Studien bidrar med fördjupad kunskap om en partsintermediärs, ett bransch- och arbetsgivarförbund, möjligheter till parts- och arbetsgivarsamverkan kring kompetensförsörjningsåtgärder för medlemsföretag och regional utveckling på en lokal arbetsmarknad. Fokus ligger på intermediärens villkor som samordnare av utbildning för maskinförares etablering på arbetsmarknaden. Studiens teoretiska referensram tar sin grund i tidigare forskning om intermediärer och de teoretiska utgångspunkterna från ett boundary-crossing perspektiv och omsluts av lärandemekanismer och dialektiska lärandeprocesser. Det empiriska materialet baseras på 12 intervjuer och två fokusgrupper. Slutsatserna som dras är att partsintermediären verkar i en dualistisk samverkansstruktur i tre nivåer i och mellan två praktikgemenskaper: organisatorisk, interpersonell och intrapersonell. Det som möjliggör samverkan gällande kompetensförsörjning för samordning av utbildning är de formella kunskapsråd mellan parterna på nationell och regional nivå samt juridiska stödstrukturer genom yrkesutbildningsavtal. Begränsningen för överskridande samordning är omfattande matchningsproblem mellan utbildning och medlemsföretag, genom frånvaron av ekonomiska och pedagogiska stödfunktioner för den lokala arbetsmarknaden. / The study provides in-depth knowledge of an intermediary, an industry and employers' federation, opportunities for party and employer cooperation on competence-providing measures for member companies and regional development in a local labor market. The focus is on the intermediary's conditions as coordinator of education for machine operators' establishment in the labor market. The theoretical reference framework of the study is based on previous research on intermediates and the theoretical starting points from a boundary-crossing perspective, and is encompassed by learning mechanisms and dialectical learning processes. The empirical material is based on 12 interviews and two focus groups. The conclusions drawn are that the intermediary acts in a dual-level collaboration structure in three levels in and between two communities of practice: organizational, interpersonal and intrapersonal. What allows co-operation on the provision of skills for coordination of education is the formal knowledge council between the parties at national and regional level and legal support structures through vocational training agreements. The overriding coordination constraints are extensive matching problems between education and member companies, due to the absence of financial and educational support for the local labor market.

Department of Education, University of Stockholm. Second year research project, autumn term 2009. The transformation of Swedish officer´s training into an academic professional education – a study of professional identity in alteration. The study is a part of the Research Project; Discussion for collaboration - from vocational training to academic professional education. By Michael Larm The purpose of this study is to analyse in what way the process of transforming Swedish officer´s training into an academic professional education are perceived in terms of professional identity, alteration and synergies. The theoretical framework is based on social constructivism from the perspective symbolic interactionism focusing on notions such as heteroglossin, dialogicality, alterity and selfidentity. The data derives from a qualitative research and the collection of data was made by inviting students and teachers from the Swedish National Defence Collage to Focus group discussions. The discussions are audio-recorded and transcribed in its entirety as close to the oral language as possible. The data is analysed with regard to heteroglossin, dialogicality, alterity and selfidentity, and with regard to professional identity, alteration and synergies based on the transformation mentioned above. The results from the Focus group discussions shows that the participants conception of the process of transforming Swedish officer’s training into an academic professional education and of the term professional identity is closely related to their own field of practice. / Syftet med studien är att undersöka lärares och studerandes uppfattningar om officersutbild-ningens akademisering vid Försvarshögskolan, dess synergieffekter och påverkan på en yrkes-identitet i förändring. Studien utgår ifrån ett socialkonstruktivistiskt perspektiv enligt Bakhtin, Giddens och Wertsch där språket, samtalet, står i fokus för identiten. Studien tar också stöd i ett socialpsykologiskt perspektiv utgående från symbolisk interaktionism utvecklat av Mezirow där fokus ligger på att individen i samspelet med den sociala omgivningen utvecklar sin identitet. Data inhämtas från kvalitativ forskning i form av fokusgruppsamtal med studerande och lärare vid FHS. Samtalen dokumenteras genom ljudinspelning och transkriberas i sin helhet. Insamlade data analyseras med de teoretiska begreppen: Heteroglossin, Dialogicitet, Alteritet och Självidentitet kopplat till identitet, förändring och synergieffekter. Studien visar att deltagarnas uppfattning om den förändringsprocess som akademiseringen för med sig och av begreppet identitet är nära relaterad till aktörens bakgrund och roll i akademin. / Samtal för samverkan - från yrkesspecifik till akademisk professionsinriktad utbildning

The aim of this dissertation is to describe and critically discuss the literacies apprentice-students in the Health and Social Care Programme in the upper secondary school in Sweden are given access to during the workplace-based learning part of the education. The study draws on sociocultural understandings of learning and knowing, and on perspectives developed in the field of new literacy studies of literacies as situated social practices. Ethnographically inspired methods consisting of participant observation, interviews and study of textual artefacts in both the work and school domain are used to generate data. Literacy events and literacy practices students are given the opportunity to participate in are explored as a part of tasks in the work or school domain. Additionally, the literacies students do not gain access in these workplaces but are crucial in health care and social work are explored.  The results indicate that literacies in the work domain are to a large degree embedded in other work tasks. This contributes to making a large part of the reading and writing invisible for the students and their supervisors. Access to literacies at the workplace is not discussed between teachers and supervisors. A major finding is that students’ access to digital literacies in the work domain depends on the local culture of each workplace and on individual supervisor’s decisions, bringing questions of equality in the apprentice-education to the forefront. The digital literacies support central activities in the workplaces; not getting access to these practices raises questions about what kind of working life the apprentice-students are being prepared for. Thus the meaning given to the term employability, which is central in policy-documents for the apprentice education, seems to be enacted as preparing the students for a job in one position, rather than offering broad competences for advancement or changes in working life. School tasks can function in a compensatory way by introducing central texts in Health and Social care work for students, but writing these kinds of texts in the school domain are part of different literacy practices than when writing them in the work domain. Furthermore the schools have no possibilities to offer students access to the kinds of digital systems that are used in the work domain.

The thesis is based on eight vocational teachers’ life stories with the aim to provide knowledge about vocational teachers and their work with pupils in teaching in the industrial-technology programme, in the context of both a working life and a vocational education which is continuously changing. The thesis answers two research questions: 1) the themes that recur in vocational teachers’ life stories about how they meet and teach their pupils and 2) the teaching goals and strategies which emerge from vocational teachers’ life stories. All in all fifteen interviews were conducted from which life stories and teacher profiles were constructed. Results show five recurring themes in the teacher profiles.  The themes are; to be a caring adult for vocational pupils, to teach them basic knowledge considered important for the education, to teach them respect and discipline, to teach them the value of fighting and not giving up, and to show them the possibility of international employment. Moreover, the teacher goals and strategies emerging from the life stories show that the teachers can be said to educate different types of industrial workers. In line with these results, vocational education can be seen as more than a preparation for working life. Vocational teachers with different life experiences create different relationships with their pupils in order to create opportunities for them to manage school and to succeed in a life after school. In an industrial-technical education and in a working life which is constantly changing, vocational teachers have received various educations and worked in various industries during different time periods. They both educate their pupils and prepare them for a future working life based on these experiences. / Avhandlingen bygger på åtta yrkeslärares livsberättelser och syftar till att bidra med kunskap om yrkeslärare och yrkeslärares arbete med elever i undervisning på industritekniska programmet. Avhandlingen fokuserar återkommande teman i yrkeslärarnas livsberättelser med avseende på hur de möter och undervisar sina elever, samt olika undervisningsstrategier och mål som kommer till uttryck i det lärarna berättar om sin undervisning. Resultaten visar att yrkeslärarnas tidigare livserfarenheter har betydelse för hur de möter och undervisar eleverna på industritekniska programmet. Detta blir tydligt genom de fem teman som återkommer i deras livsberättelser. Dessa teman handlar om att vara en omtänksam vuxen för yrkeseleverna, att undervisa i viktiga grundkunskaper, att lära eleverna respekt och disciplin, att lära dem värdet av att kämpa och inte ge upp samt att visa på möjligheten arbete i andra länder än Sverige. Vidare visar de olika undervisningsmål och -strategier som framträder ur yrkeslärarnas livsberättelser att industriteknisk utbildning handlar om mycket mer än att förbereda eleverna för en framtida anställning. Förutom detta uppenbara mål visar resultatet att yrkeslärarna, utifrån sina olika livserfarenheter, också använder sig av olika strategier för att hjälpa eleverna att klara studierna, att visa på möjligheterna att läsa vidare samt att utveckla en yrkesstolthet.

Without dance? – dance knowledge in an expanded perspective   The vocational dancer education in classical ballet's subject-specific intended learning outcomes means many years of dance training that requires sacrifices in other school subjects and other hobbies, without work guarantee. There are more dancers than there are jobs, which is why many people stop dancing after graduation. The survey’s purpose is to investigate what happens over time with the dance knowledge that is generated during the vocational dancer education. Is it still relevant to the person's sphere of life even outside a dance context? Five people, who completed the vocational dancer education in classical ballet in 2011 and 2012 and stopped dancing after graduation, are interviewed. The results are analyzed with a phenomenographic approach, the description categories or result are analyzed to a final outcome space, which indicates, through the ballet´s genre-determined structure and a cognitive thought pattern that is characterized by a given construction to understand the meaning of structure, a unique and profound body knowledge and social adaptability as a consequence of the education. Dance practice enables social adaptability, a visualization of people's complex reality, the understanding of the value of taking varying perspectives to manage and adapt to different people and social contexts.

Brandmän arbetar i situationer av stark osäkerhet och risk. Ett fungerande lagarbete är en förutsättning för att de ska kunna hantera de faror som förekommer vid olyckor, samordna sin verksamhet, rädda byggnader och fordon, ta hand om drabbade människor och även undvika att själva bli skadade. Blivande brandmän måste alltså lära sig arbetssätt som inbegriper både samordning, interaktion och individuella insatser i en mycket speciell och krävande arbetsmiljö. Denna studie bygger på deltagande observationer och intervjuer inom den tvååriga yrkesutbildningen Skydd Mot Olyckor. I fokus står hur studenterna i komplexa insatsövningar lär sig en praktisk förståelse av lagarbetet i sitt kommande yrke. Studien analyserar hur övningarna organiseras som en samtidig rekonstruktion och simulering av operativa arbetsuppgifter. Skolans övningsverksamhet ses alltså som en del av ett bredare lärandefält och med nära relationer till räddningstjänstens operativa verksamhet. I studien ges en detaljerad bild av hur övningarna genomförs samt av hur studenterna lär sig skapa kontroll. Det gäller såväl över arbetets materiella villkor och tekniska utrustning som över sociala interaktioner i arbetslaget och emotionella reaktioner på osäkerhet och risk. Studien bygger på ett sociokulturellt lärandeperspektiv med emfas på praktik och lärande av praktisk förståelse. I studien kombineras perspektiv från sociologi och från Science-and-Technology-Studies (STS) för att fånga praktikens sociomateriella dimensioner av teknik, social koordinering och emotioner. / Firefighters work in situations of strong uncertainty and risk. A functional teamwork is a precondition in order for them to handle dangers occurring at accidents, coordinate their activity, saving buildings and vehicles, take care of victims and avoid being hurt themselves. Potential firefighters must learn working methods that involve bringing together efforts, interaction and individual achievements in a very special and demanding work environment. The study investigates how students, through their participation in complex reallife simulations of operational work, learn a practical understanding of firefighting practice. The study draws on participant observations and interviews within the two-year firefighter’s vocational training program, Skydd mot olyckor. The study analyzes how exercises are organized simultaneously as reconstruction and simulation of operational tasks. The training program is seen as part of a larger learning field with close ties to firefighting practice. The study gives a detailed account of how exercises are conducted and of how students learn to achieve control in and through work. That includes material conditions and equipment as well as social interaction within the team and emotional reactions on uncertainty and risk. The study uses a socio-cultural learning perspective with an emphasis on practice and practical understanding. Perspectives from sociology and Science-and-Technology-Studies (STS) are combined to capture the socio-material dimensions of the specific practice studied, including technology, social coordination and emotions.

<p>Abstract</p><p>This essay is an investigation where I try to gain an increased knowledge of the three assistants’ (in the mentally disability profession) opinion about their education and their first years in their profession. I have also tried to answer the questions whether the course mentally disability/functional gives the students a good start in their profession, if there are any flaws or if something is missing in the course or if they can think of any improvements to make the course better.</p><p>This investigation is performed as a qualitative interview study where three women were interviewed about their education and their first years as assistants’ (in the mentally disability profession). All the interviewed women have been working in the care activity for two or three years since they graduated. The investigation shows that there is a great need for practical training for students on the mentally disability/functional disability course, since it leads to a better start in their profession. Since working as a assistant in the mentally disability is a profession which could be difficult to get accustomed to, the instructor plays an important role since the student really needs to learn how to take responsibility and participate as much as possible in the daily work which concerns mentally disabled people during their practical training.</p><p>Keyword: Vocational training, socialization* transition* that’s combine with care assistant, care nurse, practical nurse, secondary nurse, mental health and nurse assistant.</p> / <p>Sammanfattning</p><p>Denna uppsats är en undersökning där jag vill få en ökad förståelse kring tre omsorgsassistenters uppfattningar om utbildningen på omvårdnadsprogrammet och deras första tid i yrket. Jag har även försökt besvara frågorna om kursen utvecklingsstörning/funktionshinder ger studenterna en god start i yrket, om det finns några brister eller om något saknas samt om studenterna kan ge förslag på förbättringar som kan göra kursen bättre.</p><p>Denna undersökning är utförd som en kvalitativ intervjustudie där tre kvinnor intervjuas kring utbildningen och vidare ut i yrkeslivet. Samtliga av de intervjuade kvinnorna har arbetat i omsorgsverksamheten under två till tre år sedan slutförd utbildning. Undersökningen visar att det finns ett stort behov av praktik för studenter som väljer kursen med inriktningen utvecklingsstörning/funktionshinder, eftersom det leder till en god start i yrket. Då yrket som omsorgsassistent kan vara svårt att komma in i så har även handledaren en viktig roll, studenten behöver verkligen få lära sig att ta ansvar och delta så mycket som möjligt i det dagliga arbetet med utvecklingsstörda under sin praktik.</p><p>Nyckelord: Yrkesutbildning, socialization* transition* vilket kombinerats med care assistant, care nurse, practical nurse, secondary nurse, mental health och nurse assistant.</p>

Abstract This essay is an investigation where I try to gain an increased knowledge of the three assistants’ (in the mentally disability profession) opinion about their education and their first years in their profession. I have also tried to answer the questions whether the course mentally disability/functional gives the students a good start in their profession, if there are any flaws or if something is missing in the course or if they can think of any improvements to make the course better. This investigation is performed as a qualitative interview study where three women were interviewed about their education and their first years as assistants’ (in the mentally disability profession). All the interviewed women have been working in the care activity for two or three years since they graduated. The investigation shows that there is a great need for practical training for students on the mentally disability/functional disability course, since it leads to a better start in their profession. Since working as a assistant in the mentally disability is a profession which could be difficult to get accustomed to, the instructor plays an important role since the student really needs to learn how to take responsibility and participate as much as possible in the daily work which concerns mentally disabled people during their practical training. Keyword: Vocational training, socialization* transition* that’s combine with care assistant, care nurse, practical nurse, secondary nurse, mental health and nurse assistant. / Sammanfattning Denna uppsats är en undersökning där jag vill få en ökad förståelse kring tre omsorgsassistenters uppfattningar om utbildningen på omvårdnadsprogrammet och deras första tid i yrket. Jag har även försökt besvara frågorna om kursen utvecklingsstörning/funktionshinder ger studenterna en god start i yrket, om det finns några brister eller om något saknas samt om studenterna kan ge förslag på förbättringar som kan göra kursen bättre. Denna undersökning är utförd som en kvalitativ intervjustudie där tre kvinnor intervjuas kring utbildningen och vidare ut i yrkeslivet. Samtliga av de intervjuade kvinnorna har arbetat i omsorgsverksamheten under två till tre år sedan slutförd utbildning. Undersökningen visar att det finns ett stort behov av praktik för studenter som väljer kursen med inriktningen utvecklingsstörning/funktionshinder, eftersom det leder till en god start i yrket. Då yrket som omsorgsassistent kan vara svårt att komma in i så har även handledaren en viktig roll, studenten behöver verkligen få lära sig att ta ansvar och delta så mycket som möjligt i det dagliga arbetet med utvecklingsstörda under sin praktik. Nyckelord: Yrkesutbildning, socialization* transition* vilket kombinerats med care assistant, care nurse, practical nurse, secondary nurse, mental health och nurse assistant.