Organising Opportunities for All: Building Equity in Vocational Education and Training

Autor/inn/en	Rapp, Anna Cecilia; Knutas, Agneta
Titel	Organising Opportunities for All: Building Equity in Vocational Education and Training
Quelle	In: Educational Research, 65 (2023) 2, S.267-283 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rapp, Anna Cecilia) ORCID (Knutas, Agneta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2023.2203145
Schlagwörter	Equal Education; Vocational Education; Rural Education; Access to Education; Education Work Relationship; Rural Areas; Foreign Countries; Educational Opportunities; School Business Relationship; Norway + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Ländliche Erwachsenenbildung; Education; Access; Bildung; Zugang; Bildungszugang; Rural area; Ländlicher Raum; Ausland; Bildungsangebot; Bildungschance; Norwegen
Abstract	Background: Educational opportunities and access vary according to location. In rural areas, the cultural, social and material consequences for local communities depend on the nature and degree of support for rural schools. There is a need to understand more about how the organisation of vocational education and training (VET), and the activities within it, relate to equity. Purpose: The research sought to explore how the organisation of VET in a rural area of Norway, involving collaboration between school, training agency and local businesses/institutions, constructed notions of equity in VET. Methods: A case study methodology was utilised. In-depth interviews were undertaken with personnel within a rural community (staff representing the school, training agency and businesses/institutions) who were supporting a VET education programme. Data were analysed qualitatively, using a narrative synthesis procedure. Findings: Detailed analysis of rich interview data indicated that strong institutional and pedagogical approaches were employed to support students throughout their VET education. According to the participants' perceptions, the school, training agency and businesses/institutions focused on stabilising each other in the process of supporting equity in VET. Continuing ongoing work and reconstruction of traditions and routines appeared to contribute to the integration of the different actors' work in organising equity in VET. Conclusions: Our study highlights how, in a rural community, opportunities for all in VET may be constructed and reconstructed through ongoing work which is connected to the foundations of the local context. The reconstruction needs to be maintained through networks and connections within and between the school, training agency and the businesses/institutions. This, in turn, can contribute to support for culture and welfare in the community to thrive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01