Collaboration between stakeholders in TVET

Project summary

One fundamental challenge in the future will be the development of new technological solutions and competences that support an economy and society that meet the requirements of sustainable development. Educational institutions play a vital role in providing relevant and effective competencies, as well as skilled workers as active agents in development of new technological solutions. In the Nordic countries, vocational education and training (VET) is a valued partner in providing highly qualified skilled workers into the workforce. However, VET is facing challenges due to providing the students with relevant and updated learning environments. Due to rapid changes in technology, workplaces integrate new technology much faster than vocational education. New technology and innovations in businesses put demands on VET, which requires new system for VET in the future. There is a need for building a mutual understanding and approaches to the future of the industry and companies and produce innovative methods and solutions together. The overall aim of this project is to investigate how cooperation and relations between stakeholders in technical vocational education and training system (TVET), both school and workplaces, can build and promote innovative and relevant learning environments in TVET. Firstly, the project aims to contribute to more in-depth knowledge about the transitions between learning contexts within the TVET system, as well as the transitions and relationship between the educational system and working life. Secondly, we want to address learning in TVET, more precisely with focus on mathematics, and investigate possibilities for building learning environment for all involved stakeholders in TVET. The project has a bottom-up research approach that combines and integrate skills from the disciplines of mathematics and technology (Physical Sciences & Engineering) and pedagogy (Social Sciences and Humanities). Technical and vocational education and training (TVET) research has become a recognized and well-defined area of interdisciplinary research, and we will also integrate system perspectives. The interdisciplinary approaches to learning in TVET related to mathematics enables new knowledge and new practices for sustainable VET in the Nordic countries. Hopefully, the Nordic model for sustainable collaboration between workplaces and education combines our recourses and offers global competitive advantage in producing sustainable products and services

Method

Mixed method design, case-studiar