PhD project exploring how upper secondary vocational schools can facilitate the development of sufficient language and professional competence among adult immigrants in health work education.
Previous research has identified inadequate Norwegian language skills as one of several obstacles to employment of immigrant groups. Formal competence, for instance a trade certificate, is associated with long-term labour force participation and better integration. This doctoral project seeks to explore how upper secondary vocational schools through various adaptations can help adult speakers of minority languages complete their education, get a certificate, and improve their opportunities in working life and society more broadly.
The main research question is: How can upper secondary vocational schools facilitate the development of adequate language and professional competence among adult immigrants in health work education, and how is the educational path experienced and assessed by teachers and learners?
Method
The study has an action research approach using a range of qualitative methods. Strategies aimed at developing language and subject competence have been systematically tried out. Some of the measures have been linked to the project LUSY (Teacher Education Schools in Vocational Teacher Education). The thesis is article-based and includes three articles.
Tove Andersen's publications (nva.sikt.no)
Supervisors
Gunn Vedøy, professor, Høgskulen på Vestlandet
