Book Description

Rather than a distinct vocational education and training (VET) system, Swedish institutions include VET as part of an educational philosophy stressing equity, integration, and comprehensiveness. The VET system forms part of a comprehensive model of education stressing active citizenship, work life orientation, and preparation for further studies. The radical reform of the upper secondary system in 1991 resulted in decentralization, new curricula, and more individual choice. Measures taken to develop a more integrated system at the upper secondary level include extension of all programs to 3 years and application of a core curriculum approach to both academic and vocational programs. Of the 16 nationally determined programs, 14 are primarily vocational and 2 are focused on preparation for university. Important institutions at the adult and higher education level include vocational programs in municipal adult education, employment training, in-company training, and staff development. Trade unions have their own extensive education programs. The VET system is overwhelmingly publicly run and financed, with very few private providers of training. At the upper secondary level, national tests determine the achievement of quality standards. However, there is no formal system such as tests, diplomas, or national qualifications to recognize the acquisition of vocational skills and competencies. Among current trends influencing the VET system in Sweden are new developments in work and society that form a new context for policy implementation. These new developments include the following: the growth of unemployment, changing skill requirements, a new intercultural context, the challenge of lifelong learning, and deskilling and upgrading. (Four appendixes contain the following: acronyms and abbreviations, addresses of 20 major organizations, 81 resources and references, and a glossary.) (KC)