- Professor of Education at Linköping University, Sweden. My main research areas are validation/recognition of prior le... moreProfessor of Education at Linköping University, Sweden. My main research areas are validation/recognition of prior learning and the continuing professional development of teachers, and particularly vocational teachers.edit
I Sverige finns det sedan en lång tid tillbaka flera utbildningsinstitutioner utanför det formella skolväsendet vilka erbjuder utbildningsmöjligheter för ungdomar och vuxna. En central plats i detta utbildningslandskap har Sveriges 150... more
I Sverige finns det sedan en lång tid tillbaka flera utbildningsinstitutioner utanför det formella skolväsendet vilka erbjuder utbildningsmöjligheter för ungdomar och vuxna. En central plats i detta utbildningslandskap har Sveriges 150 folkhögskolor. Den här rapporten handlar om folkhögskolornas arbete med deltagare med funktions-nedsättningar eller, mer precist, om de lärmiljöer i vilka folkhögskolornas pedagogiska arbete sker och hur dessa är utformade och anpassade för deltagare med funktions-nedsättningar. Frågor om skolors lärmiljöer kan anses vara särskilt relevanta för deltagare med funktionsnedsättningar. En vanlig distinktion inom detta forskningsfält gör gällande att en funktionsnedsättning blir ett funktionshinder först i mötet med en hindrande omgivning.
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Denna artikel tar upp några olika teoretiska perspektiv som kan användas och har använts för att förstå bedömning som företeelse i pedagogiska sammanhang. Diskussionen tar sin utgångspunkt i ett exempel på bedömning som förekommer främst... more
Denna artikel tar upp några olika teoretiska perspektiv som kan användas och har använts för att förstå bedömning som företeelse i pedagogiska sammanhang. Diskussionen tar sin utgångspunkt i ett exempel på bedömning som förekommer främst inom utbildning för vuxna, nämligen validering. Inledningsvis ges en definition av validering, som kort sagt handlar om att synliggöra, bedöma och ge erkännande åt de kunskaper som utvecklats i sammanhang utanför det formella skolsystemet, men även i utbildningssammanhang i andra kontexter än där man befinner sig (till exempel i andra länder). Därefter presenteras och diskuteras, med utgångspunkt i tidigare svensk forskning, såväl vår egen som andras, ett antal teoretiska perspektiv som använts för att förstå och analysera validering som företeelse. Exempel på perspektiv är teori om situerat lärande, Habermas teori om kommunikativt handlande och Foucaults diskursanalytiska perspektiv. Till sist diskuteras teorierna tillskott och användbarhet i analys och förståelse av bedömning mer generellt.
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This article reports on VET teachers’ engagements in boundary processes between schools and workplaces in connection with students’ workplace learning, the conditions for such boundary processes, and how these activities may enable VET... more
This article reports on VET teachers’ engagements in boundary processes between schools and workplaces in connection with students’ workplace learning, the conditions for such boundary processes, and how these activities may enable VET teachers’ continuing professional development (CPD). Thirty VET teachers have been interviewed and their replies have been analysed in a theoretical framework of situated learning. The VET teachers described two main forms of boundary processes: boundary encounters and brokering by VET students. These processes support the occupational learning of VET teachers to different degrees. Teachers’ access to the workplace and their engagement and involvement in work and social interactions influence the potential for learning. Structural factors in school practices determine the nature of the boundary processes experienced by VET teachers and hence, the conditions for VET teachers’ CPD.
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Friluftsliv explored doesn’t only include nature knowledge, techniques in the outdoors and outdoor pedagogics but also covers ecology, human ecology, geography, environmental and societal questions, history, health, biology, craft and... more
Friluftsliv explored doesn’t only include nature knowledge, techniques in the outdoors and outdoor pedagogics but also covers ecology, human ecology, geography, environmental and societal questions, history, health, biology, craft and lots of practical activities -both for urban and rural friluftsliv. In this translation to English of the revised fifth edition of the Swedish book there are many activities and the text is suitable for the modern day. Friluftsliv embraces the feeling around the campfire, paddling along winding rivers and walking towards the distant blue mountains. But, it is also to whittle a stick, to remember your waterproofs and to find your way home. Knowledge emerges when you combine imagination with facts and the glint in your eyes, using all our outdoor environments: forests, water, the coast, mountains and the nature close at hand. Emotion is to swim in crystal clear water far out in the archipelago and to see the clouds gliding across the sky. But also, to be...
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Examinationens betydelse for studierna. Vad tidigare forskning kan lara oss om hur studerande forhaller sig till sin utbildning
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I Sverige finns det sedan en lang tid tillbaka flera utbildningsinstitutioner utanfor det formella skolvasendet vilka erbjuder utbildningsmojligheter for ungdomar och vuxna. En central plats i dett ...
Research Interests: Mathematics and Pedagogy
Recognition of prior learning as a technique of governing adult learners, adult learning and adult education
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Uppdraget har genomförts parallellt med en utvärdering av den utökade försöksverksamhet med validering av utländsk yrkeskompetens där Nätverk Sörmland, som en del av sin verksamhet, har ansvarat för ett av de åtta projekt som drivits på... more
Uppdraget har genomförts parallellt med en utvärdering av den utökade försöksverksamhet med validering av utländsk yrkeskompetens där Nätverk Sörmland, som en del av sin verksamhet, har ansvarat för ett av de åtta projekt som drivits på olika håll i landet och samordnats av Skolverket. Delar av texten i denna rapport består därför av för sammanhanget bearbetade versioner av avsnitt i vår rapport till Skolverket (Andersson, Hult & Fejes, 2002). Dessa paralleller kommer inte att anges speciellt i texten, förutom när det ...
liu.se. Publications. ...
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Brügge, Britta; Glantz, Matz; Sandell, Klas; Lundqvist Jones, Therese; Szczepanski, Anders & Andersson, Per (eds.) 2021. Friluftsliv Explored: An environmental and outdoor teaching approach for knowledge, emotions and quality of life.... more
Brügge, Britta; Glantz, Matz; Sandell, Klas; Lundqvist Jones, Therese; Szczepanski, Anders & Andersson, Per (eds.) 2021. Friluftsliv Explored: An environmental and outdoor teaching approach for knowledge, emotions and quality of life. Skrifter från Forum för utomhuspedagogik, No 4, Linköping University, Linköping
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This study concerns vocational education and training (VET) on upper-secondary level within Swedish municipal adult education (MAE). The paper aims to show how such VET is organised locally and what the arguments are for different ways of... more
This study concerns vocational education and training (VET) on upper-secondary level within Swedish municipal adult education (MAE). The paper aims to show how such VET is organised locally and what the arguments are for different ways of organising. Furthermore, the aim is to analyse how national education policy is enacted in local vocational adult education. The data consist of documents presenting relevant national policies on adult education, particularly concerning VET, and semi-structured interviews with local politicians, heads of adult education, and educational counsellors. The findings show how VET for adults is organised in different ways and with different types of provider. Employability and integration are the main arguments for a focus on VET in MAE. Enactment of national policy is seen in the flexibility of provision of MAE, but also in focus on VET, and regional cooperation in developing VET for adults. The study concludes that the enactment of national policy init...
Context: This study is about vocational education and training for adults within municipal adult education (MAE). Sweden has a long tradition of adult education, and has one of the world's highest proportions of participants in adult... more
Context: This study is about vocational education and training for adults within municipal adult education (MAE). Sweden has a long tradition of adult education, and has one of the world's highest proportions of participants in adult education. The Swedish education system is characterised by extensive marketisation with many private actors, particularly in adult education. The focus of this article is on the enactment of the market orientation in vocational adult education, with the purpose of showing how vocational adult education is organised in different ways in Swedish municipalities and how national adult education policy is enacted in local VET practices. Methods: The data consist of documents presenting relevant national policies for adult education, in particular on vocational education, and semi-structured interviews with adult education leaders in 20 municipalities. Findings: The findings show that MAE in Sweden has a clear labour market focus on offering education th...
The focus of this paper is the organisation of vocational adult education on upper secondary level in Sweden, and specifically the process of marketization that has taken place here since the late 1990s. Swedish adult education on this... more
The focus of this paper is the organisation of vocational adult education on upper secondary level in Sweden, and specifically the process of marketization that has taken place here since the late 1990s. Swedish adult education on this level, including vocational as well as theoretical courses, is organised by the local municipality, but with national governing policies including a national curriculum. However, the courses and programmes per se are not necessarily organised by the municipality itself. There is a widespread system of procurement, which means that courses could also be organized by varying other providers, typically private training companies. That is, there are both private and public providers, but the training is paid for by the municipality, which also decides who will be admitted to different courses and has a responsibility for the quality assurance.
Despite claims that prior learning assessment and recognition (PLAR) can act as a transformative social mechanism and a means of social inclusion, this study reports that PLAR has become a serious barrier to adult learning rather than a... more
Despite claims that prior learning assessment and recognition (PLAR) can act as a transformative social mechanism and a means of social inclusion, this study reports that PLAR has become a serious barrier to adult learning rather than a facilitator. Drawing from Foucault's concept of governmentality, the study examines the difficulties that immigrant professionals have experienced in having their foreign credentials and work experience recognized in the contexts of Canada and Sweden. Using document analysis and interviews, the study analyses how PLAR has created a system of governing through technologies of power and technologies of the self which work as dividing practices in discounting and devaluating immigrants' prior learning and work experience. The study concludes that PLAR has become a technical exercise and a governing tool rather than a form of social transformation. -4 -
The aim of this study is to analyse how formal adult education in Sweden is enacted locally. For this analysis, the data consist of a nationwide survey sent to Swedish municipalities, background data on municipalities from public... more
The aim of this study is to analyse how formal adult education in Sweden is enacted locally. For this analysis, the data consist of a nationwide survey sent to Swedish municipalities, background data on municipalities from public statistics and interviews with representatives of 20 municipalities. Swedish formal adult education, which includes general, vocational and Swedish for immigrants courses, is a responsibility of the municipality, but courses are not necessarily organised internally by the municipality. The results show how adult education is enacted in different ways. There are systems for outsourcing courses to various other providers, typically private training companies. There are thus both private and public providers, but courses are paid for by the municipality, which is also responsible of quality assurance. The quality assurance is typically enacted with a focus on students, via surveys and statistics on outcomes, but quality measures also target providers. Swedish ...
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The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little... more
The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective adult educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become adult educators. The career paths of adult educators are often long and winding roads. Becoming an adult educator could be their primary desire, but it could also be their ‘Plan B’, a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context and the relation to the learners is part of the professional development. Finally, we argue ...
Validering är en form av kunskapsbedömning som i första hand riktar sig till vuxna. Den erbjuder möjligheten att få erkännande för sina kunskaper även om de har utvecklats på andra sätt än genom utbildning. Vad är validering? Varifrån... more
Validering är en form av kunskapsbedömning som i första hand riktar sig till vuxna. Den erbjuder möjligheten att få erkännande för sina kunskaper även om de har utvecklats på andra sätt än genom utbildning. Vad är validering? Varifrån kommer intresset för denna företeelse? Hur kan utvecklingen komma att se ut när det gäller validering?
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Ulrich Becks bild av ett framvaxande risksamhalle anvands som underlag for att illustrera hur valet av en viss framtidsbild paverkar tolkningen av samband mellan samhallelig forandring och folkbild ...
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... Andersson, Per, 1964-(author) Linköpings universitet, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo), Linköpings universitet, Utbildningsvetenskap, Vuxenpedagogik och folkbildning Hellberg,... more
... Andersson, Per, 1964-(author) Linköpings universitet, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo), Linköpings universitet, Utbildningsvetenskap, Vuxenpedagogik och folkbildning Hellberg, Kristina, (author) Linköpings ... Hellberg, Kristi ... ...
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In recent scholarship, the notion of precarious employment has become increasingly important when exploring challenges to working conditionsin various contexts. Both scholars and stakeholders have ...
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Sweden has a two-step selection process for admission to higher education. Eligibility is assessed to ensure that the candidates have the ability to take the course/programme. Selections are made based in part on other measures. The focus... more
Sweden has a two-step selection process for admission to higher education. Eligibility is assessed to ensure that the candidates have the ability to take the course/programme. Selections are made based in part on other measures. The focus here is eligibility, particularly the 25:4 scheme, a measure introduced to widen access to higher education in the 1970s but since abandoned. An age of 25 and 4 years of work experience were the main criteria of basic eligibility under this scheme. This exploratory study identifies the characteristics of 25:4 applicants and compares them to applicants with other types of eligibility and comparable groups in the population. What were the characteristics of 25:4 applicants? In what ways did they differ from other applicants and from the population in general? Results illustrate the scheme's influence, which was stronger on application patterns and weaker on the admission patterns of traditional and non-traditional applicants/students.
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Context: Teachers in vocational education and training (VET teachers) have specific conditions for their continuing professional development (CPD). They have a background in an initial occupation, in which they now teach and train the... more
Context: Teachers in vocational education and training (VET teachers) have specific conditions for their continuing professional development (CPD). They have a background in an initial occupation, in which they now teach and train the next generation. Thus, as VET teachers, they are expected to master the knowledge and skills of that occupation, even if they have now crossed the boundary from the community of their initial occupation to the community of the school. This study explores the perceived values among VET teachers of different activities that may contribute to their CPD in teaching subjects/initial occupations. The study examines VET at the upper secondary level in Sweden. Here, the VET teachers have the main responsibility for students' vocational learning in the vocational subjects, including the work-based parts. In the latter parts, the teachers are supplemented by supervisors at the workplace.Approach: We argue for the duality of a VET teacher identity with a prof...