In this study I have brought up what pupils within vocational training, with focus on upper-secondary school have apprehended about the course “Projektarbete 100 p” (Project job 100 point). In my analysis I interviewed twelve pupils from upper-secondary school who had 20 % or more truancy during their three years of studying in upper-secondary school and achieved a result to these pupils had problems with absenteeism then primary school. The pupils agreed about the school’s existence but they need schools of practical type. They also said that only the practical part of the course “Projektarbete 100 p” was funny and gave them motivation in their work. The instructions of the project and the kind of work (for example optional subject) were the two most important factors that helped them to complete their work. The pupils who failed in this course spoke about isolation, prejudice and personal chemistry as trouble factors, which were directly connected to teachers and instructors. The pupils also thought that some teachers/instructors were bullies and the pupil’s projects were influenced by a negative trend because of teachers/instructors terrible characters. A lot of pupils hadn’t any connection with its instructors when they definitely needed help. The pupils believed that a good instructor sees them and cares about them, confirms their work, is available, helpful and gives them feedback for their efforts. In my investigation I could even bring up that different teachers/instructors evaluate pupils differently. Their different interpretation of the syllabus of the school courses, their academically/pedagogically educations and their subjects knowledge are important fundamentals in their different evaluation of pupils and to get them unlike marks in the course “Projektarbete 100 p”. Other factors that have an effect on a part of these pupils in this course were buddies, family relationship and the life outside school. School wasn’t, in a lot of cases, quick to update the parents about the pupil’s truancy. The pupils knew that truancy had a negative effect on their certificate but they still continued to leave the school illicitly and they didn’t care about examinations. School has a role as an intermediary of knowledge and teachers’/instructors’ didactics capacity and their leadership in the classroom were two important factors that gave the pupils in this research motivation in their projects.

<p>In this study I have brought up what pupils within vocational training, with focus on upper-secondary school have apprehended about the course “Projektarbete 100 p” (Project job 100 point). In my analysis I interviewed twelve pupils from upper-secondary school who had 20 % or more truancy during their three years of studying in upper-secondary school and achieved a result to these pupils had problems with absenteeism then primary school. The pupils agreed about the school’s existence but they need schools of practical type. They also said that only the practical part of the course “Projektarbete 100 p” was funny and gave them motivation in their work. The instructions of the project and the kind of work (for example optional subject) were the two most important factors that helped them to complete their work. The pupils who failed in this course spoke about isolation, prejudice and personal chemistry as trouble factors, which were directly connected to teachers and instructors. The pupils also thought that some teachers/instructors were bullies and the pupil’s projects were influenced by a negative trend because of teachers/instructors terrible characters. A lot of pupils hadn’t any connection with its instructors when they definitely needed help.</p><p>The pupils believed that a good instructor sees them and cares about them, confirms their work, is available, helpful and gives them feedback for their efforts. In my investigation I could even bring up that different teachers/instructors evaluate pupils differently. Their different interpretation of the syllabus of the school courses, their academically/pedagogically educations and their subjects knowledge are important fundamentals in their different evaluation of pupils and to get them unlike marks in the course “Projektarbete 100 p”. Other factors that have an effect on a part of these pupils in this course were buddies, family relationship and the life outside school. School wasn’t, in a lot of cases, quick to update the parents about the pupil’s truancy. The pupils knew that truancy had a negative effect on their certificate but they still continued to leave the school illicitly and they didn’t care about examinations. School has a role as an intermediary of knowledge and teachers’/instructors’ didactics capacity and their leadership in the classroom were two important factors that gave the pupils in this research motivation in their projects.</p>