Arbeidstakere i varig tilrettelagt arbeid (VTA): En dokumentanalyse av arbeidsinkluderingsbedrifters mål og planer for læring: [Workers in permanent adapted employment (PAE): A document analysis of vocational rehabilitation agencies’ goals and plans for learning]

Gry Fossan

doi:10.3384/njvet.2242-458X.2515278

Authors

Gry Fossan University of Agder, Norway https://orcid.org/0009-0003-9144-3084

DOI:

https://doi.org/10.3384/njvet.2242-458X.2515278

Keywords:

vocational education and training, disability, workplace learning, Dewey, supported-, customised- and sheltered employment

Abstract

The study examines the goals and plans of Vocational Rehabilitation Companies (VRC) related to learning for their employees receiving permanent disability benefit and employed in the the Active Labour Market Programme: Permanent Adapted Employment (PAE). The study is an analysis of ten documents (funding proposals) that describe the implementation of PAE, obtained from ten different VRCs. The findings show that the employees in PAE have opportunities to enhance their formal and informal qualifications. The companies use the curriculum framework for vocational education as a guideline in the training of work-related skills that can lead to formal qualification, such as a certificate of competence or apprenticeship certificate. In this manner, PAE can be understood as an extension of the formal education system. The documents also show that the companies offer learning content that aligns with the demands of working life and the underlying democratic principles in the Norwegian employment model. In addition, they provide opportunities for learning and experiences that can contribute to improving the employees’ life skills. The findings are discussed in light of Dewey’s perspectives on learning and education.

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