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  • 1.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Basic eligibility: Threshold or fork in the road to higher education?2013In: Journal of Adult and Continuing Education, ISSN 1477-9714, E-ISSN 1479-7194, Vol. 19, no 2, p. 24-44Article in journal (Other academic)
    Abstract [en]

    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 nontraditional applicants/students.

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  • 2.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Muhrman, Karolina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Marketisation of adult education in Sweden2022In: Journal of Adult and Continuing Education, ISSN 1477-9714, E-ISSN 1479-7194, Vol. 28, no 2, p. 674-691Article in journal (Refereed)
    Abstract [en]

    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 adult education is characterised by extensive marketisation with many private providers and a broad supply of courses, but the municipalities are experiencing quality problems among providers, and some municipalities are considering extending their internal provision. There is also a labour-market focus where training programmes to improve adults’ employability are prioritised.

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  • 3.
    Arriaza Hult, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Educating the left - framing party education in Sweden and Spain2023In: Journal of Adult and Continuing Education, ISSN 1477-9714, E-ISSN 1479-7194, Vol. 29, no 1, p. 294-312Article in journal (Refereed)
    Abstract [en]

    This article interprets how five left-leaning parties in Sweden and Spain intend to politically socialise their members through the use of educational activities. By applying a framing perspective on interviews with leading party representatives from the five parties, the analysis theoretically illuminates how educational activities can be a tool for mobilisation. While the interviewed party representatives stress that educating their members has several functions for a party, three salient frames about party education are identified in the interview data as follows: education as (i) movement building, (ii) training members and leaders and (iii) deliberative reflection. Categorising the different ways that in which education is understood shows how different political motives are integrated into parties education. Hence, the findings emphasise the intermediating role that education plays between a party organisation and its members in left parties.

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  • 4.
    Mbabazi Bamwesiga, Penelope
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    A conceptual understanding of employability: The employers’ view in Rwanda2013In: Journal of Adult and Continuing Education, ISSN 1477-9714, E-ISSN 1479-7194, Vol. 19, no 1, p. 39-56Article in journal (Refereed)
    Abstract [en]

    Many governments believe that investing in human capital should increase citizens’ employability, which is why it is often presented as a solution to the problems of knowledge-based economies and societies, rising unemployment rates and economic competiveness. The aim of this study is to understand employers’ views regarding the employability of graduates from higher education in Rwanda. Employers of graduates in the programs of Accounting, Agriculture, Education and Medicine were interviewed to obtain a broad understanding of their views. The key themes that emerged from the thematic analysis were professional skills, being changeable/formable and skilful practices. This study argues that the concept of employability needs to be viewed as contextual because the understanding the professional and national contexts is fundamental to achieving a better understanding of graduates’ employability.

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