Development of Vocational Training
ERO National Research Report Template 2006
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(ERO National Research Report Manual 2006)
ERO National Research Report
Country: / SwedenName(s) of author(s): / Shawn Mendes
Date of submission: / 27/07/2006
- Links between National VET/HRD research and development initiatives and VET/HRD policies (in particular recent reforms/innovations).
Since the reform of the Swedish upper secondary school system in 1991, the concept “preparatory vocational education” has been used instead of vocational education. Vocational education is therefore an integrated part of the upper secondary school with a goal to provide both vocational competencies as well as prepare students for a changing working life. Given the integration of VET into upper secondary, there are also goals to engender general knowledge and prepare students for entry to higher education. The current system of VET training at the upper secondary level better reflects socio-political values than specific, national VET research initiatives.
It is important for observers outside Sweden to note that the majority of Swedish vocational education and training occurs at the upper secondary school level where students are typically between the age of 16 and 19. However, there are also VET pathways at the post-secondary level the largest of which is advanced vocational education ( a new form of VET designed to fund training to meet labour market demand for specialist know-how in several sectors. Other forms of post-secondary vocational education can include supplementary education programmes, sector-based training, continuing education and other forms such as through folk high schools.
There are a series of significant reforms being introduced to upper secondary education, including introduction of apprenticeship training, in Sweden starting in the autumn of 2007 ( However, this major reform, and other reforms in recent decades, was mainly driven by political initiative rather than as a response to national research on VET.
A bill presented to the Swedish Riksdag (parliament) in April 2004 provides background on the upcoming reforms to upper secondary education in Sweden. The starting point for “Knowledge and quality - eleven steps for improving upper secondary education,” is that the Swedish upper secondary school system must maintain high standards, give pupils substantial freedom of choice and offers a broad selection of programmes and modules. Unlike many other countries, Swedish upper secondary school unites programmes in preparation for higher studies and vocationally oriented programmes. That said, there is a belief that upper secondary vocationally oriented training needs to improve so that more students acquire the knowledge they need for both the labour market and in their life in general.
At the core of the new reforms, the Government wants to ensure that more people complete upper secondary education. The goal is to enhance quality, particularly in vocational programmes. In this regard, many of the new measures in upper secondary school focus on vocational education and training. One of the most interesting aspects is the introduction of upper secondary apprenticeship training, which will more than double the amount of work-based training in eligible vocationally-oriented programmes. This will also have the effect of improving the relationship between industry skill needs and education and training outputs because of the requirement to create an apprenticeship council including representatives from business and labour for each upper apprenticeship programme.
In summary, although recent VET research has not had a direct impact on VET policy in Sweden, the country does have a strong tradition of evaluation of government policy. These evaluations are often commissioned by Government and ultimately impact policy development. Key agencies funding and conducting research include the Swedish council for working life and social research ( and the Institute for labour market policy evaluation ( respectively. There is also research into VET conducted at pedagogical, and related, departments at Swedish higher education institutions.
- Links between EU sponsored VET/HRD research and development initiatives and VET/HRD Policies ( in particular recent reforms/innovations).
The European Union’s main initiative to address resource, development and policy related to VET is the the Leonardo da Vinci programme under the European Commission’s Directorate General for Education and Culture. Innovation and development of reference material in VET were supported by procedures B and C of the Leonardo da Vinci programme in phases one (1995-1999) and two (2000-2006). From 2007 a new integrated lifelong learning programme will support EU-sponsored research and development initiatives in VET. In Sweden these programmes are administered by the International Programme Office for Education and Training (
Although Sweden has only been granted one project under procedure C of the Leonardo da Vinci programme in recent years (EuroguideVAL, addressing Accreditation of Prior Learning as well as the identification and validation of non-formal and informal learning – Swedish promoters have led almost 50 of “development” projects funded under phase 2 of procedure B. These projects have addressed a wide range of issues including agricultural tourism, forestry skills, export training, transportation safety, foreign language learning for tradespeople, maritime safety, multicultural social services and developing a trans-European training for production engineers. Moreover, dozens of Swedish partners have participated in foreign-led Leonardo projects. The Swedish national agency for education is a partner on one such project – ECVET Reflector ( – analysing the relationship between the European credit transfer system for VET (ECVET) and national VET systems with regard to appraisal, validation and certification processes.
Although the establishment of national reference points for vocational qualifications (NRP) followed recommendation from the forum for Transparency, a project funded under LdV B suggested such measures. Another key measure now actively promoted in Sweden – certificate supplement – was also the outcome of a European project. Specifically, the EUCEBS (European Certificate of Basic Skills) project funded by the Leonardo da Vinci programme led to the development of certificate supplement under the Europass framework. Overall, the Lisbon process and associated goals articulated in Education and Training 2010 ( as well as reports developed at the European level subsequent to Lisbon have inspired the reform of VET in Sweden. Finally, the are several project proposals that would result in EU-sponsored innovation in the field of VET at the European and Swedish levels.
3.Overview of important issues and themes addressed in current VET/HRD Research and Development projects.
In recent years most VET-related research in Sweden has been of an academic nature with approximately ten doctoral dissertations published in Sweden since 2000, covering topics ranging from comparative literature, economical history, educational science, ethnology, history, sociology, and vocational competence and technology. In the autumn of 2005 a major study on VET in Sweden was published by Jonas Olofsson (Svensk yrkesutbildning, Swedish vocational education and training). This publication was well timed given the current emphasis on VET in major reforms of upper secondary education in 2007 in Sweden. A description of the Swedish upper secondary system in English can be found here: Although the reform to upper secondary VET provision will be the most significant reform, there is also research related to advanced vocational education and training:There are international reports that indirectly address VET in Sweden such as the OECD’s Equity in education: thematic review, Sweden country note ( This report was written in 2005 and addresses equity issues in Swedish education, including VET. Another OECD report on Sweden, Attracting Developing and Retaining Effective Teachers ( addresses, among other things, the critical need to attract and retain VET teachers, which is expected to be one of the most critical teacher shortage areas in the coming years.
Recent VET development projects funded under the Leonardo da Vinci programme have covered topics ranging from transportation safety to stone restoration to intercultural homecare. The Swedish Government, in recognising the increasing importance VET, recently commissioned a special vocational education and training committee ( under the Ministry of Education, Research and Culture. The committee has representatives from business, public administration, labour and education institutions and has a goal to improve cooperation between the labour market and schools and to increase the quality of vocationally oriented education at Swedish upper secondary schools. Other goals include raising the status of, and number of students entering, vocational-oriented programmes.
One of the most important current themes in Swedish-VET is apprenticeship, which currently plays a very minor role in VET in Sweden. A specific response to the need for more work-based training is the new upper secondary apprenticeship training that is part of the new upper secondary reforms from 2007, as mentioned in section 1.
Annex: Selection of ERO Base projects.
European labour market agreementsThe value of knowledge - a study of validation
Nordic researchers networks
European Learning Automobile Network
Students as "Journeymen" between communities of higher education and work
Professional experiences and formal education - a study of how vocational teachers acquire knowledge
Internetbased assessment
Development of vocational training and co-operation between schools and working life
In-company training and learning organisations
4.Major institutions involved in VET/HRD R&D in your country.
- Luleå University of Technology,Department of Human Work Sciences,
- LundUniversity, Department of Education (
- The education policy institute (
- UppsalaUniversity, Department of Education (
- UmeåUniversity, Department of Education (
- Per Erik Hellström, LinköpingUniversity, Faculty of Educational Sciences (especially adult learning) (
- Stockholm Institute of Education, (
- Department of Education, University of Gothenburg (
- The Swedish council for working life and social research (
5.Funding frameworks and support structures.
The Swedish Research Council (Vetenskapsrådet) a national responsibility to support and develop basic research in all disciplines. The Research Council includes three Scientific Councils — for Humanities and Social Sciences, Medicine, and Natural and Engineering Sciences — and two Committees, for Educational Science and Research Infrastructures. The Research Council is a government agency under the Ministry of Education, Research and Culture.A more focused source of funding in the field of VET/HRD is the Swedish council for working life and social research ( The Council was established in 2001 through a merger of the Swedish Council for Social Research and the Swedish Council for Work Life Research. FAS supports the promotion and accumulation of knowledge in matters relating to working life and the understanding of social conditions and processes through promotion and support of basic and applied research; identification of important research needs; dialogue, dissemination of information and transfer of knowledge; and promotion of cooperation between researchers both nationally and internationally, particularly in EU programmes.
More policy-centred research is often initiated by Government and government agencies including the National Agency for Education (Skolverket – the Agency for Advanced Vocational Education ( the Agency for Higher Education (Högskoleverket – the Swedish National Agency for School Improvement ( as well as the Ministry of Education, Research and Culture (
There are also, of course, European funding frameworks though programmes such as Leonardo da Vinci, Grundtvig, Minerva, and other actions such as through the Seventh Framework Programme, Objective 2, and European Social Fund.
6.Professional research associations and networks.
There are currently no professional research associations and/or networks in the field of VET in Sweden. However, Skolverket (the National Agency for Education) plans to renew a research network/consortium on VET in Sweden. We will report on these developments in 2007.7.Brief review/assessment of the current R&D activities and indication of future issues that need to be addressed. This section should be completed by a research expert.
7.1Firstly, comment briefly on the status, effectiveness and impact of current VET/HRD R&D activities in your country.
(One third of a page)
At present, there is limited research into VET in Sweden and, therefore, the research has a minimal impact on vocational education and training in the country. Instead, most education research is directed towards the compulsory education system. There is research exploring the match between training outputs and labour markets needs but there is mainly driven by the Ministry of Industry, Employment and Communications ( and by the National Labour Market Board (AMS – Clearly there is a need for more VET-related research and this is articulated in section 7.2, below.
As mentioned in section 6, Skolverket plans to initiate a research consortium in the field of VET in the near future and will report on these efforts in the next ERO report.
7.2
Secondly, briefly outline and comment on those issues that need to be addressed by R&D in the future.
(One third of a page)
There is a need for Swedish research and development in the field of vocational education and training to address issues such as work-based training and apprenticeship and their role in VET, especially at the upper secondary level. This will be even more relevant with the launch of a new upper secondary apprenticeship system from the autumn of 2007.
There is also a need to better investigate the linkage between education outputs and labour market needs, particularly in the light of significant demographic change that will results in a massive wave of retirements from many traditional trades. This, of course, speaks to the need to increase the status of vocational education and training to increase the number of young people entering the trades facing a large outflow of older skilled workers. Another theme in this regard, is the need for research addressing the barriers, real and perceived, to non-traditional groups entering VET (e.g. the extremely low proportion of women entering VET in the contraction and vehicle trades).
Finally, there is a need in Sweden, as in many countries, to investigate how to improve access to VET for people currently outside the education system. A critical issue here is improving the access of adults to post-secondary vocational education and training – an issue that may become increasingly urgent as many industries (e.g. construction and resource extraction) face shortages of skilled tradespeople.
8.VET/HRD contact people.
Full name / E-mail address / Function / Particular expertise related to VET/HRD researchShawn Mendes / shawn.mendes@
skolveket.se / Director of Education
Unit for vocational skills and education abroad
Swedish National agency for Education / New forms of industry training
Apprenticeship
VET at post-secondary level
Sten Pettersson / sten.pettersson@
skolverket.se / Head of Unit
Unit for vocational skills and education abroad
Swedish National agency for Education / VET at upper secondary level
Apprenticeship
Björn Schéele / bjorn.scheele@
skolverket.se / Director of Education
Unit for vocational skills and education abroad
Swedish National agency for Education / VET at upper secondary level
Apprenticeship
Eva Öjborn / eva.ojborn@
skolverket.se / Expert
Unit for vocational skills and education abroad, Swedish National agency for Education / Documentation
Robert Höghielm / robert.höghielm@
lhs.se / Professor, Stockholm Institute of Education / Training of VET teachers and trainers
Kenneth Abrahamsson / / Programme Director, the Swedish council for working life and social research / Labour market research
Heléne Säll Matsson / helene.sall@
programkontoret.se / Head of Unit
Vocational training unit / International mobility and development projects in VET
Staffan Bohlin / Staffan.bollin@
ky.se / Director of education / Advanced vocational education
Fredrick Wikström / / Director of education
Swedish National agency for School Improvement / VET at upper secondary level
Erik Henriks / erik.henriks@
educult.ministry.se / Senior Advisor
Ministry of Education, Research and Culture / VET at the upper secondary level
Lars Svensson / lars.a.svensson@
hv.se / University West / Work Integrated Learning (WIL), Cooperative education
9.References to VET/HRD research resources.
Andersson Gustafsson, G. (2002). Den inre teatern i lärandet. En studie om kunskapsväxandet inom hantverk.[The inner theatre in learning. A study on knowledge development within handicrafts. In Swedish]. Stockholm: Kungliga Tekniska Högskolan, Institutionen för Industriell ekonomi och organisation, 2002:08. Dissertation.Berglund, I. (2004). Lärande simulering eller simulerat lärande? En studie av fyra elevers lärande av styrteknik med användning av ett datorbaserat inlärningsprogram på gymnasieskolans Elprogram [Simulation for learning or simulated learning? A study of four students’ learning of control technique by using a computer-based learning software in the upper secondary Electrical programme. [In Swedish]. Lärarhögskolan, Institutionen för samhälle, kultur och lärande. Licentiate treatise.
Boström, A. K., Boudard, E. & Siminou, P. (2001). Lifelong learning in Sweden: the extent to which vocational education and training policy is nurturing lifelong learning in Sweden. CEDEFOP panorama. Thessaloniki: CEDEFOP.
Ministry of Education and Science in Sweden, (2000:33) En eftergymnasial yrkesutbildning [A post-secondary vocational education. In Swedish]. Utbildningsdepartementet.
Ministry of Education and Science (2000:62) Samverkan mellan skola och arbetsliv: om möjligheterna med lärande i arbete [Collaboration between school and work: on the possibilities with learning at work. On Swedish]. Stockholm: Fritzes offentliga publikationer: Utbildningsdepartementet.
Ministry of Education and Science, “Eleven Steps for Improving Upper Secondary Education,” U04.013, May 2004.
Ministry of Education and Science, “Sweden and the Shared European Goals and Objectives for Education and Training,” U04.004, March 2004.
Ministry of Education, Research and Culture, Swedish Report: Cooperation in Education and Training under the Lisbon Strategy – Towards the 2010 Common Goals, June 2005.
Hill, M. (2001). “Om vikten av att få sig ett skratt” [“On the importance of getting a good laugh”. In Swedish]. In Skolverket: Villkor och vägar för grundläggande yrkesutbildning. Några forskarperspektiv [Conditions for and paths to basic vocational education. Some research perspectives]. (p. 15-31). Stockholm: Skolverket.
Höghielm, R. (2001). ”Den gymnasiala yrkesutbildningen – en verksamhet mellan två kulturer” [”Vocational education in upper secondary school – an activity between two cultures”. In Swedish]. Villkor och vägar för grundläggande yrkesutbildning.[Conditions and paths for basic vocational education] (p. 67–84 ). Stockholm: Skolverket.
Höghielm, R. (2000). “Key qualification”. in R. Höghielm (Ed.), Vocational training in co-operation with working life and the links to general education. The Votraco-project (chapter 8). Stockholm: EU-project, Leonardo da Vinci.
Larsson, L. (2001). Industri- och hantverksutbildning under två sekel [The education for industry and handicraft during two centuries]. Årsböcker i svensk undervisningshistoria nr. 194. Uppsala: Föreningen för svensk undervisningshistoria.
Lindberg, V. (2003). Yrkesutbildning i omvandling. En studie av lärandepraktiker och kunskapstransformationer [Vocational education in change. A study of learning practices and knowledge transformations. In Swedish]. Studies in educational sciences, 64. Stockholm: HLS Förlag. Dissertation.
Lundahl, L. (1994). En gemensam nämnare? SAF, LO och den yrkesförberedande utbildningen 1944–1990 [A common feature? The Swedish Employers’ Confederation (SAF), the Swedish Trade Union Confederation (LO) and vocational education 1944-1990. In Swedish] . Pedagogiska rapporter 1994:45. Umeå: Umeå universitet, Pedagogiska institutionen.
Lundahl, L. (1998): Still the Stepchild of Swedish Educational Politics? Vocational education and training in Sweden in the 1990s. TNTEE Publications 1998, 1, (1).
Lundahl, L. & Sander, T. (1998). Introduction: Germany and Sweden - Two Different Systems of Vocational Education? TNTEE Publications 1998, Vol 1, Nr 1.
Nilsson, A. (1998). The Emergence of New Models of Organisation of Vocational Education in Sweden. TNTEE Publications, Vol. 1 (1) August 1998.
Olofsson, J. (2005) Svensk yrkesutbilding: vägvall i internationell belysning [Swedish vocational education and training – an international perspective], Stockholm: SNS Förlag, 2005.
SOU 2001:107 Utredningen om kortare yrkesutbildningar inom högskolan. Yrkeshögskoleutbildning – inriktning, utformning och kvalitetskriterier [An investigation of short vocational education in higher education – direction, design and quality criteria, Swedish]. Stockholm: Utbildningsdepartementet.
Stenström, M-L. & Lasonen, J. (Eds.), Strategies for reforming initial vocational education and training in Europe. Final report of the project Leonardo da Vinci/Transnational Pilot projects: Multiplier-Effect, Strand III.3.a. Sharpening Post-16 Education Strategies by Horizontal and Vertical Networking (1997–2000) (sid. 15–28). University of Jyväskylä, Institute for Educational Research.
10.Abstract.