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General knowledge in vocational education
(History and Education)ORCID iD: 0000-0001-5222-6229
2012 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The 2011 reform of national curriculum of Swedish upper secondary school decreases time for compulsory general subjects in the vocational educational programs– Swedish from 200 to 100 credits, civics from 100 to 50 and aesthetic elective from 50 to none. History on the other hand moves in opposite direction when made compulsory, constituting a minimum of 50 credits in all programs. The study aims to create a wider understanding of the role ascribed to general knowledge in vocational education for youth by investigating the development of curricula from 1948 to present time by to illuminating the ideas and notions concerning general subjects. What is articulated about the purpose and function of the subjects? How do the ideas develop over time - concerning the composition, the time designated and the expectations of the learning outcomes of different subjects promoting general knowledge? Which images of vocational students’ need, ability and interest – and the need from society and employers – concerning general knowledge are formulated in the material? A set of government commission reports, terms of reference for the commissions, reports by the Ministry of Education and parliamentary records concerning the organisation of vocational education constitute one set of primary sources. Another set of sources are made up of periodicals for vocational schools (Tidskrift för praktiska ungdomsskolor samt Tidskriften för yrkesutbildning). The purpose of including the periodicals is the possibility of inquiring how the proposals of increased general subjects in the curriculum were perceived by the organisation representing the producers of vocational education. Were the increases applauded or criticised? Ideal categories, e.g. “empowerment and emancipation”, “human capital and supply of labour” and “decreased social stratification”, constitutes the theoretical framework for analysis and serves as a dimensional backdrop by which a pattern of the ideas that have governed the decisions can be made visible.

Place, publisher, year, edition, pages
2012.
National Category
History and Archaeology Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-135203OAI: oai:DiVA.org:umu-135203DiVA: diva2:1097219
Conference
Femte nordiska utbildningshistoriska konferensen, 26-28 september 2012, Umeå
Available from: 2017-05-22 Created: 2017-05-22 Last updated: 2017-06-12Bibliographically approved

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Ledman, Kristina
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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf