Role of Headmasters, Teachers, and Supervisors in Knowledge Transfer about Occupational Health and Safety to Pupils in Vocational Education

摘要

Abstract BackgroundYoung people are at an increased risk for illness in working life. The authorities stipulate certain goals for training in occupational health and safety (OHS) in vocational schools. A previous study concluded that pupils in vocational education had limited knowledge in the prevention of health risks at work. The aim of the current study, therefore, was to study how OHS training is organized in school and in workplace-based learning (WPL).MethodsThe study design featured a qualitative approach, which included interviews with 12 headmasters, 20 teachers, and 20 supervisors at companies in which the pupils had their WPL. The study was conducted at 10 upper secondary schools, located in Central Sweden, that were graduating pupils in four vocational programs.ResultsThe interviews with headmasters, teachers, and supervisors indicate a staggered picture of how pupils are prepared for safe work. The headmasters generally give teachers the responsibility for how goals should be reached. Teaching is very much based on risk factors that are present in the workshops and on teachers' own experiences and knowledge. The teaching during WPL also lacks the systematic training in OHS as well as in the traditional classroom environment.ConclusionTeachers and supervisors did not plan the training in OHS in accordance with the provisions of systematic work environment management. Instead, the teachers based the training on their own experiences. Most of the supervisors did not receive information from the schools as to what should be included when introducing OHS issues in WPL. Keywords occupational health and safety training ; vocational education ; work environment ; workplace-based learning ; young workers prs.rt("abs_end"); 1. Introduction The National Agency for Education is the central administrative authority for the public school system in Sweden. The Agency's education act for upper secondary schools established that pupils should develop and acquire values and knowledge [1] . To acquire knowledge that will enable them to personally contribute towards the prevention of a harmful environment is another important goal [2] . To reach these goals, the Agency established guidelines for schools in which headmasters and teachers are to plan their teaching and to determine what aims they should examine [3] . The Swedish Work Environment Authority is working for the right to healthy, safe, and stimulating working conditions. A way to reach this goal is to issue regulations. One such regulation that workplaces must have in place relates to systematic work environment management (SWEM). The aim of this provision is to continuously work on the implementation of safety improvements in the workplace and to provide opportunities for workers to contribute toward those improvements [4] . The literature clearly demonstrates that, compared to the older workforce, young people are more vulnerable to incidents and accidents when entering the workplace [5] and [6] . Some studies have concluded that training in occupational health and safety (OHS) is important and needs to be included in vocational training and in workplace-based learning (WPL). This training can be applied to the learning method as well as to the course content [3] , [7] , [8] , [9] and [10] . The literature features several studies that, in general, discuss the importance of choosing methods to successfully motivate pupils to assimilate and use new knowledge. Several cases mention interactive methods, specially developed programs, and daily coaching of supervisors as new and effective methods for reaching the younger generation [11] , [12] , [13] , [14] , [15] and [16] . Another study points out that, even if good instructions regarding safety issues are present in the workplace, such instructions are inadequate for those in WPL [17] . K?psén's [18] studies on the ways in which vocational teachers describe their teacher identities show that teachers believe that their fostering role, as well as their life and work experience, is important. Several authors highlight the importance of close cooperation between school and work in order to convey relevant and desired knowledge. The knowledge of teachers and experts in the workplace must have a higher status, and the different systems must find a model of cooperation and partnership. Companies must also be more willing to provide WPL for pupils [19] , [20] , [21] and [22] . The literature illustrates that communication between pupil, teacher, and supervisor is the most successful way to reach training goals [23] . A previous study concluded that vocational education pupils had a limited knowledge of how to prevent health risks at work and lacked a systematic way to approach hazard control [24] . Therefore, the aim of this study was to identify how training in OHS is organized in vocational education. In conjunction with that aim, the following aspects were examined: (1) headmasters' opinions of their roles;