Teachers and Trainers in Vocational Education and Training. Volume 4: Denmark, Finland, Iceland, Norway and Sweden
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DOCUMENT RESUME ED 416 389 CE 075 864 AUTHOR Harrebye, Jette; Sorensen, John Houman; Taalas, Matti; Finnbogason, Gunnar; Bjerknes, Ellen; Petersson, Bengt TITLE Teachers and Trainers in Vocational Education and Training. Volume 4: Denmark, Finland, Iceland, Norway and Sweden. INSTITUTION European Centre for the Development of Vocational Training, Thessaloniki (Greece). ISBN ISBN-92-828-2304-0 PUB DATE 1997-00-00 NOTE 218p.; For related volumes, see ED 401 469-470 and CE 075 863 AVAILABLE FROM Bernan Associates, 4611-F Assembly Drive, Lanham, MD 20706-4391; phone: 800-274-4888 (catalogue no. HX-06-97-344-EN-C: 10.50 European Currency Units). PUB TYPE Reports Research (143) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Adult Education; Developed Nations; Foreign Countries; *Job Training; Postsecondary Education; Secondary Education; Teacher Associations; *Teacher Education; *Teacher Responsibility; *Teacher Rights; Trainers; Unions; *Vocational Education; *Vocational Education Teachers IDENTIFIERS Denmark; Finland; Iceland; Norway; Sweden ABSTRACT This fourth volume in the series provides a systematic description of the situation of teachers and trainers in vocational education and training (VET) in five European countries: Denmark, Finland, Iceland, Norway, and Sweden. Each country report begins with an outline of the national context--the country's geographical features and the ethnological composition of its population; cultural history and religious considerations are included where they are relevant to VET. A brief description follows of the overall education system of which VET is a part. The next section of each report examines the VET system within which the teachers and trainers who are the subject of this publication serve. The following section describes the teaching and training faculty--in quantitative and qualitative terms to the extent that the relevant information is available--and an account of teachers' and trainers' legal standing, rights, and duties and also those of the teacher unions and other professional organizations that work on their behalf. The final substantive sections explore the inservice and continuing training opportunities open to teachers and trainers in VET and possibilities for career advancement. A separate section lists the addresses of institutes associated in some way with the initial or continuing training of teachers or trainers in VET. Finally, each country report presents a list of acronyms and abbreviations used in the text. (YLB) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** a a AI U.. DEPARTMENT OF EDUCATION Off of Educational Research end Improvement ED ATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HiS BEEN GRANTED BY Alb V TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 44) BEST COPY AVAILABLE 41 Teachers and trainers in vocational education and training Volume 4: Denmark, Finland, Iceland, Norway and Sweden Project coordinator: Peter van Engelshoven Project manager: Duccio Guerra First edition, Thessaloniki 1997 This book was written on behalf of CEDEFOP by Jette Harrebye, John Houman Sorensen, Matti Taalas, Gunnar Finnbogason, Ellen Bjerknes and Bengt Petersson Published by CEDEFOP European Centre forthe Development of Vocational Training Address for visitors: Postal address: Marinou Antipa 12 PO Box 27 Finikas GR-57001 Thessaloniki (Thermi) GR-55102 Thessaloniki Tel. (30-31) 49 01 11 Fax (30-31) 49 01 02 E-mail: [email protected] Internet: http://www.cedefop.gr The Centre was established by Regulation (EEC) No 337/75 of the Council of the European Communities, last amended by Council Regulation (EC) No 251/95 of 6 February 1995 and Council Regulation (EC) No 354/95 of 20 February 1995. 3 A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu.int). Cataloguing data can be found at the end of this publication. Luxembourg: Office for Official Publications of the European Communities, 1998 ISBN 92-828-2304-0 © European Communities, 1998 Reproduction is authorised provided the source is acknowledged. Printed in Germany Contents Preface 10 Introduction 11 Denmark 1. Introduction 17 1.1 Denmark 17 1.2 The Danish economy 18 1.3 The Danish education system 18 1.4 Vocational education and training 19 2. Initial vocational training 19 2.1 The 1989 legislation on the IVET system 20 2.2 The central importance of the alternance principle 20 2.3 Training contracts and aim of the training 23 2.4 The strengthened status of the Trade Committees 25 2.5 Importance of trade self-management for the development of the apprenticeship system 26 2.6 Role of IVET in secondary education 28 2.7 Technical competences in apprenticeship 29 3.Teachers and trainers 32 3.1Historical background 32 3.2 Position and opinions of vocational teacher trade unions 37 4. Regulations governing teachers and trainers 41 4.1Status of IVET teachers 41 4.2 Trainersno formal education or regulatory requirements 42 4.3 The profile of vocational teachers 42 4.4 Duties of a technical college teacher 44 4.5 Duties of a commercial college teacher 45 4.6 Retirement 46 5. Training paths leading to qualification as a teacher or trainer 46 5.1Education requirements for employment in vocational colleges 46 6. Initial training programmes for teachers and trainers 47 6.1Description of the Pedagogicum 47 6.2 Summary of Pedagogicum contents 50 7.Continuing training of teachers and trainers 51 7.1 CVE&T for vacational teachers 51 7.2 Advanced study in vocational pedagogy (EO) 52 7.3 Detailed description of the EO 52 7.4 Detailed description of continuing training provision for vocational teachers 53 8. Useful addresses 58 9. Institutions and courses 59 10. Sources and references 59 11. Acronyms and abbreviations 60 3 Teachers and trainers in vocational education and training: contents Finland 1. Introduction 61 1.1Population 62 1.2Infrastructure 62 1.3 Education system 63 1.4 Reforms in upper secondary education 65 2.Initial vocational education and training 66 2.1 Volume 67 2.2 Curricula in vocational education 68 2.3 Key skills 70 2.4 Sectors and structure of vocational education 71 2.5 Courses 71 2.6 Pupils in vocational colleges 72 2.7 Special vocational education 74 2.8 Youth school, a new pilot project 75 2.9 Adult vocational education 75 3.Teachers and trainers 77 3.1 Number of teaching staff 78 3.2 Teachers of music 79 3.3 Trainers 79 3.4 Teacher union 79 4.Regulations governing teachers and trainers 80 4.1 Teaching qualifications and certification 80 4.2 Teachers duties 81 4.3Salaries 81 4.4 Retirement 82 4.5 Academic subject teachers 82 4.6 Vocational subject teachers 82 4.7 Special needs teachers and school councellors 83 4.8 Teachers in adult education 83 4.9 Trainers 83 4.10 Foreign certificates 83 5. Training paths leading to qualification as a teacher or trainer 84 5.1Vocational teacher training colleges 84 5.2 Swedish-speaking teachers 84 5.3 Volume of teacher training 85 5.4 Training paths 85 6. Initial training programmes for vocational teachers 86 6.1Goals 87 6.2 Implementation of teacher training 87 6.3 An example 87 6 4 Teachers and trainers in vocational education and training: contents 7. Continuing training provision for vocational teachers 91 7.1Special programmes 91 7.2 The new role of OPH 92 7.3 AK-KK 92 8.Useful addresses 93 8.1General 93 8.2 Employers 93 8.3 Trade unions 93 8.4 Teacher associations 93 9. Institutions and courses 95 10. Sources and references 96 11. Acronyms and abbreviations 98 5 ieacners and warners in vocational education and training: contents Iceland 1. Introduction 101 1.1Geography and history 101 1.2 Government structure 102 1.3 Education 103 1.4 Economic indicators 103 2. Initial vocational education and training 104 2.1General remarks on the Icelandic educationsystem 104 2.2 The Icelandic education and trainingsystem 105 2.3 The vocational training system 111 2.4 Specialized vocational schools 113 3.Teachers and trainers 113 4.Regulations governing teachers and trainers 115 4.1Specific legislative framework for teachers inupper secondary education 116 4.2 Remuneration of teachers inupper secondary education 117 4.3 Teacher workload inupper secondary education 118 5.Training paths leading to qualificationas a teacher or trainer 119 6. Initial training programmes for teachers and trainers 120 7.Continuing training of teachers and trainers in vocational education andtraining 122 7.1In-service training and further education for teachers in upper secondary education 123 7.2 Formats for in-service training for upper secondary teachers 123 8. Useful addresses 125 9.Institutions and courses 126 10. Sources and references 127 11. Abbreviations 127 8 6 Teachers and trainers in vocational education and training: contents Norway 1. Introduction 129 1.1Brief background information on Norway 129 1.2 The Norwegian education system 131 1.3 Organization and structure of the education system 133 1.4 A period of reform 134 2.Initial vocational education and training (IVET) 136 2.1Structure