The Academic-Vocational Divide in Three Nordic Countries: Implications for Social Class and Gender

Autor/inn/en	Nylund, Mattias; Rosvall, Per-Åke; Eiríksdóttir, Elsa; Holm, Ann-Sofie; Isopahkala-Bouret, Ulpukka; Niemi, Anna-Maija; Ragnarsdóttir, Guðrún
Titel	The Academic-Vocational Divide in Three Nordic Countries: Implications for Social Class and Gender
Quelle	In: Education Inquiry, 9 (2018) 1, S.97-121 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nylund, Mattias) ORCID (Rosvall, Per-Åke) ORCID (Eiríksdóttir, Elsa) ORCID (Holm, Ann-Sofie) ORCID (Isopahkala-Bouret, Ulpukka) ORCID (Niemi, Anna-Maija)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2018.1424490
Schlagwörter	Social Class; Gender Differences; Vocational Education; Academic Education; Foreign Countries; Cross Cultural Studies; Educational Policy; Educational Trends; Access to Education; Higher Education; Disproportionate Representation; Career Counseling; Neoliberalism; Employment Potential; Expectation; Team Teaching; Social Differences; Finland; Iceland; Sweden + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Geschlechterkonflikt; Ausbildung; Berufsbildung; Akademische Bildung; Ausland; Cultural comparison; Kulturvergleich; Politics of education; Bildungspolitik; Bildungsentwicklung; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Neo-liberalism; Neoliberalismus; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Expectancy; Erwartung; Teamteaching; Sozialer Unterschied; Finnland; Island; Schweden
Abstract	In this study we examine how the academic-vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academically-oriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous studies; in it we investigate the implications of this divide for class and gender inequalities. The theoretical lens used for the synthesis is based on Bernstein´s theory of pedagogic codes. In the re-analysis we draw on previous studies of policy, curriculum and educational praxis as well as official statistics. The main conclusions are that contemporary policy and curriculum trends in all three countries are dominated by a neo-liberal discourse stressing principles such as "market relevance" and employability. This trend strengthens the academic-vocational divide, mainly through an organisation of knowledge in VET that separates it from more general and theoretical elements. This trend also seems to affect VET students' transitions in terms of reduced access to higher education, particularly in male-dominated programmes. We also identify low expectations for VET students, manifested through choice of textbooks and tasks, organisation of teacher teams and the advice of career counsellors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01