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dc.creatorMoreno Herrera, Lázaro
dc.date2020-03-25
dc.date.accessioned2020-05-19T16:38:01Z
dc.date.available2020-05-19T16:38:01Z
dc.identifierhttp://revistasacademicas.udec.cl/index.php/paideia/article/view/1499
dc.identifier.urihttps://revistaschilenas.uchile.cl/handle/2250/133959
dc.descriptionVocational Education and Training (VET) in Sweden has evolved through cycles related to political views about the role it should play in the development of society, particularly concerning employability and social cohesion. From the 1950s onwards, public authorities have mostly carried out VET, and up to the late 1980s responsibility lay with the central government. In the early 1990s decentralisation started, and the responsibility and financing shifted to the municipalities. This article analyses these transitions in VET by focusing particularly on four models of organisation. The main intention of the article is to provide a springboard for discussion regarding the consequences of specific lines of development in VET. At a time when VET models in countries like Germany and Switzerland have become a reference of expected development; it is of paramount importance to examine the context specific aspects before attempting any further use of international experience.es-ES
dc.formatapplication/pdf
dc.languageeng
dc.publisherFacultad de Educación - Universidad de Concepción. Concepción, Chilees-ES
dc.relationhttp://revistasacademicas.udec.cl/index.php/paideia/article/view/1499/2064
dc.rightsDerechos de autor 2015 Universidad de Concepciónes-ES
dc.rightshttp://creativecommons.org/licenses/by-nc/4.0es-ES
dc.sourcePaideia; Núm. 57 (2015); 119-137es-ES
dc.source2452-5154
dc.source0716-4815
dc.titleVOCATIONAL EDUCATION AND TRAINING IN SWEDEN: FROM WORK-BASED-LEARNING TO SCHOOL-BASED-LEARNING – AND BACK AGAIN?es-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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