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Education through Production and its Potential Value for Young People De-motivated with Their Schooling

Education through Production and its Potential Value for Young People De-motivated with Their... The purpose of the present paper is to investigate and explore why educationorganised around production may seem meaningful to youngsters who are at riskwith leaving the traditional school and educational system. Education organisedaround production is here defined as educational activities organised by thestate authorities or other educational providers which take outset in producinggoods to be sold to real customers outside the school. It is becomingincreasingly important to consider learning arrangements for youth“at risk” because access to training and education isacknowledged as a key to ensuring social inclusion and increased labour marketparticipation. This is particularly relevant for groups that have traditionallybeen excluded from, or marginalised in the labour market (Piercy, Murray & Abernethy,2006). Based on a broader project conducted in NorthernJutland, Denmark, for “Youth at Risk”, the case-stories ofthree young people (Ivan, Daniella and Lisa) are presented, evaluated anddiscussed. Their experiences of dropping out of secondary and vocational school,and in the cases of Ivan and Lisa, of taking part in production-orientededucation, are analysed. The results indicate the importance of closelymonitored teacher and/or adult support for students “atrisk”. Furthermore, the students’ perceptions thatproblems are real, self-owned and authentic facilitate a more generaltheoretical discussion of learning opportunities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Nordic Psychology American Psychological Association

Education through Production and its Potential Value for Young People De-motivated with Their Schooling

Tanggaard, Lene
Nordic Psychology , Volume 60 (4): 21 – Dec 1, 2008
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References (32)

Publisher
American Psychological Association
Copyright
Copyright © 2008 The authors & Nordic Psychology
ISSN
1901-2276
eISSN
1904-0016
DOI
10.1027/1901-2276.60.4.295
Publisher site
See Article on Publisher Site

Abstract

The purpose of the present paper is to investigate and explore why educationorganised around production may seem meaningful to youngsters who are at riskwith leaving the traditional school and educational system. Education organisedaround production is here defined as educational activities organised by thestate authorities or other educational providers which take outset in producinggoods to be sold to real customers outside the school. It is becomingincreasingly important to consider learning arrangements for youth“at risk” because access to training and education isacknowledged as a key to ensuring social inclusion and increased labour marketparticipation. This is particularly relevant for groups that have traditionallybeen excluded from, or marginalised in the labour market (Piercy, Murray & Abernethy,2006). Based on a broader project conducted in NorthernJutland, Denmark, for “Youth at Risk”, the case-stories ofthree young people (Ivan, Daniella and Lisa) are presented, evaluated anddiscussed. Their experiences of dropping out of secondary and vocational school,and in the cases of Ivan and Lisa, of taking part in production-orientededucation, are analysed. The results indicate the importance of closelymonitored teacher and/or adult support for students “atrisk”. Furthermore, the students’ perceptions thatproblems are real, self-owned and authentic facilitate a more generaltheoretical discussion of learning opportunities.

Journal

Nordic Psychology – American Psychological Association

Published: Dec 1, 2008

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