@article{Andersson_Wärvik_Thång_2015, title={Formation of Apprenticeships in the Swedish Education System: Different Stakeholder Perspectives}, volume={2}, url={https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/56}, DOI={10.13152/IJRVET.2.1.1}, abstractNote={<p><span class="tx" style="word-spacing: -0.36pt; top: 253.6pt; left: 54.8pt; width: 184.4pt; height: 9.9pt; border-width: 2pt 0 4pt 0;">The article explores the major features of </span><span class="tx f638" style="word-spacing: -0.33pt; top: 253.6pt; left: 239.1pt; width: 141.8pt; height: 12.2pt; border-width: 0 13pt 4pt 0;">the Swedish Government’s new </span><span class="tx" style="word-spacing: -0.24pt; top: 268.6pt; width: 370.8pt; height: 9.9pt; border-width: 0 13pt 4pt 11pt;">initiative - a school based Upper Secondary Apprenticeship model. The analyses are </span><span class="tx" style="word-spacing: 0.46pt; top: 281.3pt; width: 368.3pt; height: 9.9pt; border-width: 0 15pt 4pt 11pt;">guided by activity theory. The analysed texts are part of the parliamentary reform-</span><span class="tx" style="word-spacing: 0.59pt; top: 293.9pt; width: 370.9pt; height: 9.9pt; border-width: 0 13pt 4pt 11pt;">making process of the 2011 Upper Secondary School reform. The analyses unfold </span><span class="tx" style="word-spacing: 0.46pt; top: 306.5pt; width: 368.3pt; height: 9.9pt; border-width: 0 15pt 4pt 11pt;">how the Government, the Swedish Trade Union Confederation (LO), and the Con</span><span class="tx" style="word-spacing: 0.83pt; top: 319.2pt; width: 370.6pt; height: 9.9pt; border-width: 0 13pt 4pt 11pt;">federation of Swedish Enterprise (SN) construct Upper Secondary Apprenticeship </span><span class="tx" style="word-spacing: 0.95pt; top: 331.8pt; width: 370.6pt; height: 9.9pt; border-width: 0 13pt 4pt 11pt;">as an activity in the 21st century. The conclusion highlights how three traditional </span><span class="tx" style="word-spacing: 0.95pt; top: 344.6pt; width: 370.6pt; height: 9.9pt; border-width: 0 13pt 1pt 11pt;">aspects of Swedish initial vocational education and training (IVET) collide in the </span><span class="tx" style="word-spacing: -0.6pt; top: 354.9pt; width: 204.3pt; height: 9.9pt; border-width: 2pt 0 4pt 11pt;">formation of Upper Secondary Apprenticeship </span><span class="tx f638" style="top: 354.9pt; left: 214.3pt; width: 5.4pt; height: 12.2pt; border-width: 0 0 4pt 0;">–</span><span class="tx" style="word-spacing: -0.6pt; top: 354.9pt; left: 219.7pt; width: 161.3pt; height: 9.9pt; border-width: 2pt 13pt 4pt 0;"> a curriculum of labour market based </span><span class="tx" style="word-spacing: 0.23pt; top: 369.9pt; width: 370.9pt; height: 9.9pt; border-width: 0 13pt 4pt 11pt;">apprenticeships, a curriculum of school based IVET, and ill-defined curriculums of </span><span class="tx" style="word-spacing: 0.46pt; top: 382.5pt; width: 368.4pt; height: 9.9pt; border-width: 0 15pt 4pt 11pt;">school based apprenticeships. The emerging Upper Secondary Apprenticeship cur</span><span class="tx" style="word-spacing: -0.47pt; top: 395.1pt; width: 373.5pt; height: 9.9pt; border-width: 0 10pt 1pt 11pt;">riculum foreshadows multifaceted educational trajectories where the learning targets, </span><span class="tx f638" style="top: 405.5pt; width: 370.7pt; height: 12.2pt; border-width: 0 13pt 11pt 11pt;">and not the responsibility for the student’s learning are displaced from the school to </span><span class="tx" style="width: 99.6pt; height: 9.9pt; border-width: 0 10pt 11pt 11pt;">the workplace setting. </span></p>}, number={1}, journal={International Journal for Research in Vocational Education and Training}, author={Andersson, Ingela and Wärvik, Gun-Britt and Thång, Per-Olof}, year={2015}, month={Apr.}, pages={1–24} }