Session 5 Abstracts - NordYrk 2026

Author(s): Siw Watz, OsloMet; Henrik Hersom, Københavns Professionshøjskole & Vibe Aarkrog, Aarhus Universitet 
Category / based on: Research 
Presentation format: Paper presentation (5A, in Norwegian) 

Framing 

Et godt læringsmiljø i fag- og yrkesopplæringen er avgjørende for elevers og lærlingers læring, trivsel og motivasjon. Forskning viser at særlig sosiale og emosjonelle faktorer har stor betydning for kvaliteten i opplæringen, både i skolebaserte og bedriftsbaserte deler av utdanningsløpet (Wahlgren & Aarkrog, 2024; Wahlgren et al., 2025). Dette bidraget tar utgangspunkt i forskningsbasert og teoretisk kunnskap og belyser hvordan disse faktorene kommer til uttrykk i læringsmiljøet i fag- og yrkesopplæringen, samt hvordan de virker sammen.

Methodology 

Forskningsarbeidet er å skrive et kapittel til en yrkespedagogisk antologi, som yrkeslærere kan bruke i deres kvalifiseringsprosess. Vignettmetodikk er benyttet for å illustrere læringsteoretiske poenger, og kan på ulike måter knytte forskning til praksis, med potensial til å skape transformative erfaringer, ny innsikt og forståelse (Skilling & Stylianides, 2020). Vignettene baseres på en sammenstilling av forfatternes tidligere forskning, og refererer således til tidligere empirisk materiale.

Results or expected outcomes 

Med bakgrunn i arbeidet med prosjektet - å utvikle noen oppmerksomhetspunkter som kan bidra til å understøtte et godt læringsmiljø, med hensikt å medvirke til at elever og lærlinger gjennomfører sin fag- og yrkesopplæring. Det forventede outcome er et antologikapittel om læringsmiljøets sosiale og emosjonelle faktorer. 

References 

Juul-Wiese, T., Kamstrup, A. K., Hersom, H., & Christensen, M. K. (2025). Hvordan skabes det gode oplæringsmiljø? En kvalitativ analyse af oplæring på lærepladsen på tekniske og merkantile uddannelser. Københavns Professionshøjskole

Skilling, K., & Stylianides, G. J. (2020). Using vignettes in educational research: a framework for vignette construction. International journal of research & method in education, 43(5), 541-556.

Wahlgren, B. & Aarkrog, V. (2024) What constitutes a conducive learning environment in VET? NJVET, Vol. 14, No. 2, 105-126. DOI: 10.3384/njvet.2242-458X.24142105

Author(s): Trine Borgen Lindviksmoen & Torill Hammeren Møllerhagen, OsloMet yrkesfaglærerutdanningen 
Category / based on: Work in progress 
Presentation format: Paper presentation (5A, in Norwegian) 

Framing 

Det utvidede praksisbegrepet i Faglig råd for lærerutdanning 2025 søker å styrke studentenes mestringstro, skjønnsutøvelse og profesjonelle praksis(Regjeringen, 2025). I tråd med dette tilrettelegger vi for autentiske, erfaringsbaserte læringsformer ved å invitere elever inn i undervisningen på universitetet. Studentene planlegger og gjennomfører undervisning forankret i yrkesfaglig og pedagogisk praksis. Målet er å utforske hva de faktisk erfarer og lærer (Illeris, 2007). Studentene oppfatter og skaper mening individuelt og sammen(Dewey,1916/2018). Samtidig gir dette lærerutdannere mulighet til direkte observasjon, noe som er særlig relevant når ordinær praksisoppfølging ofte skjer digitalt

Methodology 

Studentene gjennomførte undervisningsopplegg for hverandre og for elever som del av et aksjonsforskningsprosjekt der én fase er fullført. Datamaterialet omfatter studentenes refleksjonsnotater, medstudenters tilbakemeldinger samt lærerutdannernes systematiske observasjoner og logger, som samlet belyser prosesser, utfordringer og muligheter for videre utvikling. 

Results or expected outcomes 

Foreløpige funn viser at studentene rapporterer større læringsutbytte og tydeligere progresjon når de underviser elever enn når de kun underviser medstudenter. Refleksjonsnotater, tilbakemeldinger og lærerutdannernes logger indikerer økt innsikt i sammenhengen mellom planlegging, gjennomføring og vurdering, noe som støtter tidligere forskning om erfaringslæring (Hiim & Hippe, 2022). 

References 

Dewey, J. (1916/2018) An introduction to the philosophy of education. I Dewey, J.: Democracy and education (s. 325 – 340). Project Gutenberg.

Faglig råd for Lærerutdanning 2025 (2020). Partnerskap for kvalitet i lærerutdanningene. Anbefalinger fra Faglig råd for Lærerutdanning 2025. https://www.regjeringen.no/contentassets/e29c3dc21bfa4edc9308f2fc6908afb3/partnerskap-for-kvalitet-i-larerutdanningene-004.pdf

Illeris, K. (2007). Læring. Roskilde Universitetsforlag

Hiim, H., & Hippe, E. (2022). Undervisningsplanlegging for yrkesfaglærere (4. utg.). Gyldendal Akademisk.

Author(s): Hannu L. T. Heikkinen, University of Jyväskylä; Stephen Billett, Griffith University; Maarit Virolainen, University of Jyväskylä; Päivi Tynjälä, University of Jyväskylä; Eeva K. Kallio, University of Jyväskylä; Anu Virtanen, University of Jyväskylä; Ella Pitkäranta, University of Jyväskylä & Rauno Huttunen, University of Turku
Category / based on: Research
Presentation format: Workshop (5B, in English)

Workshop abstract  

This workshop draws on the Wisdom in Practice project (2022-26), funded by the Research Council of Finland. It invites participants to reflect on professional learning beyond the acquisition of skills and competencies, emphasising judgement, responsibility, and understanding of society, working life, and the wider world. 

Professional practices today are increasingly shaped by wicked problems and ethical dilemmas linked to ecological, social, cultural, and economic sustainability. Responding to these challenges requires more than technical expertise; it calls for wise action grounded in practical deliberation within real work situations. The project builds on Aristotle’s concept of phronesis (practical wisdom), traditionally seen as a condition for living a good life (eudaimonia), and reinterprets it for the present global context, where human flourishing depends on the well-being of both human and non-human life. 

The project develops this perspective by (1.) advancing a contemporary theoretical account of practical wisdom, (2.) empirically examining how experienced professionals understand wisdom in their work, and (3.) developing pedagogical approaches in higher education that support its cultivation. 
The workshop actively engages participants in dialogue. Key questions include: What is most important in vocational education today and tomorrow?  These questions will be considered in a participatory manner, linking the research results to the participants' views.   

References 

Billett, S., Virolainen, M., Tynjälä, P. & Heikkinen, H. L. T. (2026). Wisdom in Practice: conceptions, perspectives and development. Springer.  

Kallio, E. K., & Tynjälä, P. (Eds.). (2025). What is Wisdom and Can it be Taught? : Philosophical, Psychological, and Pedagogical Perspectives. Routledge. https://doi.org/10.4324/9781003602149 

Heikkinen, H. L. T., Huttunen, R., Mahon, K., & Kemmis, S. (2024). Beyond an anthropocentric view of praxis : towards education for planetary well-being. Environmental Education Research, 30(7), 1147-1160. https://doi.org/10.1080/13504622.2024.2326460

Huttunen, R., & Heikkinen, H. L. T. (2024). Whose Well-Being? : Deep-Ecological and Posthuman Perspectives on ‘World Worth Living In’. In K. E. Reimer, M. Kaukko, S. Windsor, S. Kemmis, & K. Mahon (Eds.), Living Well in a World Worth Living in for All. Volume 2 : Enacting Praxis for a Just and Sustainable Future (pp. 21-30). Springer. https://doi.org/10.1007/978-981-97-1848-1_3 

Lähteenkorva, M., Tynjälä, P., & Kallio, E. K. (2025). From knowledge to wisdom in sustainable management education : Insights from a B Corp course. The International Journal of Management Education, 23(2), Article 101148. https://doi.org/10.1016/j.ijme.2025.101148 

Tynjälä, P., Kallio, E. K., Paananen, E., Virolainen, M., Virtanen, A. S., Ek, T., & Heikkinen, H. L. T. (2025). Pedagogical practices for nurturing wisdom in educational contexts. In E. K. Kallio, & P. Tynjälä (Eds.), What is Wisdom and Can it be Taught? : Philosophical, Psychological, and Pedagogical Perspectives (pp. 35-63). Routledge. https://www.taylorfrancis.com/books/oa-mono/10.4324/9781003602149/wisdom-taught-eeva-kallio-paivi-tynjala
 

Author(s): Susanna Kouri & Ellinoora Köpman, Kemi-Tornionlaakson koulutuskuntayhtymä Lappia/Ammattiopisto Lappia 
Category / based on: Development project 
Presentation format: Paper presentation (5C, in English) 

Framing 

We present the Language Coach model developed at Vocational College Lappia as part of the Diverse Working Life in Lapland (ESF+) group project. The Language Coach approach represents an exemplary pedagogical practice that supports the language acquisition of employees with a foreign-language background in a strongly work-based manner, while simultaneously strengthening the language awareness of the entire work community through concrete, everyday actions. The model is grounded in constructive, solution focused dialogue between educational institutions and workplaces. By integrating technology and artificial intelligence, the approach can be enhanced with innovative solutions.

Methodology 

The Language Coach model is designed according to the specific needs of each work community. Activities are implemented in close collaboration between the vocational institution and the workplace. The process begins with an assessment of the initial situation conducted together with supervisors and staff. The measures are then tailored based on this needs assessment. These may include hands-on staff training in language awareness and clear communication and training in multicultural competence. 

Results or expected outcomes 

We present examples and outcomes of how the model has been implemented in different sectors and describe work communities’ experiences with the approach.As part of the Language Coach activities, a novel method for assessing professional language proficiency has been implemented in workplaces. These assessments have utilized the SkillCompass AI tool, which enables the mapping and evaluation of professional interaction skills among social and healthcare workers.

References 

Hemminki, Kouri & Köpman 2025: Tekoäly osaamisen ja kielitaidon arvioinnissa - esimerkkinä sosiaali- ja terveysala. ITK - Interaktiivinen Tekniikka Koulutuksessa 2025 julkaisusarja. Suomen eOppimiskeskus ry. https://indd.adobe.com/view/58b43d67-d091-464e-86cf-5625a122b4bc

Becoming a member of Finnish work community: migrant students' experiences of learning at workplaces 

Author(s): Katarzyna Kärkkäinen, University of Jyväskylä 
Category / based on: Work in progress 
Presentation format: Paper presentation (5C, in English) 

Framing 

The study focuses on the experiences of migrant students learning to become practical nurses in Finland. It specifically examines the journeys of two students with refugee backgrounds. Vocational education and training (VET) has been shown to unlock migrants' skills and help them find attachemnt to the local labor market and community (Bergseng et al., 2019; Moreno Herrera, et al., 2022). However, numerous challenges have been identified in migrants completing their vocational studies (Paul, 2023) and learning in workplaces (Kärkkäinen et al., 2025), complicating their learning and integration pathways.

Methodology 

The study is based on rich ethnographic material and long-term collaboration with stakeholders in the social and health care sector. The data includes fieldnotes from students' observations at workplaces and school sessions, as well as audio recordings of participatory workshops and discussions with students. The material was analyzed using the principles of narrative analysis (Riesman, 2008).    

Results or expected outcomes 

The analysis revealed that students entered practical nurse training for a variety of reasons, with working as a practical nurse not necessarily being the ultimate goal. For some, this was a step toward finding attachment to Finnish working life. Participation in the training was a pivotal experiences that led to a reevaluation of some students' professional goals, and their perceptions about working in the field. The results challenge the practice of redirecting migrants to specific fields.  

References 

Bergseng, B., Degler, E., & Lüthi, S. (2019). Unlocking the potential of migrants in Germany. OECD reviews of vocational education and training. OECD iLibrary. https://doi.org/10.1787/82ccc2a3-enKärkkäinen, K., Virolainen, M. H., Virtanen, A., & Tynjälä, P. (2025). Work-based learning in migrant education: The case of Finnish vocational education. Social Sciences, 14(5), Article 275. https://doi.org/10.3390/socsci14050275

Moreno Herrera, M., Teräs, M, Gougoulakis P., & Kontio, J. (Eds.), Migration and inclusion in work life – role of VET. (Emergent Issues in Research on Vocational Education and Training vol. 7). Premiss.

Paul, E. (2023). ‘The wrong’ kind of students or ‘Santa’s workshop’? Teaching practices for newly arrived migrant students in Swedish upper secondary VET. Vocations and Learning, 16(1), 157-177. https://doi.org/10.1007/s12186-023-09313-2

Riesman, C. (2008). Narrative methods for human sciences. SAGE

Author(s): Sonya Sahradyan, University of Jyväskylä
Category / based on: Research 
Presentation format: Paper presentation (5C), in English 

Framing 

In recent years, there has been a growing academic interest in migrants’ experiences of learning Finnish. While most research has centred on formal classroom learning, relatively few studies have explored non-formal and informal learning in workplace settings. Furthermore, the development of language skills in such settings has been largely overlooked. This ethnographic study, drawing on a personal curriculum perspective (Billett, 2023), examines the experiences of a vocational education and training (VET) intern with a migrant background, focusing on how Finnish is learnt and language skills are developed through non-formal and informal learning during a practical training placement. 

Methodology 

The study adopts a multi-sited and institutional ethnographic approach (Marcus, 1995; Smith, 2005), following a VET intern with a migrant background across workplace settings and activities. The dataset includes participant observations, fieldnotes, ethnographic conversations and interviews, and institutional documents. By integrating personal and institutional narratives, the analysis offers a nuanced understanding of workplace practices and the intern’s lived experiences of learning Finnish. 

Results or expected outcomes 

The findings indicate that learning Finnish through non-formal and informal learning during the practical training placement was shaped by the intern’s engagement and the workplace affordances. Informal learning occurred through social interactions, whereas non-formal learning was embedded in work tasks. These experiences primarily supported the development of Finnish oral skills over written skills and provided limited opportunities to develop professional language skills related to VET studies. 

References 

Billett, S. (2023). The personal curriculum: Conceptions, intentions and enactments of learn-ing   across working life. International Journal of Lifelong Education, 42(5), 470–486.
Marcus, G. E. (1995). Ethnography in/of the world system: The emergence of multi-sited eth-nography. Annual Review of Anthropology, 24, 95–117. 
Smith, D. E. (2005). Institutional ethnography: A sociology for people. AltaMira Press. 

Author(s): Mika Alhonkoski & Annukka Tapani, Tampere University of Applied Sciences

Category / based on: Work in progress

Presentation format: Workshop (5D, in English) 

Workshop abstract 

Vocational education is often approached through the lenses of labour market relevance, skills matching and efficiency. This workshop reverses this perspective by inviting participants to explore a future in which vocational civic education, inspired by the concept of the worker citizenship, has become a central educational and societal force. In this imagined future, vo-cational education is not merely a pathway to employment but a key arena for fostering civic understanding, sustainability, democracy and meaningful agency.

The workshop uses the empathy-based method to support future-oriented imagination. Partic-ipants immerse themselves in a fictional future where the civic mission and pedagogical role of vocational education have evolved. Working in small groups, they respond to empathy-based narratives and reflect on what teaching, learning and curricula would look like in such a future, with attention to how vocational competence and civic responsibility are interwoven. 

The workshop aims to (1) co-create future-oriented knowledge to support vocational education development, and (2) introduce a participatory method applicable in research, teacher educa-tion and educational development. The workshop is intended for researchers, teacher educa-tors, teachers and educational developers interested in vocational education, civic learning and participatory methods.

References 

Wheelahan, L., & Moodie, G. (2017). Vocational education qualifications’ role in futures for work. Journal of Education and Work, 30(8), 851–865. https://doi.org/10.1080/13639080.2017.1397734

Ågren, S. (2024). Shaping worker-citizenship: Young vocational education graduates’ labour market positionings within new adulthood. Journal of Youth Studies, 27(6), 819–834. https://doi.org/10.1080/13676261.2023.2174009

Wallin, A., Helenius, J., Saaranen-Kauppinen, A., & Eskola, J. (2019). The empathy-based method in social research. Qualitative Research in Psychology, 16(3), 377–394. https://doi.org/10.1080/14780887.2018.1536392

Author(s): Sanna Paananen, Minna Koskinen & Minna Silvennoinen, Jamk University of Applied Sciences

Category / based on: Work in progress

Presentation format: Paper presentation (5E, in English) 

Framing 

Ukrainian VET faces challenges due to rapid digitalisation of agriculture, skills mismatches with labour market demands, and disruptions caused by ongoing conflict. Precision farming, drone technologies, and data-driven decision-making increasingly define agricultural work, yet VET provision often relies on limited digital pedagogy. This paper frames a needs analysis conducted within the TUADIG project, which aims to modernise Ukrainian agricultural VET through simulation-based learning and XR technologies. The analysis focuses on identifying gaps in digital competencies, pedagogical practices, and professional development needs among agricultural VET teachers and key stakeholders. 

Methodology 

The study employs a needs analysis based on survey administered to Ukrainian agricultural VET teachers, institutional representatives, and sector stakeholders. The survey addresses current use of digital technologies, simulation and real-equipment training practices, perceived competence levels, and professional development needs. Quantitative data are analysed descriptively, complemented by qualitative analysis of open-ended responses to contextualise skill gaps and pedagogical challenges.

Results or expected outcomes 

Data collection takes place in March–April across partner VET institutions and enterprises in Ukraine. Results will inform the design of targeted professional development initiatives and curriculum innovations within the TUADIG project. The findings will provide concrete directions for advancing digital and simulation based teaching in Ukrainian agricultural VET and clarify how vocational education develops under major disruption.

References 

Adeyemi, A., Ma, S., Zhihong, X., & Quijada-Landaverde, R. (2024). Outcome-Based Use of Simulation in Agricultural Sciences: A Systematic Literature Review. NACTA Journal, 68(1).

European Commission, Joint Research Centre. (2025). DigComp 3.0: European Digital Compe-tence Framework – Fifth Edition. Publications Office of the European Union. https://doi.org/10.2760/0001149

European Education and Culture Executive Agency (Eurydice). (2025, 4 September). National reforms in vocational education and training: Ukraine. Eurypedia. https://eurydice.eacea.ec.europa.eu/eurypedia/ukraine/national-reforms-vocational-education-and-training

OECD. (2021). Strengthening agricultural vocational education and training. 

Sustainable Competence Development: Implementing a Pedagogical Process Model for Peer Learning in Nursing Education

Author(s): Petra Ekman, Jessica Silfver & Maria Appelroth, Yrkeshögskolan Arcada

Category / based on: Development project

Presentation format: Paper presentation (5E, in English) 

Framing 

Practical training in nursing is under pressure due to EU directives requiring extensive direct patient contact and a shortage of placements. The project "Hållbar kompetensutveckling" explores peer learning as a solution. Grounded in social constructivism and Dewey’s "learning by doing," the model shifts focus to student-centered, collegial learning. By utilizing frameworks like Constructive Alignment (CA) and Community of Inquiry (COI), the model aims to create a structured environment that promotes student autonomy while optimizing supervisors workload in strained healthcare settings. 

Methodology 

The study utilized a deductive qualitative approach within the "Hållbar kompetensutveckling" project. A process model was developed based on CA and COI frameworks and piloted across four clinical units. Data collection included reflective learning diaries and focus group interviews with students (N=3) and supervisors (N=10) with varying levels of experience. Analysis focused on four categories: professional development, learning, the supervision process, and support/training needs.

Results or expected outcomes 

Results indicate that peer learning accelerates student independence and strengthens "soft skills" like collaboration and accountability. The model optimizes supervisor workload by allowing students to support each other, freeing supervisors for other tasks. Key success factors include a safe learning climate, mutual trust, and structured reflection. Still, implementation requires clear organizational support and pedagogical training for supervisors to effectively transition into mentor roles.

References 

Ekman,  P., Silfver, J., Appelroth M., 2025, Tillsammans är bättre än ensam - peer learning i klinisk praktik in C. Kiukas, F. Levälahti, M. Sandell, C. Tigerstedt, (Eds.), Pedagogik i utveckl-ing: innovation, samverkan och hållbarhet i högre utbildning, pp. 80-90

 Ekman, P., Karbin, D., Sjölund, T., & Stockmann-Broo, C. (2021). Studentstyrt lärande - praktik inom vårdutbildningen. In C. Kiukas, T. Ståhl, C. Tigerstedt, & D. Haldin (Eds.), Utforskning av pedagogisk praktik - en drivkraft för framtidens Arcada. (pp. 89–97).

Morris, T. H., Koutsouris, G., Stentiford, L., & Bremner, N. (2025). Self-directed learning—a framework for inclusion ‘In’ and ‘Through’ Education – A systematic review. In Review of Education (Vol. 13, Issue 1). John Wiley and Sons Inc. https://doi.org/10.1002/rev3.70028

Brodin, H. (2025, February 12). Bakgrund - Peer learning. Karolinska Institutet. https://medarbetare.ki.se/utbildningsstod/undervisning-och-larande/pedagogik-i-vil/peer-learning-guiden/bakgrund-peer-learning

Vocational education after Auschwitz – Reactualisation of the Critical Concept of Bildung by of H.-J. Heydorn 

Author(s): Franz Kaiser, University of Rostock 

Category / based on: Research

Presentation format: Paper presentation (5E, in English) 

Framing 

The Shoah in Germany creates a particular need for education against racism and inhuman discrimination. At the same time, these topics are rarely included in VET. Based on the critical theory of the Frankfurt School and its further development in H.-J. Heydorn's Bildung-concept, this contribution provides impetus for a revision of German VET. Parallels can be found here with the discourses on anchoring sustainability goals and political education in VET, references to current dangers of totalitarian aspirations, but also opportunities for the further development of VET that promotes democracy. What can be learned from this for today?

Can this topic also inspire Nordic VET and theory?

Methodology 

The contribution is based on official documents, Heydorns books and articles and several discussions and papers on the relationship between critical theory and VET. 

Results or expected outcomes 

Considerations regarding a critical, emancipatory theory of education lead to conclusions about the direction of vocational education in Germany, which are linked to current discourses. They provide inspiration to think beyond practice-oriented skills training in vocational education that meets the needs of the labor market. The consequences for a revision of what Lindberg has called “vocational knowing” become apparent.

References 

Heydorn, H.-J. (1970). Über den Widerspruch von Bildung und Herrschaft. Syndikat

Kaiser, F. (2024). Berufsbildung nach Auschwitz – Kritische Gestaltungsfähigkeit als unteilbares Bildungsziel in der Demokratie. (VET after Auschwitz – Critical ability to shape future as an indivisible educational goal in democracy). In Bicheler, J.; Hainricht, G.; Wasserloos, Y. & Weber, J. (edit.) Laboratorium Demokratie. Wochenschau

Lindberg, V. (2003).Vocational knowing and the content in vocational education. International Journal of Training Research, 1(2), 40-61, https://doi.org/10.5172/ijtr.1.2.40

Rönnlund, M; Ledman, K.; Nylund, M. & Rosvall, P.-A. (2019). Life Skills for 'Real Life': How Critical Thinking Is Contextualised across Vocational Programmes. Educational research 61 (2), 302-318. 

Author(s): Bård Yngve Gullvik, André Rondestvedt & John E. Storvik, Nord universitet 
Category / based on: Research 
Presentation format: Paper presentation (5G, in Norwegian) 

Framing 

Norske studenter som tar en bachelor yrkesfaglærer gjennomfører 60 dagers praksis i bedrift eller kommune i løpet av det tre-årige studiet. Den yrkesfaglig praksisen skal sikre studentene en bredde og en dybde kompetanse rundt eget yrke og utdanningsprogram. Det er lite forskning knyttet til hva som legger til rette for en god kvalitet i praksisen. I den forbindelse er det ønskelig å også se nærmere på andre studieprogrammer. Både nasjonalt og internasjonalt. Forskningsspørsmålet som stilles er, hvilke faktorer fremmer og hemmer god kvalitet under opplæring i bedrift for studenter i høyere utdanning? Teoretiske perspekter er erfaringslæring og læring i praksisfelleskaper. 

Methodology 

Litteraturstudie ved bruk av PRISMA modellen. PRISMA-modellen (Preferred Reporting Items for Systematic reviews and Meta-Analyses) er en internasjonalt anerkjent standard for å rapportere litteraturstudier, systematiske oversikter og metaanalyser. Modellen består av et flytskjema som visuelt dokumenterer utvelgelsesprosessen av studier (identifikasjon, screening, inkludering) og en sjekkliste på 27 punkter for transparens. 

Results or expected outcomes 

Resultatene viser at for å legge til rette for god kvalitet i praksisperioden, så må praksis planlegges ved å se på læringsutbyttebeskrivelsene, gjennomføre forventningsavklaringer til partene, bruke refleksjonsnotat, og oppfølging av en universitetsansatt. Utdanningen må også ivareta vekslingen mellom det å være student inne på utdanningen og det å være student ute i praksis på en god og trygg måte. Studenten må få erfare utvikling av egen kompetanse som aktiv deltaker i praksisfellesskapet.   

References 

Kunnskapdepartementet (2025). Forskrift om rammeplan for yrkesfaglærerutdanning for trinn 8-13. https://lovdata.no/forskrift/2025-07-04-1453

Lave, J. & Wenger, E. (2008). Situated learning. Legitimate peripheral participation. New York: Cambridge University Press.

Schön, D. (1983). The Reflective Practitioner. How Professionals Think in Action. Basic

Karrierelæring med et yrkesblikk fra ungdomsskole til videregående skole – et samhandlingsprosjekt

Author(s): May Helen Austad, Universitetet i Agder/Lindesnes commune; Monika Øgård, Universitetet i Agder & Annlaug Bragdø, Agder Fylkeskommune
Category / based on: Development project 
Presentation format: Paper presentation (5G, in Norwegian) 

Framing 

Det er et økende behov for mer helhetlige og praksisnære utdanningsløp som kan styrke unges motivasjon, mestring og overgang mellom ungdomsskole og videregående opplæring. For å utvikle kunnskapsbaserte og relevante tiltak trengs arenaer der skole, arbeidsliv og forskning kan møtes som likeverdige partnere. En regional dialogkonferansen skal fungere som et startpunkt for å utvikle en sammenhengende modell der arbeidslivet inngår som aktiv utviklings- og utdanningspartner i et mer praktisk og yrkesrettet utdanningsløp.

Methodology            

Konferansen gjennomføres som en dialog- og samskapingsarena der lærere, skoleledere, støttefunksjoner, arbeidsgivere, ungdom, forskere og beslutningstakere deltar som likeverdige partnere. Programmet kombinerer kunnskapsinnlegg, dialoger og gruppearbeid for å identifisere behov og tiltak. Arbeidsformen bygger på tverrsektorielt samarbeid og danner første steg i et regionalt utviklings- og forskningsløp som skal informere en kommende NFR søknad.

Results or expected outcomes 

Konferansen skal etablere en felles kunnskapsplattform, styrke samhandling mellom skole, arbeidsliv og høyere utdanning, og fremme forskningsbasert utvikling av offentlige tjenester. Den vil identifisere regionale behov og danne en første skisse til en handlingsplan. Satsingen forventes å støtte mer praksisnære læringsformer, bedre overganger og sterkere kobling til arbeidslivets kompetansebehov.

References 

Bakken, A. (2023). Ungdata 2023: Nasjonale resultater. NOVA/OsloMet.

Levin, M. (1999). Action research paradigms and the Nordic tradition. AI & Society, 13(3), 213–228.

OECD. (2021). Career guidance for a changing world.

Premisser for yrkesdidaktisk praksis  

Author(s): Merete C. Rekdahl & Jan M. Paulsen, OsloMet 
Category / based on: Work in progress 
Presentation format: Paper presentation (5G, in Norwegian) 

Framing 

Artikkelen undersøker hvilke premisser stortingsmeldinger gir for yrkesdidaktisk praksis i samarbeid mellom skole og arbeidsliv. Det forventes at skolene samarbeider med arbeidslivet for å sikre relevant opplæring, men dette er utfordrende, blant annet å skape sammenheng mellom utdanningens innhold og arbeidslivets behov. Stortingsmeldinger gir styringssignaler som påvirker skoleledelse, læreres praksis og elevenes læring. Etter Kunnskapsløftet har økt statlig styring skapt ubalanse mellom kontroll av kvalitet og behov for fagkompetanse. Artikkelen er et bidrag i diskusjonen om styring og skoleledelse for kvalitet i yrkesfagutdanningen. 

Methodology 

Artikkelen analyserer statlige styringssignaler i fire stortingsmeldinger fra 2007–2021 for å undersøke hvilke signaler som gis og hvordan de påvirker samarbeid mellom skole og arbeidsliv. Studien bygger på utdanningsvitenskap om styring, skoleledelse og yrkesdidaktikk, og bruker tematisk analyse og tekstkondensering. Resultatene drøftes med Lundgrens fire styringssystemer: lov-, ideologi-, økonomi- og evalueringssystemet. 

Results or expected outcomes 

Vi fant styringssignaler innen alle Lundgrens (2002) fire områder. Resultatene tyder på at tiltakene ikke direkte retter seg mot formelle samarbeidsstrukturer mellom skole og arbeidsliv og at de ofte blir for brede. Utydelige styringssignaler kan svekke de politiske målene for yrkesfagutdanningen. Funnene peker på behovet for større forståelse for fag- og yrkesopplæring i politikkutforming for mer treffsikre tiltak.

References 

Deichman-Sørensen, T. (2015). «Lik kvalitet»–fra yrkesstyring til ytrestyring, fra praksisfellesskap til fellesmarked. I Yrkespedagogiske perspektiver. Gyldendal. 

Gonon, P. (2014). What makes the dual system to a dual system? A new attempt to define VET through a governance approach. Berufs-und Wirtschaftspädagogik, (25), 1-13. https://doi.org/10.5167/uzh-103538 

Emmenegger, P., Graf, L. & Trampusch, C. (2019). The governance of decentralised cooperation in collective training systems: A review and conceptualisation. Journal of Vocational Education & Training, 71(1), 21-45. https://doi.org/10.1080/13636820.2018.1498906

Lundgren, U. P. (2002). Political governing of the education sector: Reflections on change. Studies in Educational Policy and Educational Philosophy, 2002(1), 26781. https://doi.org/10.1080/16522729.2002.11803855