search

Advanced Search

Ariadne Pfad:

Inhalt

details

Article (journal) accessible via
URN:
DOI:
Title
Ensuring curriculum relevance in vocational education and training: epistemological perspectives in a curriculum research project
Author
SourceInternational journal for research in vocational education and training 4 (2017) 1, S. 1-19 ZDB
Document  (217 KB)
License of the document Lizenz-Logo 
Keywords (German)Berufsausbildung; Curriculum; Curriculumentwicklung; Berufsvorbereitung; Jugendlicher; Berufsbildungssystem; Erkenntnistheorie; Heidegger, Martin; Wittgenstein, Ludwig; Habermas, Jürgen; Kompetenz; Modell; Forschungsprojekt; Norwegen
sub-disciplineVocational Education and Training
Document typeArticle (journal)
ISSN2197-8646; 21978646
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):This article addresses challenges regarding relevance in vocational education and training (VET) curricula. Recent research on Norwegian VET shows that the educational content is not sufficiently related to the students' needs for qualification in the actual vocations. I will present a new curriculum research project aimed at investigating and improving the vocational relevance in Norwegian VET. An important part of the project is to investigate epistemological perspectives on how vocational knowledge is constituted and developed, and consequences for the curriculum. The article presents results from these epistemological investigations. I will argue that the relevance problem relates to a one-sided rationalist epistemology in which a main idea is that vocational knowledge consists of theoretical principles and procedures to be applied in practical situations. This idea influences educational traditions and structures, and leads to a separation between theoretical and practical subjects and learning arenas. From a pragmatic epistemological perspective, it can be argued that vocational knowledge is contextual and holistic, and consists of complex wholes of physicality, motor skills, intellectual understandings, values, and verbalized concepts. To ensure curriculum relevance, a curriculum is needed in which authentic practical work is the base, and subjects are integrated with students' practical work experience. (DIPF/Orig.)
other articles of this journalInternational journal for research in vocational education and training Jahr: 2017
additional URLsDOI: 10.13152/IJRVET.4.1.1
StatisticsNumber of document requests Number of document requests
Checksumschecksum comparison as proof of integrity
Date of publication24.05.2017
CitationHiim, Hilde: Ensuring curriculum relevance in vocational education and training: epistemological perspectives in a curriculum research project - In: International journal for research in vocational education and training 4 (2017) 1, S. 1-19 - URN: urn:nbn:de:0111-pedocs-140476 - DOI: 10.25656/01:14047
export files

share content at social platforms (only available with Javascript turned on)