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Just a Process

Views on the Relations between Research, Practice and Politics in the Sector of VET- Festschrift for Anja Heikkinen- Edited by Philipp Gonon, Lorenz Lassnigg and Manfred Wahle

Edited By Philipp Gonon, Lorenz Lassnig and Manfred Wahle

This book is dedicated as a Festschrift to Anja Heikkinen by her friends and colleagues from the VET & Culture Network hosted at Tampere University (http://peda.net/veraja/uta/vetculture). The chapters describe and reflect various aspects of this big endeavour in the field of European and international research in vocational education and training (VET), and shows the many facets of developing a wide and diverse research community that spans national borders. Renowned researchers discuss important issues of the history and future of VET, dealing with politics and institutions, gender and vocationalism, history and comparisons, and transitions. Very much can be read between the lines about how this community of research in VET has evolved during the decades, and how it struggles to proceed.

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Reforms in Norwegian VET and hegemonic influences from general education - Ole Johnny Olsen

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117 Reforms in Norwegian VET and hegemonic influences from general education Ole Johnny Olsen As a contribution to a volume celebrating Anja Heikinnen and her lifelong in- volvement for research, teaching and intellectual engagement in the field of vo- cational education and training, I will give a short account on some aspects of the reform processes within Norwegian VET. The theme, I thrust, relates to one of her central interests of knowledge, the condition for autonomy and recogni- tion of the pedagogical field of VET. Two roads for equality in Norwegian educational politics Much of the educational politics as well as the sociology of education in Nor- way has been oriented towards, or shaped by, the concept of equality, not least since the 1950s and 60s. Two main routes have been followed to reach the goal of equality. One route has been informed by the idea of providing equal oppor- tunities for all in climbing the educational ladder. Here, the main means have been the building of schools, the extension of the years of compulsory school, scholarships, and cheap loans for university education. The second route has been based on the idea of equality through the institutional integration of differ- ent school systems and the development of one kind of school for all. At the compulsory level, this route was already established at the end of the 19th centu- ry in the model of the ‘unity school’. Since World War II, the model has been a central premise in every...

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