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  • 1.
    Aagaard, Kirsten
    et al.
    VIA University College, Denmark.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Halttunen, Timo
    University of Turku, Finland.
    Hansen, Brian Benjamin
    VIA University College, Denmark.
    Nistrup, Ulla
    VIA University College, Denmark.
    Quality in Validation of Prior Learning: Experiences in researching the practice of the Nordic Model for Quality in Validation of Prior Learning2017In: The Learner at the Centre: Validation of Prior Learning strengthens lifelong learning for all / [ed] Ruud Duvekot, Dermot Coughlan and Kirsten Aagaard, Houten/Aarhus: European Centre Valuation of Prior Learning/ VIA University College , 2017, p. 89-102Chapter in book (Other academic)
    Abstract [en]

    This chapter presents findings from a study of quality work in validation (recognition of prior learning) in three cases in Denmark, Finland, and Sweden. The quality work is based on a Nordic model for quality in validation and the study has an interactive approach.

  • 2.
    Ahn, Song-ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Flogell, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    Karlsson, Georg
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Kunskap – synlig, standardiserad och jämförbar?2009In: Lärande på vuxnas vis: Vetenskap och beprövad erfarenhet, Lund: Studentlitteratur , 2009, 1, p. 123-142Chapter in book (Other academic)
    Abstract [sv]

    Denna bok belyser och jämför flera gemensamma brännpunkter i kommunal vuxenutbildning, folkhögskola och högskola: till vilka utbildningarna riktas, hur de utformas didaktiskt, hur de studerande betygssätts och bedöms. Författarna använder konkreta exempel när de diskuterar bland annat utbildares och studerandes perspektiv på dessa områden. Boken riktar sig till blivande och verksamma personalvetare, yrkes- och studievägledare samt pedagoger.

  • 3.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Att bli och vara folkhögskollärare2014In: Årsbok om folkbildning: Forskning & utveckling 2013 / [ed] Stellan Boozon, Krister Hansson, Maj-Britt Imnander, Tove Bergquist, Stockholm: Föreningen för folkbildningsforskning , 2014, p. 73-89Chapter in book (Other academic)
    Abstract [sv]

    Artikeln sammanfattar resultat från två olika studier om att bli vuxenlärare och om att vara folkhögskollärare.

  • 4.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Att studera och bli bedömd: Empiriska och teoretiska perspektiv på gymnasie- och vuxenstuderandes sätt att erfara studier och bedömningar2000Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation is focussing on students’ experiences of assessments, which means that the assessments are related to studying. The assessments particularly investigated are the main types of assessments used in the application and selection for higher education in Sweden – the grading in schools on secondary level, and the Swedish Scholastic Aptitude Test (SweSAT).

    The literature review is an analysis of previous knowledge, resulting in a model of orientations to studying.

    The empirical investigation consists of interviews with 100 students in upper secondary school, municipal adult education and folk high schools. The interviews are analysed with a phenomenographic approach, and the analysis results in categories describing ways of experiencing what it means to study, ways of experiencing the grades, and the SweSAT. In addition to this, the analysis gives a description of relations between components within categories, relations between categories, and relations between phenomena.

    The main patterns in the students’ experiences of the assessments are the following: The different categories, describing the experiences of the assessments per se, are focussing on assessment of performance, assessment of personal qualities (including developed knowledge), or uncertainty in relation to the assessment. There are four main aspects of the students’ experiences of the value of assessments, i.e., the relation to future plans, the relation to the student’s personal context, the possibility to influence your result, and the relation to other assessments used in the selection.

    The final result of the empirical investigation is a reconstructed model of five orientations to studying, where the empirical results are integrated with previous knowledge. The five categories are the knowledge orientation, the duty orientation, the participation orientation, the qualification orientation, and the resistance orientation. These orientations are also described as adaptive and/or non-adaptive in relation to the demands of the education.

    A further analysis in relation to three social science perspectives shows how assessments can contribute to the colonization of the educational lifeworld, how assessments can be seen as instruments of discipline, and how assessments can be seen as disembedding mechanisms.

     

  • 5.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Att vara folkhögskollärare2013Conference paper (Other academic)
    Abstract [sv]

    I detta paper presenteras en studie av folkhögskollärares arbete, med fokus på lärarnas tidsanvändning och deras inställning till arbetets förutsättningar, kompetensbehov, idégrund och huvudmän samt professionell utveckling. Studien visar att de heltidsarbetande lärare som deltog i tidsanvändningsundersökningen i snitt arbetade drygt 49 timmar under en vecka. Ungefär en fjärdedel av arbetstiden var förlagd till kvällstid och helger, och nästan var fjärde lärare arbetar på kvälls- eller helgtid varje dag i veckan måndag–söndag. Lärarna uppskattar den professionella friheten i arbetet, men samtidigt är arbetsbördan en belastning. Det mest tydligt uttryckta behovet av kompetensutveckling gäller att kunna upptäcka och stödja deltagare i behov av särskilt stöd, men även kunskap om folkhögskola och folkbildning beskrivs som viktigt, speciellt för lärare som saknar lärarutbildning för skolformen. Lärarnas engagemang för deltagarna kommer även till uttryck i hur man relaterar sig till idégrunden, där lärarnas fokus främst ligger på deltagarnas utveckling. Folkhögskollärare kan inte betraktas som en profession, men vissa tecken på professionell utveckling har identifierats.

  • 6.
    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.

  • 7.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Bedömning av vuxnas kunskap och kompetens2015In: KOM. Kommunikation mellan vuxenutbildare, Vol. 43, no 2, p. 34-34Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Denna artikel är en krönika kring bedömning och validering av vuxnas lärande.

  • 8.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Bedömning och betygssättning av yrkeskunskaper2014In: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2014, 1, p. 195-216Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel ger en översikt över centrala begrepp och företeelser inom området bedömning och betygsättning, med fokus på det som är centralt inom yrkesutbildning på gymnasienivå.

  • 9.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Caretakers' experiences of RPL2006In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 58, no 2, p. 115-133Article in journal (Refereed)
    Abstract [en]

    En fenomenografisk studie av hur en grupp fastighetsskötare uppfattar fenomenet validering, och vad en valideringsprocess ger dem i termer av lärande och annat utfall. Recognition of prior learning (RPL) involves an idea of -making learning visible--of valuing knowledge irrespective of how, when and where it is learnt. This is a phenomenographic analysis of how a group of caretakers from a Swedish property management company experience participation in an RPL initiative focusing on their vocational competence. The results show how RPL is experienced in various ways by the caretakers-as an opportunity for personal development, as a matter of assessment and control, or as -only scratching the surface-. The process is also experienced in different ways in terms of learning-with a focus on prior learning or new learning, or even no learning. Other benefits of RPL are described in terms of exchange value or personal development. The results are integrated in a model where the relationship between the individual and the RPL process is a developmental, a credit-exchange or a critical relation.

  • 10.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Caretakers' experiences of validation2005In: NERA Congress,2005, 2005Conference paper (Other academic)
    Abstract [en]

    Validation (recognition of prior learning) means an idea of -making learning visible- - of valuing knowledge irrespective of how, when and where it is learnt. This is a phenomenographic analysis of how a group of caretakers from a Swedish property managing company experience participation in a validation initiative focusing on their vocational competence. The results show how validation is experienced as an opportunity for personal development, a matter of assessment and control, or -only scratching the surface-. The process is also experienced in different ways in terms of learning - with a focus on prior learning or new learning, or even no learning. Other benefits of validation are described in terms of exchange value or personal development. The results are integrated in a model where the relation between the individual and the validation process is a developmental, a credit-exchange or a critical relation.

  • 11.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Different faces and functions of RPL: an assessment perspective2006In: Re-theorising the Recognition of Prior Learning / [ed] Per Andersson and Judy Harris, Leicester: NIACE , 2006, p. 31-50Chapter in book (Other academic)
    Abstract [en]

    The recognition of prior learning is an educational response to the need to widen participation in education and training for economic advancement and social inclusion. The social meanings of RPL have different configurations depending on historical, cultural, economic and political forces in different places. One constant is the reliance on the widely pervasive educational philosophies of experiential learning: constructivism and progressivism. This book challenges the orthodoxy of experiential learning and the particular readings of knowledge, pedagogy, learning, identity and power which it privileges. It does this by introducing different theoretical resources to RPL and drawing on experiences of RPL in the UK, South Africa, Australia, Sweden, Canada and the USA. The book provides a range of re-conceptualisations of the relational terrain between adult experience and learning on the one hand, and specialist or academic knowledge on the other.

  • 12.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Disciplinerande bedömningar2000In: Mimers forskarkonferens,2000, 2000Conference paper (Other academic)
  • 13.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    El reconeixement de l'aprenentatge anterior com una tècnica de govern2010In: Foucault i l'aprenentatge permanent: Governant el subjecte / [ed] Andreas Fejes, Katherine Nicoll, Xàtiva (València): Edicions del Crec i Denes Editorial , 2010, 1, p. 195-209Chapter in book (Other academic)
    Abstract [ca]

    Durant els últims vint anys ha hagut un interès creixent en el treball de Michel Foucault en sociologia i en particular el relacionat amb l'educació. Aquest és el primer llibre que utilitza el seu treball per a considerar l'educació permanent por sí mateix, explora la importància de les polítiques i les pràctiques de l'educació permanent (...) aquest llibre ofereix visions en qüestions com:

    ¿Quines són els efectes de les polítiques de l'educació permanent dins dels sistemes socio-polítics de govern?

    ¿Què fa l'educació permanent per la nostra comprensió de nosaltres mateixos com a ciutadans?

    ¿Com actua l'educació permanent en la regulació i la reordenació d'allò que les persones fan?

    Suggereix que la interpretació de l'educació permanent com a contribució a l'economia del coneixement, la globalització o el nou ordre del treball pot necessitar ser revisada si hem d'entendre el seu impacte de manera més completa.

  • 14.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    El reconocimiento del aprendizaje anterior como una técnica de gobierno2010In: Foucault y el aprendizaje permanente: Gobernando el sujeto / [ed] Andreas Fejes, Katherine Nicoll, València: Ediciones del CREC , 2010, 1, p. 197-211Chapter in book (Other academic)
    Abstract [es]

    Los Gedge viven en un pueblecito idílico, y en una mansión no me­nos maravillosa. Lo que no saben es que dos ladrones de guante muy blanco codician sus diamantes. La señora Gedge, por su parte, ambi­ciona para su marido la embajada de los Estados Unidos en Francia, y para conseguirla está dispuesta a utilizar incluso el chantaje. Y su pre­sunta víctima es el influyente senador Opal, padre de Jane, una ena­moradiza jovencita... Y con estos ingredientes y algunos más típicos del irresistible humor de Wodehouse como por ejemplo uno de los muy ingleses ladrones de guante blanco, disfrazado de impecable aris­tócrata francés, el lector ya tiene la diversión asegurada. «Sin ningún género de dudas es una de las novelas más desopilantes de su autor» (Daily Telegraph).

  • 15.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Endword: Research into practice?2014In: Handbook of the recognition of prior learning: research into practice / [ed] Judy Harris, Christine Wihak & Joy Van Kleef, Leicester: NIACE - National Institute of Adult Continuing Education, 2014, 1, p. 407-412Chapter in book (Other academic)
    Abstract [en]

    This endword discusses the relation between research and practice in RPL.

  • 16.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Examinationens betydelse för studierna. Vad tidigare forskning kan lära oss om hur studerande förhåller sig till sin utbildning1998In: I Teori och Praktik, Linköping: Linköpings universitet, Centrum för universitetspedagogik , 1998Chapter in book (Other academic)
  • 17.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Experience as the basis of eligibility for higher education2014In: The Power of VPL: Validation of Prior Learning as a multi-targeted approach for access to learning opportunities for all / [ed] R. Duvekot, B. Halba, K. Aagaard, S. Gabrscek & J. Murray, Vught, the Netherlands: Inholland University AS & European Centre Valuation Prior Learning , 2014, p. 39-55Chapter in book (Other academic)
    Abstract [en]

    This chapter presents results from a study of non-traditional applicants experiences of applying for higher education, namely applicants employing the Swedish 25:4 scheme, which granted eligibility for applicants who were at least 25 years old and had 4 years of work experience. 

  • 18.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Folkbildningen och det flexibla lärandet2002In: Forskning om folkbildning : medlemsblad för Föreningen för folkbildningsforskning, ISSN 1103-1670, no 1 / 2002, p. 15-18Article in journal (Other academic)
    Abstract [sv]

    Recension av boken folkbildning.net (första upplagan).

  • 19.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Folkhögskola för behörighet? Högskoleprov för urval?1995In: Mimers forskarkonferens,1995, 1995Conference paper (Other academic)
  • 20.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkhögskollärare som folkbildare2013In: VenueArticle in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Denna artikel tar upp folkhögskollärarens arbete och hur folkhögskolans lärare förhåller sig till folkbildningens idégrund, så som den formulerats av våra folkvalda politiker i statens syften med bidragen till folkbildningen, samt den enskilda skolans idégrund.

  • 21.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Formell bedömning av flexibelt lärande i folkbildningen2001In: Mimers forskarkonferens,2001, 2001Conference paper (Other academic)
  • 22.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Forskning om vuxnas lärande2011In: KOM. Kommunikation mellan vuxenutbildare, ISSN 0347-4445, Vol. 39, no 1, p. 23-24Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Denna artikel ger en kortfattad introduktion till och översikt över aktuell vuxenpedagogisk forskning.

  • 23.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    From working life into higher education2013Conference paper (Other academic)
    Abstract [en]

    In Sweden, a relatively high number of students have a background in working life before entering higher education. Measures have also been taken to widen admission among adults with working-life experience. The admission to Swedish higher education is governed through a two-step selection system. Firstly eligibility is assessed through varying measures, to secure that students have the ability to take the course or program in question. Secondly, if there are more eligible applicants than study places, a selection process is undertaken based on partly other measures. The focus of this paper is the first step, eligibility, and particularly applicants who were employing the 25:4 scheme, a measure for eligibility that was introduced to widen access to higher education in the 1970s, and which is now abandoned. The scheme meant that an age of 25 and 4 years work experience were the main criteria in an alternative track for basic eligibility. The aim of this study is to describe choices and trajectories in relation to higher education among 25:4 applicants, and their experiences of factors that could influence their choices.

     

    The analysis is based on a follow-up survey distributed to a sample of 25:4 applicants from the autumn admission round of 2008, the last admission round when the decision to abandon the 25:4 scheme still had not had any influence on applicants’ opportunities. The results identify patterns of application, admittance, completion of studies, and drop-out, in this group. Particularly, applicants’ experiences of choice and drop-out are focused upon. For example, it is shown that almost 90 % were admitted to their first-hand choice, which means that the selection process was not that decisive in this group, but the eligibility was central to be able to be admitted. Further, it is shown how the importance of a course is influenced by its value in terms of working-life opportunities, but also how individual knowledge interests and family situations influence the choices of the applicants.

  • 24.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Från slöjdseminariet på Nääs till samtida gerillaslöjd2015In: Mimer. Nationellt program för folkbildningsforskning, ISSN 1102-5913, no 1, p. 1-2Article, book review (Other (popular science, discussion, etc.))
    Abstract [sv]

    Detta är en recension av boken Slöjd, bildning, kultur - Om pedagogisk slöjd i historia och nutid (Sven Hartman, red., 2014). Recensionen fokuserar på slöjd i relation till folkbildning.

  • 25.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Högskoleprov för gymnasie- och vuxenstuderande1996In: NFPF:s kongress; samt Nordiska vuxenutbildningskonferensen Forskning i Norden,1996, 1996Conference paper (Other academic)
  • 26.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Högskoleprovets betydelse för studerandestrategier i gymnasieskola och vuxenutbildning - resultat och erfarenheter från en pilotstudie1995In: NFPF:s kongress,1995, 1995Conference paper (Other academic)
  • 27.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Högskoleprovets roll i gymnasieskola och vuxenutbildning1995In: Skolverkets forskarsymposium I klassrummet,1995, 1995Conference paper (Other academic)
  • 28.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    IKT, pedagogik och demokrati i folkbildningen.2004In: Folkbildning och lärande med IKT-stöd. En antologi om flexibelt lärande i folkhögskolor och studieförbund, Stockholm: Regeringskansliet, Utredningen för statens utvärdering av folkbildningen 2004 , 2004, p. 41-51Chapter in book (Other (popular science, discussion, etc.))
  • 29.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    IT-stött lärande - folkbildning i tiden?2005In: Folkbildning - samtidig eller tidlös?: om innebörder över tid / [ed] Ann-Marie Laginder och Inger Landström, Linköping: Mimer och Skapande vetande , 2005, p. 101-113Chapter in book (Other academic)
    Abstract [sv]

    Ulrich Becks bild av ett framväxande risksamhälle används som underlag för att illustrera hur valet av en viss framtidsbild påverkar tolkningen av samband mellan samhällelig förändring och folkbildning med fokus på studieförbundens studiecirkelverksamhet

  • 30.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    IT-stött lärande - folkbildning i tiden?2002In: Mimers forskarkonferens,2002, 2002Conference paper (Other academic)
  • 31.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    IT-stött lärande i folkbildningen. En utvärdering av utvecklingssatsningar 1999-20012002Report (Other academic)
    Abstract [sv]

    Rapporten utvärderar huvuddelen av de satsningar på IT-stött lärande som Folkbildningsrådet gjorde med stöd från KK-stiftelsen under åren 1999-2001.

  • 32.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Kunskapens värde - en studie av validering2007In: Resultatdialog 2007. Forskning inom utbildningsvetenskap, Stockholm: Vetenskapsrådet , 2007, p. 14-18Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

     Denna text ger en sammanfattning och överblick över den kunskap som utvecklats genom den forskning om validering av vuxnas kunskap och kompetens som bedrivits inom ramen för en anställning som forskarassistent, finansierad via bidrag från Vetenskapsrådet. 

  • 33.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Learning by doing - praktik och teori. En pedagogisk metod i Svenska Scoutförbundet1993Report (Other academic)
  • 34.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    National Policy and the Implementation of Recognition of Prior Learning in a Swedish Municipality2013In: Social Theory and Education Research. Volume four / [ed] Mark Murphy, London: Sage Publications, 2013, 1, p. 515-531Chapter in book (Other academic)
    Abstract [en]

    Although education researchers have drawn on the work of a wide diversity of theorists, a number of these have been of particular significance to education. While the likes of Karl Marx, Antonio Gramsci, John Dewey and Paulo Freire influenced previous generations of educational theorists, much of the more contemporary theory building has revolved around a quartet of well-known and much-debated thinkers – Michel Foucault, Jürgen Habermas, Pierre Bourdieu and Jacques Derrida. However, while the influence of these thinkers has grown considerably over the last number of years, both their original work and its application to education can prove challenging to the educational practitioner. The challenges they pose to educators are exacerbated by a lack of suitable reading material that can appeal to the advanced practitioner market, while also providing a sufficiently in-depth overview of the various theories and their applications in educational research.

    This edited book expertly rectifies this omission in the educational literature, and delivers a text that is both advanced and accessible, offering the education practitioner/researcher a suitable guide to assist their acquisition and application of social theory. The chapters included in this collection are designed to illustrate the diverse ways in which continental theory of whatever stripe can be applied to educational issues. From school surveillance to curriculum, social theory is used to shed light on ‘practical’ issues facing the sector, helping to widen and deepen discussion around these areas when they are in danger of being over-simplified.

    This book will be incredibly useful to post-graduate student teachers who wish to develop their capacity to engage with these debates at an advanced level. It will also prove of great interest to anyone involved in education policy and theory.

  • 35.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    National Policy and the Implementation of Recognition of Prior Learning in a Swedish Municipality2008In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 23, no 5, p. 515-531Article in journal (Refereed)
    Abstract [en]

    The recognition of prior learning (RPL) has been part of adult education policy and practice for a long time, but in different ways and in different times and places. In Sweden, RPL has been an explicit part of the policy since 1996. This policy analysis starts with the current Swedish policy concerning RPL. The figures of thought expressed in official policy texts are traced in, and compared to what is expressed in, the (discursive) practice of a case of local policy and development initiatives. The objective of the analysis is to see how the policy in official texts is reproduced and transformed at the local level. The theoretical starting point is the Foucauldian concept of ‘governmentality’, and RPL is seen as a technique for governing adult education, the adult learner, and also adult learning. The analysis focuses particularly on the governing of adult education, expressed in the ‘salvation narrative’ of RPL, and in ideas of what RPL is and how it should be organised. Indirect as well as direct techniques of governing are identified in the governing of and through RPL.

  • 36.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    'New and exciting' - an analysis of proposals for the renewal of Swedish higher education2006In: SCUTREA /Standing Conference on University Teaching and Research in the Education of Adults/ Inter-Cultural Perspectives on Research into Adult Learning: A Global Dialogue,2006, Leeds: University of Leeds and SCUTREA , 2006, p. 11-Conference paper (Refereed)
    Abstract [en]

    This paper presents an analysis of proposals/applications for grants for the renewal of Swedish higher education. It is focusing on who are applying for renewal grants, intended aims and methods of renewal, and how grants are awarded.

  • 37.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Non-traditional applicants for higher education.: A study of the 25:4 scheme.2010Conference paper (Other academic)
    Abstract [en]

    The selection system for higher education in Sweden could be seen as a two-step system. Firstly the eligibility is assessed through varying measures, to secure that students have the ability to take the course or program in question. Secondly, if there are more eligible applicants than study places, a selection process is undertaken based on partly other measures.

    The focus of this paper is the first step, the eligibility, and particularly the 25:4 scheme, a measure for eligibility that was introduced to widen access to higher education in the 1970s, and which is now on its way out. The scheme means that an age of 25 and 4 years work experience are the main criteria in an alternative track for basic eligibility. The aim of this exploratory study is to identify carachteristics of applicants in the 25:4 group and to compare them to groups of applicants with other types of eligibility from upper secondary school and adult education. What are the carachteristics of 25:4 applicants? I what ways do they differ from other applicants?

    The analysis is based on a material consisting of data from the admission rounds in 2007 and 2008, the last admission rounds when the 25:4 scheme was still fully useful for potential applicants. The results identify differences and similarities in forms of courses/programmes applied for as well as in background factors such as age, gender and socioeconomic status. The results indicate what influence the 25:4 scheme has had on the admission of traditional and non-traditional students in Swedish higher education.

  • 38.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Olika men lika - validering för arbetslösa2005In: Mimers forskarkonferens,2005, 2005, p. 1-13Conference paper (Other academic)
  • 39.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Paradoxes of assessing prior learning2006In: NERA Congress,2006, 2006Conference paper (Other academic)
    Abstract [en]

    This paper discusses nine paradoxes of assessing prior learning. The assessment, validation, accreditation or recognition (different concepts are used in different contexts) of prior learning or -real competence- has become a focus area in adult education/learning practice as well as policy, in Sweden and in other countries. But, there are paradoxes in the idea and practice of assessing prior learning. The paper is based on theories, on prior research about assessment of prior learning, and on results from more recent empirical research. For example the focus of the assessment is said to be prior learning, but still a main issue in practice is the new learning that seems to be a more or less inevitable result of assessing prior learning. Another paradox is that assessing prior informal/non-formal learning means that the learning backgrounds of individuals are divergent experiences - but the assessment is often made in a convergent way based on common criteria, to make comparisons between individuals possible. A third example is that assessing prior learning is a matter of individual assessment, even if the prior learning is a result of a collective and probably informal learning process where the individual results are related to a specific context.

  • 40.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Pedagogisk utveckling i högskolan - en studie av ansökningar om stöd från Rådet för högskoleutbildning2003Report (Other academic)
    Abstract [sv]

    Rapporten presenterar en kvantitativ och kvalitativ analys av ansökningar om stöd från Rådet för högskoleutbildning, både när det gäller hur ansökningarna bedömdes och vad de innehöll.

  • 41.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Programutveckling i scoutkåren1997In: Tillsammans: att utvecklas i scoutkåren / [ed] Tommy Rosengren, Stockholm: Svenska Scoutförbundet , 1997, p. 30-33Chapter in book (Other academic)
  • 42.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Provision of Prior Learning Assessment2011In: Adult Learning and Education / [ed] Kjell Rubenson, Oxford: Elsevier, 2011, p. 192-221Chapter in book (Refereed)
    Abstract [en]

    As individuals and societies try to respond to fundamental economic and social transformation, the field of adult learning and education is rapidly getting increased attention and new topics for research on adult learning have emerged. This collection of articles from the International Encyclopedia of Education 3e offers practitioners and researchers in the area of adult learning and education a comprehensive summary of main developments in the field. The 45 articles provide insight into the historical development of the field, its conceptual controversies, domains and provision, perspectives on adult learning, instruction and program planning, outcomes, relationship to economy and society and its status as a field of scholarly study and practice.

  • 43.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Provision of Prior Learning Assessment2010In: International Encyclopedia of Education: Volume 1 / [ed] Eva Baker, Penelope Peterson and Barry McGaw, Oxford: Elsevier , 2010, 3, p. 169-174Chapter in book (Other academic)
    Abstract [en]

    The field of education has experienced extraordinary technological, societal, and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, "International Encyclopedia of Education, Third Edition" succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,000 articles across 24 individual areas of coverage, and is expected to become the dominant resource in the field. Education is a multidisciplinary and international field drawing on a wide range of social sciences and humanities disciplines, and this new edition comprehensively matches this diversity. The diverse background and multidisciplinary subject coverage of the Editorial Board ensure a balanced and objective academic framework, with 1,500 contributors representing over 100 countries, capturing a complete portrait of this evolving field.It features a totally new work, revamped with a wholly new editorial board, structure and brand-new list of meta-sections and articles. It is developed by an international panel of editors and authors drawn from senior academia; web-enhanced with supplementary multimedia audio and video files, hotlinked to relevant references and sources for further study. It incorporates ca. 1,350 articles, with timely coverage of such topics as technology and learning, demography and social change, globalization, and adult learning, to name a few. It offers two content delivery options - print and online - the latter of which provides anytime, anywhere access for multiple users and superior search functionality via ScienceDirect, as well as multimedia content, including audio and video files.

  • 44.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Recognition of informal ICT competence2007In: Tidsskriftet Digital kompetanse, ISSN 0809-6724, E-ISSN 0809-714X, Vol. 2, no 3, p. 173-188Article in journal (Refereed)
    Abstract [en]

    This study of an initiative for recognising ICT competence is situated in a framework of formal training at upper secondary level. Specific assessment methods were used, but the classification of knowledge and the criteria for assessment were those used in formal training. Thus, there is a risk of excluding individual competence not included in the formal framework. The study also raises the question of whether recognition of prior learning should be a separate or an integrated part of the curriculum. 

  • 45.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Recognition of prior learning as a technique of governing2008In: Foucault and lifelong learning: Governing the subject, London: Routledge , 2008, 1, p. 126-137Chapter in book (Other academic)
    Abstract [en]

    Over the last twenty years there has been increasing interest in the work of Michel Foucault in the social sciences and in particular with relation to education. This, the first book to draw on his work to consider lifelong learning, explores the significance of policies and practices of lifelong learning to the wider societies of which they are a part.With a breadth of international contributors and sites of analysis, this book offers insights into such questions as: What are the effects of lifelong learning policies within socio-political systems of governance? What does lifelong learning do to our understanding of ourselves as citizens? How does lifelong learning act in the regulation and re-ordering of what people do? The book suggests that understanding of lifelong learning as contributory to the knowledge economy, globalisation or the new work order may need to be revised if we are to understand its impact more fully. It therefore makes a significant contribution to the study of lifelong learning.

  • 46.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Recognition of prior learning as a technique of governing adult learners, adult learning and adult education2006In: Linköping,2006, 2006Conference paper (Other academic)
  • 47.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Reflektioner kring en modell för bedömning av reell kompetens, utvecklad inom projektet Validering West2009In: Arbetsmaterial för bedömning av reell kompetens inom universitet och högskola / [ed] Validering West, Borås: Högskolan i Borås , 2009, 1, p. A1-A5Chapter in book (Other academic)
  • 48.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    RPL in further and vocational education and training2014In: Handbook of the recognition of prior learning: research into practice / [ed] Judy Harris, Christine Wihak & Joy Van Kleef, Leicester: NIACE - National Institute of Adult Continuing Education , 2014, 1, p. 337-355Chapter in book (Other academic)
    Abstract [en]

    The extent of implementation of RPL in the further and vocational education and training (FET/VET) sectors varies around the globe. This chapter starts with a review of research and literature pertaining to implementation and demand in selected countries. Some central themes for RPL in FET/VET are highlighted: inclusion and exclusion through RPL; the relation between prior and new learning; and the importance of the candidates’ experiences of RPL. Further, the use of theory in RPL research is exemplified through examples of Honneth’s theory of recognition and Habermas’ theory of communicative action. Literature relating to the development of a more holistic approach to RPL is discussed. Finally, the chapter finally presents some implications for the future development of RPL in FET/VET with ramifications for other sectors.

  • 49.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Studerandestrategier i gymnasieskola och vuxenutbildning - en pilotstudie1995Report (Other academic)
  • 50.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Studerandestrategier och högskoleprov i vuxenutbildning och gymnasieskola1995In: Nordiska vuxenutbildningskonferensen Forskning i Norden,1995, 1995Conference paper (Other academic)
1234 1 - 50 of 188
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