Abstract
Whereas social scientists and educationalists often make different assumptions about education, common to both groups is to render schooling responsible for the development of citizenship rights. Yet, a comparison of Finnish and Luxembourgian curriculum strategies in relation to building social capital – understood in the context of civic education in VET – has not been explored. Then, this study analyses these aspects during 1960–1970, for the period is regarded as the starting point for democratisation of education after WWII. The justification for the countries is based on their differences. However, both countries also experienced similar pressures to democratise education – especially regarding their VET – which need to be investigated, since little attention has been paid to the question of how the reforms of their former structures were legitimated by civic education. The conclusion addresses the importance of general education for the future of vocational careers.
Highlights
Social scientists and educationalists often tend to make different assumptions about education, yet common to both groups is to render schooling responsible for developing the citizenship rights.[1]
The justification for the countries is based on their differences. Both countries experienced similar pressures to democratise education – especially regarding their vocational education and training (VET) – which need to be investigated, since little attention has been paid to the question of how the reforms of their former structures were legitimated by civic education
They have frequently failed to consider these in relation to comparative curriculum perspectives – or how political culture becomes established in the first place – which seems surprising, since especially in the beginning of modern schooling, ideas of civic education were
Summary
Abstract Whereas social scientists and educationalists often make different assumptions about education, common to both groups is to render schooling responsible for the development of citizenship rights. A comparison of Finnish and Luxembourgian curriculum strategies in relation to building social capital – understood in the context of civic education in VET – has not been explored. The justification for the countries is based on their differences. Both countries experienced similar pressures to democratise education – especially regarding their VET – which need to be investigated, since little attention has been paid to the question of how the reforms of their former structures were legitimated by civic education. Keywords social capital, civic education, education systems, Finland, Luxembourg
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