students' construction of new identities through enabling pathways towards more formal qualifications, the development of alternative courses with increased workplace practice might lead to an unintended result of further marginalisation, exclusion and social reproduction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10