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dc.contributor.authorSchmid, Evi
dc.contributor.authorGarrels, Veerle
dc.date.accessioned2023-02-08T09:46:56Z
dc.date.available2023-02-08T09:46:56Z
dc.date.created2022-11-08T16:05:20Z
dc.date.issued2022-11-14
dc.identifier.citationNordic Journal of Comparative and International Education (NJCIE). 2022, 6 (3), 1-7.en_US
dc.identifier.issn2535-4051
dc.identifier.urihttps://hdl.handle.net/11250/3049163
dc.description.abstractThe background for this special issue is the role that vocational education and training (VET) plays in the inclusion of young people from different educational and social backgrounds. Rising skill demands have made upper secondary diplomas a minimum for successfully entering the labour market and a basis for further participation in lifelong learning, and governments in most OECD countries have set targets to increase enrolment and completion rates in upper secondary education. In many countries, VET is assigned a key role in providing inclusion for diverse groups of students and in achieving the goal of education for all young people. On the one hand, this is connected to dropout rates, which are higher for vocational than general education programmes in most countries (Cedefop, 2016). On the other hand, this is also related to the potential of VET to attract and reintegrate young people into education and training, including those who drop out of general education (Cedefop, 2016; European Commission, 2014). VET offers a practical way of learning and the opportunity to work towards a specific profession, and it may thus constitute an attractive alternative to general education pathways for many young people. Therefore, including vulnerable young people in VET and reducing social inequalities in education has become one of the main aims of VET in many countries (e.g. Jørgensen, 2018; Moreno Herrera et al., 2022; Scharnhorst & Kammermann, 2020).en_US
dc.language.isoengen_US
dc.publisherOslo Metropolitan Universityen_US
dc.relation.ispartofseriesNordic Journal of Comparative and International Education (NJCIE);Vol. 6 No. 3-4 (2022): Special Issue: Inclusion in vocational education and training
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectVocational educationen_US
dc.subjectVocational trainingen_US
dc.subjectInclusionen_US
dc.subjectEducational backgroundsen_US
dc.subjectSocial backgroundsen_US
dc.titleEditorial: Inclusion in vocational education and training (VET)en_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.7577/njcie.5073
dc.identifier.cristin2070794
dc.source.journalNordic Journal of Comparative and International Education (NJCIE)en_US
dc.source.volume6en_US
dc.source.issue3en_US
dc.source.pagenumber1-7en_US


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal