Workplace-based learning as an unexplored challenge to inclusion in vocational education: dilemmatic spaces in school actors’ narratives in apprenticeship education

Vocational education and training (VET) is promoted as an inclusion measure, and many students in need of special educational support attend VET. Despite this, VET is seldom focused in research on inclusive education. In particular, workplace-based learning within VET has been largely unexplored. This study examines the dilemmatic spaces articulated in school actors’ narratives within upper secondary apprenticeship education, focusing on the support provided to students during workplace-based learning amidst tensions created by conflicting policies and practices in VET. The results reveal three interconnected dilemmatic spaces: (i) reduction – concerning the content of the education, (ii) the organisation of the education and (iii) pedagogical care work vs. qualification frameworks and governing documents – i.e. the pedagogical approach. One conclusion drawn is that the common practice of reduction leaves students with fewer opportunities to develop vocational knowing and achieve learning goals, which might impact their future. Simultaneously, organisational hindrances leave schools struggling to find viable alternatives that better address students’ needs. These findings show that, for many students, workplace-based learning presents a new challenge rather than providing a solution to previous experiences with challenges within the educational system.