The role of VET in a green transition of industry: a literature review

Purpose: This article examines the role of Vocational Education and Training (VET) in a green transition of industry. In the world of industry, battling climate change is often treated as a technical issue, but recent research on VET has tried to balance the technological paradigm with more human-centric approaches. The literature review addresses emergent VET research that presents various and partially competing perspectives on the purpose of VET in relation to climate change. Methods: We use an integrative literature review to investigate this complex topic. This technique is particularly useful for making sense of emergent research concepts, as well as various, and partially competing, theoretical and methodological approaches. It also allows us to incorporate literature from different countries and VET systems. The main search was performed in Scopus during March 2023, and included studies published within a timespan of eight years (2016–2023). Findings: Through a qualitative content analysis, we have identified five cross-cutting themes in the literature: Conceptualising ill-defined concepts of green jobs and skills; high-tech solutions in the movement towards a fourth industrial revolution versus inclusive growth for VET greening; towards sustainable work-based learning for green skills in VET; radical transformative approaches to a just green transition; and the co-creation of skill-formation ecosystems. The analysis has highlighted the ways in which VET can take on different roles in the green transition, and that these roles can be developed successively in parallel with a green transition in industry. In the development of the role of VET, it is also relevant to consider the contrast between transitional approaches and transformative approaches in VET research. While transitional approaches are recurrently marked by empirical research in specialised areas and subsystems within society, transformative approaches are characterised by a stronger focus on societal transformation (large-scale changes), power dynamics, and social justice. Conclusion: In conclusion, we suggest an analytical model that synthesises research on what role VET can play in a green transition of industry. The development model highlights that VET can take on different roles in a green transition and can gradually develop in parallel with a green transition in industry. (DIPF/Orig.

The Role of VET in a Green Transition of Industry: A Literature Review

Purpose: This article examines the role of Vocational Education and Training (VET) in a green transition of industry. In the world of industry, battling climate change is often treated as a technical issue, but recent research on VET has tried to balance the technological paradigm with more human-centric approaches. The literature review addresses emergent VET research that presents various and partially competing perspectives on the purpose of VET in relation to climate change. Methods: We use an integrative literature review to investigate this complex topic. This technique is particularly useful for making sense of emergent research concepts, as well as various, and partially competing, theoretical and methodological approaches. It also allows us to incorporate literature from different countries and VET systems. The main search was performed in Scopus during March 2023, and included studies published within a timespan of eight years (2016–2023). Findings: Through a qualitative content analysis, we have identified five cross-cutting themes in the literature: Conceptualising ill-defined concepts of green jobs and skills; high-tech solutions in the movement towards a fourth industrial revolution versus inclusive growth for VET greening; towards sustainable work-based learning for green skills in VET; radical transformative approaches to a just green transition; and the co-creation of skill-formation ecosystems. The analysis has highlighted the ways in which VET can take on different roles in the green transition, and that these roles can be developed successively in parallel with a green transition in industry. In the development of the role of VET, it is also relevant to consider the contrast between transitional approaches and transformative approaches in VET research. While transitional approaches are recurrently marked by empirical research in specialised areas and subsystems within society, transformative approaches are characterised by a stronger focus on societal transformation (large-scale changes), power dynamics, and social justice. Conclusion: In conclusion, we suggest an analytical model that synthesises research on what role VET can play in a green transition of industry. The development model highlights that VET can take on different roles in a green transition and can gradually develop in parallel with a green transition in industry.

Bridging the gaps: Recent reforms and innovations in Swedish VET to handle the current challenges

In this report we discuss the recent reforms and other innovations within Swedish initial VET since the mid of 1990s. Using a descriptive approach, we will analyse the current state of play for initial VET in relation to what we in the Nord-VET project address as key challenges for the Nordic VET systems. One of the challenges concerns the double challenge of creating and maintaining strong links between education and the labour market while at the same time securing young people’s pathways to further studies and higher education. Related to this double challenge is the associated policy-goal for achieving parity of esteem between general and vocational upper secondary education respective social inclusive goals. However, the different policy-goals of initial VET can sometimes come in conflict. That is, something that is intended as an improvement in one area can have negative side effects in another area, thus leading to a numbers of dilemmas for policy-makers. Regarding the sources or agency for innovations in the field of initial VET one may distinguish a range of various sources, such as: politically initiated innovations; internal initiation of education change (e.g. the initiatives of education personnel); external transactions where groups outside education impose new demands and pressures on schools (Lundahl, 2011; Billett, 2014). The first part of the report illuminates governmental reforms and innovations that might indicate more or less profound changes within the school-based VET-system in Sweden. Here, the latest educational reform of upper secondary school and the political movement to create a stronger fit between initial VET and working life, including the reintroduction of regular apprenticeship programmes in the gymnasium, is a case in point. Such politically driven reforms and innovations can in turn be analysed in relation to the institutional preparedness of school institutions and labour market organisations to make the indented education changes to happen in reality. Even if school institutions are influenced by educational policies, they enjoy a relative autonomy vis-á-vis governmental politics. In consequence, adjustments and different interpretations of political reforms are made in school settings in accordance with the values, norms, and conditions that constitute and reproduce the institutions (Streek & Thelen, 2005). Besides changes initiated by governmental politics, the report will also point at the recent innovations emerging from different labour market sectors that need skills provisions from upper secondary schools.Nord-VET- the future of vocational education and training in the Nordic countrie

Bridging the gaps: Recent reforms and innovations in Swedish VET to handle the current challenges

In this report we discuss the recent reforms and other innovations within Swedish initial VET since the mid of 1990s. Using a descriptive approach, we will analyse the current state of play for initial VET in relation to what we in the Nord-VET project address as key challenges for the Nordic VET systems. One of the challenges concerns the double challenge of creating and maintaining strong links between education and the labour market while at the same time securing young people’s pathways to further studies and higher education. Related to this double challenge is the associated policy-goal for achieving parity of esteem between general and vocational upper secondary education respective social inclusive goals. However, the different policy-goals of initial VET can sometimes come in conflict. That is, something that is intended as an improvement in one area can have negative side effects in another area, thus leading to a numbers of dilemmas for policy-makers. Regarding the sources or agency for innovations in the field of initial VET one may distinguish a range of various sources, such as: politically initiated innovations; internal initiation of education change (e.g. the initiatives of education personnel); external transactions where groups outside education impose new demands and pressures on schools (Lundahl, 2011; Billett, 2014). The first part of the report illuminates governmental reforms and innovations that might indicate more or less profound changes within the school-based VET-system in Sweden. Here, the latest educational reform of upper secondary school and the political movement to create a stronger fit between initial VET and working life, including the reintroduction of regular apprenticeship programmes in the gymnasium, is a case in point. Such politically driven reforms and innovations can in turn be analysed in relation to the institutional preparedness of school institutions and labour market organisations to make the indented education changes to happen in reality. Even if school institutions are influenced by educational policies, they enjoy a relative autonomy vis-á-vis governmental politics. In consequence, adjustments and different interpretations of political reforms are made in school settings in accordance with the values, norms, and conditions that constitute and reproduce the institutions (Streek & Thelen, 2005). Besides changes initiated by governmental politics, the report will also point at the recent innovations emerging from different labour market sectors that need skills provisions from upper secondary schools.Nord-VET- the future of vocational education and training in the Nordic countrie

Altruismens kollektiva former : Om altruistiska ”yrkeshjältar” utifrån Durkheim

Collective forms of altruism. On Durkheim’s “vocational heroes” The present article applies Émile Durkheim’s perspective on altruism as a collective phenomenon in today’s working life. By so doing, the article re-actualizes the classic sociological problem of how altruism and working life can be reconciled. Auguste Comte and Herbert Spencer laid the foundation for two competing solutions to that question: moral regulations versus altruistic competition. Based on Durkheim’s thinking, two overlooked collective forms of altruism are elaborated: civic altruism (professional etic and civic morals) and heroic altruism (ancient virtues and military spirit). These forms of self-sacrificing altruism are relevant to the changing ideals and conditions of working life. Vertical differentiation is another factor that matters in producing altruistic heroes, such as the cosmopolitical hero, the local patriotic hero, the brave or immoral citizen in emergencies.Sociologisk Forsknings digitala arkiv</p

Lokala industriers betydelse för yrkesutbildningen på orten

Vad industriarbete innebär i globala, högteknologiska samhällen är om diskuterat. Denna studie belyser hur gymnasial yrkesutbildning förbereder yrkeselever för industriyrken inom sex orter i en industrität svensk region. Med utgångspunkt i forskning om yrkeslärande och institutionellt perspektiv studeras hur lokala industrikontexter influerar yrkesutbildningars utformning, till innehåll och form. Resultatet ger en mångfacetterad bild av hur förutsättningar för elevers arbetsplatsförlagda yrkeslärande varierar beroende på industriföretagens storlek, arbetsvillkor och produktion. Vidare identifieras och diskuteras olika lager av samspelsprocesser mellan skola–industrier–lokalsamhälle som sammantagna formar förutsättningarna för yrkesutbildning. De är kopplade till hur industriernas kortsiktiga och långsiktiga kompetensbehov möter lokalsamhällenas behov samt ungas önskemål.This study examines how upper secondary school vocational education prepares students for future industrial work in six municipalities in Sweden. The result provides a multifaceted picture of modern industrial work and how industrial contexts influence the design of vocational education. The conditions for students’ workplace-based learning varies depending on the size, working conditions and production logic of industrial companies. In conclusion, different layers of impact processes are identified in the intersection between the school-industry-local community. They are linked to how the industries’ short-term and long-term competence needs, meet the needs of local communities and young people’s wishes