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  • 151.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Continuing professional development of vocational teachers: Participation in a national initiative in Sweden2014Conference paper (Other academic)
    Abstract [en]

    This study concerns the continuing professional development (CPD) of vocational teachers, with a particular focus on professional development within their vocational subject areas. The theoretical departure are socio-cultural theory of identity formation focusing the boundary-crossing between different communities of practice, and theory of adults’ participation in education, which is relevant when it comes to conditions for learning and identity formation among vocational teachers. The subject knowledge of the vocational teacher is normally based on vocational education and work-life experience, which means specific conditions as compared to other groups of teachers. Changes in working life poses new demands of vocational teachers’ competence in their subject knowledge at the same time as there are demands of strengthening the quality of vocational education. The knowledge and skills related to the vocational subject in school are situated in a specific community of practice, that is, a vocational practice. In so, to be knowledgeable to teach the vocational subject requires the teacher to have a vocational identity related the specific vocational subject, and to have the knowledge and skills of the contemporary main tasks of the vocational practice. It has been shown that boundary crossings between the vocational practices and the practice of school are crucial for vocational teachers to maintain and develop their vocational/professional knowledge and identity and that there are various conditions/barriers for such boundary crossings. In this paper we are analysing the participation among Swedish vocational teachers in a national initiative targeting vocational teachers and their professional development within the vocational subjects. The analysis is based on statistical data on participation in this initiative. The findings are discussed in terms of varying opportunities of participation and boundary crossing in and between different communities of practice, and consequences for the development of teachers’ professional identity. The opportunities of participation could be influenced by for example institutional and situational factors.

  • 152.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Continuing professional development of vocational teachers: participation in a Swedish national initiative2015In: Empirical Research in Vocational Education and Training, ISSN 1877-6345, Vol. 7, no 7, p. 1-20Article in journal (Refereed)
    Abstract [en]

    This study concerns the continuing professional development (CPD) of vocational teachers. As a starting point, vocational teaching as a profession is based on a type of dual professionalism. Thus, the conditions of vocational teachers’ competence in their teaching subject differ from those of other groups of teachers. In this article, we analyse vocational teachers’ participation in a Swedish national initiative that targets vocational teachers’ CPD within their vocational subjects. Because of changes in working life and demands to strengthen the quality of Swedish vocational education, vocational teachers are expected to be well qualified and up-to-date in the vocation they teach. Swedish vocational teachers normally spend most of their time teaching in schools, and the means through which vocational teachers meet the demands of contemporary vocational competence differ. The national initiative provides vocational teachers opportunities to participate in the vocational, work-life community of practice of their subject for at least 2 weeks. This study aims to explore vocational teachers’ participation in this CPD programme. The analysis is based on registry data on participation in the initiative. Our theoretical foundation is the socio-cultural theory of identity formation, with a focus on the boundary crossing between different communities of practice, and a theory of adults’ participation in education. The findings show differences in participation according to age, vocational area, and geographic location. The results indicate that participation opportunities may be influenced by, for example, institutional factors and situational factors. This implication is discussed in relation to vocational teachers’ development of a professional identity and their teaching of the vocational subject.

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  • 153.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Lärares utveckling av ämneskunskap: En studie av yrkeslärares kompetensutveckling inom yrkesämnen2018In: Resultatdialog 2018, Stockholm: Vetenskapsrådet , 2018, p. 20-22Chapter in book (Other academic)
    Abstract [sv]

    För att hålla sig uppdaterade och utveckla sitt ämneskunnande behöver yrkeslärare inom gymnasieskola och vuxenutbildning möjligheter till kompetensutveckling i nära kontakt med sina olika yrken och branscher. För dessa lärare är kompetensutveckling extra viktigt, eftersom kunskapsutvecklingen i många yrken går så snabbt. Även mer informellt nätverkande har stor betydelse, visar denna studie.

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    Lärares utveckling av ämneskunskap: En studie av yrkeslärares kompetensutveckling inom yrkesämnen
  • 154.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Maintaining Competence in the Initial Occupation: Activities among Vocational Teachers2018In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 11, no 2, p. 317-344Article in journal (Refereed)
    Abstract [en]

    Contemporary work-life changes rapidly, and vocational education andtraining (VET) teachers need to keep up-to-date with changing knowledge demandsand technological developments. This article concerns VET teachers’continuing pro-fessional development (CPD) related to the specific vocations for which they teach. Theaim is to analyse VET teachers’participation in various types of activities designed tomake them become more knowledgeable in relation to industry currency. The studydraws on a socio-cultural perspective on practice and learning. Theory concerningadults’participation in education is also used in analysing drivers of and barriers toparticipation in learning activities. The analyses are based on survey data from 886Swedish VET teachers relating to their participation in different activities, barriers/drivers concerning participation in these activities, perceived effects (outcomes) ofparticipation in terms of professional development, and teachers’background. Readingprofessional texts was the most common CPD activity among those VET teachersparticipating in the study. Reading, and work in the VET teacher’s former/initialoccupation were the two activities where variation in performing them could beexplained to the highest degree. The study particularly highlights the importance ofboundary crossing between school and work-life for maintaining and developing theindustrial currency of VET teachers’competence. Active membership and engagementin the community of practice of the initial occupation is important for participation inCPD activities closely related to this community.

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    Maintaining Competence in the Initial Occupation: Activities among Vocational Teachers
  • 155.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Maintaining vocational competence: a survey study among vocational teachers2016Conference paper (Other academic)
    Abstract [en]

    Teachers’ subject knowledge is crucial for the quality of education. Contemporary work life changes rapidly, which challenges vocational education and training (VET) and teachers who need up-to-date vocational competence. This paper concerns VET teachers’ continuing professional development (CPD) related to vocational subjects and basic vocations in which they teach. The aim is to analyse teachers’ participation in varying types of CPD activities. The study draws on a socio-cultural perspective on practice, identity, and learning. Furthermore, the analysis is related to theory concerning adults’ participation in education, which shows how different factors influence participation in CPD. A survey was distributed to 2,000 Swedish VET teachers. The analyses are based on data on participation in different activities, barriers/drivers for participation in these activities, and perceived effects in terms of professional development.

    Results show similar patterns of participation between vocational areas, but with some significant differences between the areas. The variation in vocational areas does not have that much influence on participation. Reading vocational texts is the most common activity among those covered in the study. To read, and to work in the teacher’s basic vocation, are the two activities where variation in doing them could be explained to the highest degree.

  • 156.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Swedish teacher education in transformation2009In: ECER 2009, Vienna, 28-30 September 2009, 2009, p. 1-20Conference paper (Other academic)
  • 157.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    VET teachers between school and working life: boundary processes enabling continuing professional development2019In: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 2, no 6-7, p. 537-551Article in journal (Refereed)
    Abstract [en]

    Changes in working life require development in vocational education and training (VET) to retain industrial currency. VET teachers are key actors in VET, and their continuing professional development (CPD) in vocational subjects is central to the currency of VET. This study is situated in Sweden, with a mainly school-based VET system where VET teachers have the main responsibility for students’ school-based and workplace learning, and they typically have a background in an initial occupation which they now teach their students. The study applies a situated learning perspective, with a particular focus on boundary processes between VET schools and working life, and how the modes of identification of engagement, imagination, and alignment are enacted and influence the identity formation and CPD of VET teachers. The findings are based on interviews with 30 Swedish VET teachers. The qualitative study shows how different forms of boundary encounter between VET teachers and working life, brokering of occupational knowledge, and reconstruction of occupational practices at schools provide opportunities for teachers’ CPD and influencing vocational teaching. It is important for the quality of VET teachers’ CPD to include and integrate the different modes of identification, to allow for updating of different aspects of the occupational identity.

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    VET teachers between school and working life: boundary processes enabling continuing professional development
  • 158.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    VET Teachers’ Continuing Professional Development: barriers and opportunities2015Conference paper (Other academic)
    Abstract [en]

    This study concerns the continuing professional development (CPD) of vocational teachers and recognizes the dual professionalism of vocational teachers as having a particular focus on the professional development related to the teachers’ vocational subject areas. The study takes place in Sweden, in VET on upper secondary level. Swedish vocational teachers normally work full-time and spend most of their days at school, and how they meet the demands of contemporary vocational competence differ. They have varying opportunities and options for CPD, and this study explores to what extent and how the vocational teachers cross boundaries between school and other communities of practice to take part in various types of CPD. The vocational teachers’ perceived results of the CPD, as well as barriers and opportunities/motivation for participation are also investigated. The analysis is based on survey data on vocational teachers’ participation in CPD activities and draws on a socio-cultural perspective on practices, identity and learning, and theory concerning adults’ participation in education and barriers towards this.

  • 159.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    VET teachers’ continuing professional development for industry currency in the initial occupations2018Conference paper (Other academic)
    Abstract [en]

    Swedish VET was included in extensive school reforms in the early 2010s. However, VET teachers were not particularly involved in these reforms. They have also been relatively invisible in initiatives concerning teachers’ continuing professional development (CPD). Therefore, a project was initiated to explore teachers’ CPD concerning vocational knowledge and industry currency of competence from their initial occupations. The project applied a situated perspective on learning, identity, and boundary relations and processes. There were three parts: Analyses of participation in a national initiative, to let teachers up-date their vocational knowledge, e.g. through practicum in a workplace; a survey, with responses from 886 teachers concerning CPD activities related to their initial occupations; and interviews with 30 teachers.

     

    10% of all VET teachers participated in the national initiative during its two first years. The most common activities identified in the survey were reading vocation-related texts, study visits in workplaces, and work with students’ workplace learning. The survey also showed what values these activities created in terms of teachers’ vocational knowledge, networks, and development of teaching. The interviews showed the value of varying school-workplace boundary processes. Work with workplace learning, study visits, skills competitions, and other industry arrangements, created CPD opportunities and networks.

  • 160.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    VET Teachers’ Continuing Professional Development: participation, momentum and perceived results2015Conference paper (Other academic)
    Abstract [en]

    This study concerns the continuing professional development (CPD) of vocational teachers and recognizes the dual professionalism of vocational teachers as having a particular focus on the professional development related to the teachers’ vocational subject areas. The study takes place in Sweden, in VET on upper secondary level. Swedish vocational teachers normally work full-time and spend most of their days at school, and how they meet the demands of contemporary vocational competence differ. They have varying opportunities and options for CPD, and this study explores to what extent and how the vocational teachers cross boundaries between school and other communities of practice to take part in various types of CPD. The vocational teachers’ perceived results of the CPD, as well as momentum for participation are also investigated. The analysis is based on survey data on vocational teachers’ participation in CPD activities and draws on a socio-cultural perspective on practices, identity and learning, and theory concerning adults’ participation in education and barriers towards this.

  • 161.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Views on adult educators2010In: BAEA: Becoming Adult Educators in the European Area: Synthesis research report / [ed] Marcella Milana (ed.) et al., Copenhagen: Danish School of Education, Aarhus University , 2010, p. 43-53Chapter in book (Other academic)
    Abstract [en]

    With an increased interest in and focus on lifelong learning and adult education as a means to economic development, social cohesion and participation in a democracy, comes an enhanced attention on adult educators and their qualifications. In light of this, the aim of Becoming Adult Educators in the European Area (BAEA), results of which are presented in this publication, has been to investigate ways prospective adult educators qualify for their jobs in terms of professional competences beforeentering the profession. Inspired by Bronfenbrenner (1979, 1986), among others, the study is grounded on the premise that individuals exist in multiple, multilayered and interacting contexts, each of which is a domain of social relations and physical contexts. The specific aims of the project have been:

    • To analyse ways in which adult education policies and initial education andtraining opportunities for prospective adult educators affect professionalisation processes in the field of general, vocationally-oriented and liberal adult education;
    • To investigate social and cultural factors that influence the individual formation of initial competences and qualifications of adult educators in the field of general, vocationally-oriented and liberal adult education;
    • To investigate the main factors that influence the construction of a professional identity among prospective adult educators.

    Professional development in this study is defined as a process that involves the acquisition of a specialised body of knowledge, the formation of personal teaching-learning theories grounded on both theoretical principles and the self-interpretation of one‟s own practice, as well as the construction of a professional identity. The study is designed as a comparative study involving four European countries: Denmark, Estonia, Italy and Sweden. The empirical data was collected in the period of 2008-2009, in two steps. In the first step, a literature review of existing informationon adult education and learning and on the structural conditions surrounding the adult educator at work was conducted. The documents analysed included research reports and articles, official descriptions of national education systems, policy papers, laws, by-laws and reports, including national reports to the European Commission on the implementation of lifelong learning strategies at national levels. The second step consisted of narrative interviews which were conducted with a total of sixty-two persons undertaking specialised studies in adult education and learning. Each interview was first analysed in depth following a common frame of reference. Thereafter, cross-case analyses were carried-out nationally, and finally comparisons were made cross-nationally. Though the four countries studied differ in relation to adult education traditions as well as structural and political conditions, the analysis unveils similar trends for all – both in relation to adult education and training and in relation to the qualification of current and prospective adults educators. The empirical evidence brought together underscores that while the quality of adult education represents a topic of concern, it nonetheless underestimates the difficulties embedded in the provision of qualified teaching-learning transactions by adult educators who often enter the profession without specialised pedagogical knowledge. Further, the evidence highlights that professionalism in the field of adult education embodies contrasting views and understandings of its purpose, characterisations and possibilities, not least due to weak social recognition, fragile collective representativeness and individual protection. To better the conditions for the professionalisation of prospective and current adult educators, hence the quality of adult education provisions, more research-based knowledge in the field is needed. At the same time, the European Commission, governments, and other institutional actors and education agencies should:

    • Develop policies and practices aimed at defining and implementing initial education and training paths and appropriate support for further career development in the field of adult education;
    • Recognise adult educators as a professional group with complex cultural and professional competences;
    • Create new opportunities for participation in specialised studies and concrete or virtual communities for professional exchange and mutual enrichment;
    • Organise functional internships;
    • Improve recruitment strategies and working conditions.
  • 162.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vocational teachers’ continuing professional development: a survey study2016Conference paper (Other academic)
    Abstract [en]

    Teachers’ subject knowledge is crucial for the quality of education. Contemporary work life changes rapidly, which challenges vocational education and training (VET) and teachers who need up-to-date vocational competence. This paper concerns VET teachers’ continuing professional development (CPD) related to vocational subjects and basic vocations in which they teach. The aim is to analyse teachers’ participation in varying types of CPD activities. The study draws on a socio-cultural perspective on practice, identity, and learning. Furthermore, the analysis is related to theory concerning adults’ participation in education, which shows how different factors influence participation in CPD. A survey was distributed to 2,000 Swedish VET teachers. The analyses are based on data on participation in different activities, barriers/drivers for participation in these activities, and perceived effects in terms of professional development.

    Results show similar patterns of participation between vocational areas, but with some significant differences between the areas. The variation in vocational areas does not have that much influence on participation. Reading vocational texts is the most common activity among those covered in the study. To read, and to work in the teacher’s basic vocation, are the two activities where variation in doing them could be explained to the highest degree.

  • 163.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Yrkesdidaktiska utmaningar2014In: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2014, 1, p. 217-224Chapter in book (Other academic)
    Abstract [sv]

    Detta är ett avslutande och summerande kapitel i en antologi som tar upp centrala kunskapsområden inom det yrkesdidaktiska området.

  • 164.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Aakre, Bjørn Magne
    Nord University, Norway.
    Editorial: The first issue of NJVET in a new shape2016In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 6, no 1, p. i-iiArticle in journal (Other academic)
    Abstract [en]

    Welcome to the Nordic Journal of Vocational Education and Training (NJVET). With this journal, we want to create a forum for research on vocational and professional education and training, with a particular focus on issues at stake for vocational education and training (VET) in the Nordic countries. The journal is published online and open access, and there are no submission or article processing charges.

    This is the first issue of NJVET in its new shape. We have put effort into the renewal of our website, submission and publishing system, guidelines for contributions etc. Altogether we hope that this will contribute to strengthening the quality of our journal, and also of Nordic VET research in general.

    In this first issue we can present contributions from four Nordic countries – Denmark, Finland, Norway, and Sweden. Nevertheless, relevant contributions from outside the Nordic countries are most welcome! We encourage publication of articles in English, which makes the audience of our research results much broader, but we also offer the opportunity to publish in the Nordic languages. In this issue, articles are published in English, Danish, and Norwegian. You should also note that we make a difference between research articles, which have undergone a double-blind peer-review by at least two anonym viewers, and magazine articles that contain other types of materials, discussions, minor studies of VET etc. The magazine articles are not subject to double-blind peer review, but are reviewed by the editors. We also welcome relevant book reviews. However, this issue does not include any book review.

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  • 165.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Larson, Anne
    Danish School of Education, Aarhus University.
    Milana, Marcella
    Danish School of Education, Aarhus University.
    Qualification paths of adult educators: A comparative study of Sweden and Denmark2010Conference paper (Other academic)
    Abstract [en]

    This paper presents results from a study of the qualification of adult educators in Denmark and Sweden. It describes the role the qualification of adult educators plays in policy, the opportunities for those interested in qualifying as adult educators and the adult educators’ status as a profession. Further, for adult educators to become professional, they need to develop a professional identity, and the formation of this identity is studied through narrative interviews with prospective adult educators. The aim of the study is to understand the qualification paths and professional development of the prospective adult educator through the perspectives of policy, available opportunity structures, and individual trajectories. The study includes general as well as vocational and liberal adult education.

    The result draws on an analysis of policy documents and public information, and 29 narrative interviews with people currently or recently undertaking teacher education at the university or other courses preparing the participants to become adult educators. The approach is here based in the idea that individual motivations for working in the field of adult education and the learning process that leads to the formation of competences, qualifications and professional identity in this field can be better understood by applying a biographical perspective (Horsdal, 2002). In the analysis of narratives/interviews, central guiding concepts were trajectory, and particularly learning trajectory, and identity, inspired by a situated and social learning perspective (Lave & Wenger, 1991; Rogoff, 1995; Wenger 1998). Rogoff’s (1995) model of analysing processes of learning on different, but intertwined, levels has been an inspiration in analysing the qualification paths for adult educators in relation to policies and opportunities for such qualification.

    The main drivers for an increased focus on adult education and training in both countries seem to be the needs of the labour market in light of globalisation and international competition as well as the Lisbon strategy. The study shows that in spite of this increased focus on adult education and training and its importance, in the policy papers there seems to be a lack of interest in the quality of the provision in terms of the education and learning process, including the qualification of the adult educators.

    In relation to the options for those interested in qualifying as adult educators, it is difficult to find courses or education programmes offering initial education and training. Instead, most courses and education programmes either offer in-service or a combination of initial and in-service education and training. Thus, there are few opportunities to acquire the professional knowledge and identity as adult educator before entering the field. This is also indicated through the fact that many of the interviewees have a background as acting (un-qualified) adult educators, before entering professional training. In addition, adult educators to a high degree develop their competencies as adult educators through work. The main conclusions of the study concern the situation that the professional development of adult educators depend on the varying types of learning trajectories they follow, in contexts where the opportunity structures for becoming an adult educator are vague.

  • 166.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Larson, Anne
    Danish School of Education, Aarhus University.
    Milana, Marcella
    Danish School of Education, Aarhus University.
    Qualification paths of adult educators in Sweden and Denmark2013In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 35, no 1, p. 102-118Article in journal (Refereed)
    Abstract [en]

    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 that both academic studies and hands-on work in the adult education community are crucial parts of the adult educator’s qualification path.

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    fulltext
  • 167.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Landström, Inger
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    IKT-strategier, folkbildaridentitet och nätverk i folkbildningens organisationer.2004In: Mimers forskarkonferens,2004, 2004Conference paper (Other academic)
  • 168.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Forskarskolan i vuxnas lärande2007In: Resultatdialog 2007. Forskning inom utbildningsvetenskap, Stockholm: Vetenskapsrådet , 2007, p. 19-23Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    Här ges en sammanfattning kring uppläggningen av och erfarenheterna från Forskarskolan i vuxnas lärande. Forskarskolan var ett samarbete mellan Linköpings universitet, Göteborgs universitet och Mälardalens högskola, finansierat delvis av Vetenskapsrådet. 

  • 169.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Olsson, Lars-Erik
    Göteborgs universitet.
    Thång, Per Olof
    Göteborgs universitet.
    Wass, Karin
    Göteborgs universitet.
    Utbildning av arbetslösa i komvux. En studie av lokalt beslutsfattande1995Report (Other academic)
    Abstract [sv]

    En studie av hur man på lokalt plan förhöll sig till de resurser som fanns för utbildning av arbetslösa i föregångaren till kunskapslyftet.

  • 170.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Olsson, Lars-Erik
    Göteborgs universitet.
    Thång, Per-Olof
    Göteborgs universitet.
    Wass, Karin
    Göteborgs universitet.
    Utbildning av arbetslösa inom komvux: en studie av lokalt beslutsfattande1996In: NFPF:s kongress,1996, 1996Conference paper (Other academic)
  • 171.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Olsson, Lars-Erik
    Göteborgs universitet.
    Thång, Per-Olof
    Göteborgs universitet.
    Wass, Karin
    Göteborgs universitet.
    Utbildning av arbetslösa inom komvux: en studie av lokalt beslutsfattande1995In: Nordiska vuxenutbildningskonferensen Forskning i Norden,1995, 1995Conference paper (Other academic)
  • 172.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Millenberg, Filippa
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österborg Wiklund, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Freedom with reservations: The work of the Swedish folk high school teacher2023In: The Nordic folk high school teacher: Identity, work and education / [ed] Johan Lövgren, Jonas Andreasen Lysgaard, Rasmus Kolby Rahbek & Anders Hallqvist, Zürich: LIT Verlag, 2023, p. 143-156Chapter in book (Refereed)
    Abstract [en]

    Folk high school teachers work many hours in fluid ways with no clear distinction between working hours and leisure time. Pedagogically, they are often described as being value driven and participant focused. Creating interests, involving, motivating, giving recognition to, challenging, and creating possibilities for participants to grow as human beings is important for the teachers. In this chapter, we mobilise empirical examples to explore if these aspects are connected to a particular understanding of what learning is and should be, a mutual/embedded exploration process where both participants and teachers are challenged and grow as persons and where collaboration and the collective are prerequisites. This particular perspective on learning appears far removed from the traditional subject-based classroom of child education. We describe and discuss the work of folk high school teachers in Sweden, and problematise the work conditions of this diverse group of teachers.

  • 173.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Muhrman, Karolina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Discourses on quality in Swedish adult education2024In: European Journal for Research on the Education and Learning of Adults, E-ISSN 2000-7426Article in journal (Refereed)
    Abstract [en]

    Swedish municipal adult education has many providers. The overall responsibility for this service still lies with the municipalities, entailing the enactment of national policy with respect to providers. This study puts focus on the discursive enactment of policy concerning quality in adult education. Five discourses on quality are identified through interviews with school leaders, teachers, and students, namely that quality is about formal demands and processes, that it is a matter of student focus, that it is about teachers’ competence and working conditions, that it is about teaching, and that quality depends on the student group. School leaders focus on formal and organisational aspects of quality, while teachers and students focus on actual processes in the classroom, connecting to their own work and lives. Compared to national policy, the local discourses are limited mainly to studying, teaching, organisation, and short-term outcomes, while long-term aims in national policy are less prominent.

  • 174.
    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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  • 175.
    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.
    Marketization of Vocational Adult Education in Sweden2019In: Pedagogical concerns and market demands in VET.: Proceedings of the 3rd Crossing Boundaries in VET conference, Vocational Education and Training Network (VETNET) / [ed] F. Marhuenda & MJ. Chisvert-Tarazona, Valencia: European Research Network of Vocational Education and Training (VETNET) , 2019, p. 153-157Conference paper (Refereed)
    Abstract [en]

    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.

  • 176.
    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.
    Organising Adult VET in Swedish Municipalities2021Conference paper (Other academic)
    Abstract [en]

     This study concerns how upper secondary vocational adult education is organised in Sweden. Swedish formal adult education on this level has a national curriculum including vocational education and training (VET) as well as theoretical courses. The local municipality is organising such adult education for its inhabitants, municipal adult education (MAE). However, a quasi-market has developed, where courses are not necessarily provided but the municipality itself, but also by varying other organisations, typically private training companies. In this study, we describe how upper secondary vocational adult education is organised in different ways, and what the arguments are for this in the municipal organisations.

     

    There are a few studies that focus on the topic of the marketisation of Swedish vocational adult education (Andersson & Muhrman, 2019; Wärvik, 2013) and of MAE in general (e.g. Bjursell, 2016; Fejes & Holmqvist, 2019; Fejes, et al., 2016), but knowledge of how VET within MAE is organised on local level is limited.

    Our paper will answer the following research questions: 

    ·       How is vocational adult education organised in different ways in Swedish municipalities?

    ·       What are the arguments for organising vocational adult education in different ways?How is national adult education policy enacted in local VET practices?

    We are employing a policy ethnographic approach in a trajectory study (Rizvi & Lingard, 2010). This approach is focusing the trajectory and transformation of policy, from the central context of influence to the local context of practice. The local context of adult VET is studied in six Swedish municipalities, selected to represent different ways of organising MAE. The data in the study consist of documents and interviews. The documents include national policies on MAE and local policies and descriptions of its enactment, particularly concerning VET. Semi-structured interviews were conducted with local MAE representatives. The interviews were transcribed and analysed qualitatively.

    The findings describe ways of organising vocational adult education in local practices in Sweden. On the local organisational level, this includes the choice between or combination of internal and external providers, ways of hiring external providers, and cooperation with other municipalities. On practice level, the ways of organising include apprenticeships, distance studies, counselling, recognition of prior learning, and integration with language courses for immigrants. The arguments for different ways of organising vocational adult education are mainly based in the local labour market needs and in a need of integration of newly arrived immigrants in the Swedish society.

    References

    Andersson, P. & Muhrman, K. (2019). Marketization of vocational adult education in Sweden. In Pedagogical concerns and market demands in VET. Proceedings of the 3rd Crossing Boundaries in VET conference Vocational Education and Training Network - VETNET. Valencia, Spain: Zenodo. http://doi.org/10.5281/zenodo.2640958

    Bjursell, C. (2016). When theories become practice: A metaphorical analysis of adult-education school-leaders’talk. European Journal for Research on the Education and Learning of Adults, 7(2), 191–205.

    Fejes, A., Runesdotter, C. & Wärvik, G-B. (2016). Marketisation of adult education: Principals as business leaders, standardised teachers and responsibilised students. International Journal of Lifelong Education, 35(6), 664–681. 

    Fejes, A. & Holmqvist, D. (2019). Procurement as a market in adult education. In: M. Dahlstedt & A. Fejes (Eds.), Neoliberalism and market forces in education: Lessons from Sweden, pp. 156–169. London & New York: Routledge.

    policy. Abingdon: Routledge.Wärvik, G-B. (2013). The reconfiguration of adult education VET teachers: Tensions amongst organisational imperatives, vocational ideals and the needs of the students. International Journal of Training Research, 11(2), 122–134.

  • 177.
    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.
    Study and career counselling in Swedish adult education2024In: British Journal of Guidance and Counselling, ISSN 0306-9885, E-ISSN 1469-3534, Vol. 52, no 2, p. 348-360Article in journal (Refereed)
    Abstract [en]

    This article presents and discusses findings from a qualitative study of Swedish adult education, with focus on meetings between counsellors and students and how counsellors translate and enact different expectations from policies and ethical guidelines, as well as from adult students. The results show that counsellors have an important role in the marketised and complex system of adult education in Sweden, both to guide people during the encounter with adult education and to guide and support them as students. A policy enactment emerges where counsellors are in conflict between different guidelines and are forced to compromise between the ethical ideal that they, as counsellors should always start from individual needs, and policy requirements concerning e.g. skills supply and labour-market integration.

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  • 178.
    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.
    Swedish Vocational Adult Education in the Wake of Marketisation2022In: International Journal for Research in Vocational Education and Training, ISSN 2197-8638, E-ISSN 2197-8646, Vol. 9, no 1, p. 1-22Article in journal (Refereed)
    Abstract [en]

    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 edu- cation, 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 offe- ring education that corresponds to working life's labour requirements. Most municipalities have a shortage of staff in elderly care and childcare, which is why they offer a large number of training places in these professions. Many immigrants choose these training programmes to get a job. It is also common for municipalities to offer these training programmes in combination with SFI (Swedish for immigrants). This means that MAE fulfils an important function for integration. VET in MAE is offered as school-based training, apprenticeships or distance education. Offering VET at a distance makes it possible to provide a wider range of training programmes, and enables people who have difficulties participating in on-site training (due to commitments such as work or young children) to take part. Apprentice- ship training provides work experience and often leads to employment. However, a weak interest in apprenticeship training among students and difficulties finding apprenticeship placements are examples of reasons why the number of apprenticeships is often very limited.

    Conclusion: Swedish MAE is characterised by flexibility and a broad supply of courses. However, there is a clear focus on certain vocational areas – mainly within the municipal organisation. This gives reason to question whether publicly funded VET for adults should mainly prepare participants for publicly funded labour-market sectors, or whether other sectors could also benefit from newly trained adults. Since vocational training within MAE is of great importance for immigrants' establishment in the labour market, there is a risk that unilateral investments in certain vocations will limit immigrants' career opportunities.

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  • 179.
    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.
    The local organisation of vocational adult education in Sweden2021In: Pathways in Vocational Education and Training and Lifelong Learning / [ed] C. Nägele, B.E. Stalder, & M. Weich, European Research Network on Vocational Education and Training, VETNET, University of Applied Sciences and Arts Northwestern Switzerland and Bern University of Teacher Education , 2021, p. 51-55Conference paper (Refereed)
    Abstract [en]

    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 initiatives on VET in MAE means a strengthening of the position of VET in the Swedish system of adult education arranged by local municipalities. However, the priority of a limited number of vocational sectors in MAE is questioned.

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  • 180.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nissinen, Kari
    University of Jyväskylä .
    The difference between actual skills and formal qualifications: Potential for recognition of prior learning (RPL), or need for recurrent education?2016Conference paper (Other academic)
    Abstract [en]

    Our level of skills is associated with our educational level. However, even if there is correlation between actual skills level and educational level, the skills level varies also within a group with the same educational level. Recognition of prior learning (RPL) is a tool in adult and higher education, particularly aiming at giving recognition to actual skills and competencies not reflected in formal qualifications. RPL has been questioned, described as a measure mainly promoted in policy but with a comparably low demand in practice. This paper aims at analysing the potential for RPL, through identifying differences between groups with varying literacy and numeracy skills levels, but with same or similar educational level/formal qualifications. This analysis will identify this potential for RPL in the group with higher skills level than expected, ‘overachievers’, but also the need for recurrent education among those with lower skills levels than expected, the ‘underachievers’.

     

    The analysis employs data from the PIAAC study (the Programme for the International Assessment of Adult Competencies) in Denmark, Finland, Norway, and Sweden. The skills measure was constructed as an overall index of individual’s combined literacy and numeracy. It was extracted using the PIAAC data of the four countries together. Variables such as age, gender, social background, attitudes towards learning, and reported skills use at work and at home, were used to characterize the different groups of over- and underachievers. Binary logistic analyses were performed to identify variables which are significantly related with overachievement, contrasted with the ‘normal’ achievement.  The analyses were carried out independently for each educational subgroup and for employed and unemployed as well (because unemployed people had no data on the otherwise important job-related variables).

     

    The results show the influence of background, attitudes, and skills use, on the measured skills level as compared to formal educational level. For example, concerning cultural capital (number of books at home/parents’ educational level), it is shown that the higher the capital, the better are chances of being an overachiever (vice versa for underachieving). Further, more use of numeracy skills at home means better chances for overachieving (vice versa for underachieving). The use of numeracy skills was throughout the analyses more powerful ‘predictor’ than the use of reading, writing, or ICT skills. For the employed respondents, the results show that learning at work had a systematically negative effect on overachieving. The outcomes are further discussed in terms of if and in what groups there is potential for RPL, or need for recurrent education, in the Nordic countries.

  • 181.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Bernhard, Dörte
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkhögskolor, funktionsnedsättningar och specialpedagogik2015Conference paper (Other academic)
    Abstract [sv]

    Detta paper presenterar kvantitativa resultat från en kartläggning av folkhögskolans deltagargrupper över tid 1997-2013 vad gäller deltagare som kategoriserats i olika funktionshinderområden, och från en enkät till landets folkhögskolor kring hur de arbetar med och ser på lärmiljön i relation till olika funktionsnedsättningar hos deltagarna.

  • 182.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Editorial: Nordic research on vocational education and training2017In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, p. iii-vArticle in journal (Other academic)
    Abstract [en]

    Welcome to a new issue of the Nordic Journal of Vocational Education and Training. We continue to develop an open forum for research on vocational and professional education and training, with a particular focuson the Nordic con-texts. Our journal is published online, open access, and there are no submission or article processing charges, which means that anyone with access to the Inter-net also has access to the research findings we present.

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    Editorial: Nordic research on vocational education and training
  • 183.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skonhoft Johannesen, Hedvig
    OsloMet - Oslo Metropolitan University, Norway.
    Editorial: Spring 20182018In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 8, no 1, p. iii-vArticle in journal (Other academic)
    Abstract [en]

    Welcome to a new volume of the Nordic Journal of Vocational Education and Training. In this first issue of 2018 we are proud to present a new associate editor of our journal. Associate professor Hedvig Skonhoft Johannesen from OsloMet - Oslo Metropolitan University in Norway has joined the editorial group, and we look forward to fruitful cooperation with the journal. In this issue of NJVET we have seven contributions ᅵ six peer-reviewed research articles and one magazine article ᅵ from Sweden, Norway, and Denmark. The topics of the articles address assessment in empirical and analytical approaches, VET studentsᅵ as well as teachersᅵ boundary learning, digital storytelling as an approach to vocational didactics, drop out from vocational education, and finally the quality of vocational education.

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  • 184.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    Osman, Ali
    AFI-WRI, Norway.
    Recognition of Prior Learning as a Practice for Differential Inclusion and Exclusion of Immigrants in Sweden2008In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 59, no 1, p. 42-60Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to describe and analyze how recognition of prior learning acts as a dividing practice and a technique for inclusion/exclusion of immigrants in their vocations in Swedish working life. It is a qualitative study of three pilot programs in Swedish urban centers, and the data consist of interviews, and documents pertaining to these programs. The theoretical starting point of the analysis is three Foucauldian concepts: order of discourse, dividing practice, and technology of power. The results show how recognition of prior learning acts as a dividing practice; in the process of recognition, the targeting of certain vocations for assessment, the de-grading of competence in the process, and the differing opportunities vis-à-vis further training and the labor market, are part of the process of inclusion/exclusion in/from the “orders” of the labor market. Technologies of power – surveillance, observation, and examination – are part of this process.

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  • 185.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Osman, Ali
    Linköping University, Department of Behavioural Sciences.
    Hult, Åsa
    Linköping University, Department of Behavioural Sciences.
    Validering som sortering - hur värderas utländsk kompetens?2006Report (Other academic)
    Abstract [sv]

    Denna rapport redovisar en studie av validering av utländsk yrkeskompetens i tre kommuner. Resultaten bygger dels på intervjuer och dokument från kommunernas valideringsverksamhet, dels på intervjuer med tidigare deltagare i validering.

  • 186.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Rudberg, Kajsa
    Stockholms universitet.
    Rydenstam, Klas
    Folkbildningsrådet.
    Svensson, Lena
    Ölands folkhögskola.
    Att vara folkhögskollärare: förutsättningar, kompetensbehov och tidsanvändning2013Report (Other academic)
    Abstract [sv]

    Den här rapporten kartlägger folkhögskollärares arbete, tidsanvändning, kompetens och kompetensbehov.

    Syftet är att ge en bild av folkhögskolans lärare utifrån dessa aspekter, och på så sätt kunna beskriva folkhögskollärarna som profession. Syftet är också att visa vilka uppgifter som ingår i lärarnas arbete samt hur de ser på och hanterar dessa uppgifter.

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  • 187.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Sjösten, Nils-Åke
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Vuxenpedagogik i Sverige: Forskning, utbildning, utveckling. En kartläggning1997In: Delbetänkande av Kommittén om ett nationellt kunskapslyft för vuxna, Stockholm: Fritzes, 1997, p. 1-72Chapter in book (Other academic)
  • 188.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Sjösten, Nils-Åke
    Vuxenpedagogisk forskning i Sverige - en översikt1998In: NFPF:s kongress; samt Forskning i Norden - Nordiska forskarkonferensen om folkbildning, vuxenutbildning, arbetsmarknadsutbildning och vuxenpedagogik,1998, 1998Conference paper (Other academic)
  • 189.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Sjösten, Nils-Åke
    Ahn, Song Ee
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Att värdera kunskap, erfarenhet och kompetens. Perspektiv på validering2003Report (Other academic)
  • 190.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skonhoft Johannesen, Hedvig
    OsloMet, Norway.
    Köpsén, Johanna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Louw, Arnt
    Aalborg University, Denmark.
    Editorial: The journal turns thirteen2023In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 13, no 1, p. iii-vArticle in journal (Other academic)
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  • 191.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skonhoft Johannesen, Hedvig
    OsloMet – Oslo Metropolitan University, Norway.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Editorial: Autumn 20182018In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 8, no 2, p. iii-vArticle in journal (Other academic)
    Download full text (pdf)
    fulltext
  • 192.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skonhoft Johannesen, Hedvig
    Fakultet for lærerutdanning og internasjonale studier, OsloMet – Oslo Metropolitan University, Norway.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Editorial: Spring 20192019In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 9, no 2, p. iii-viArticle in journal (Other academic)
    Download full text (pdf)
    Editorial: Spring 2019
  • 193.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Stenlund, Tova
    Umeå universitet.
    Nordisk forskning och exempel på validering2012Report (Other academic)
    Abstract [en]

    This report is about validation, or recognition/accreditation of prior learning, in the Nordic countries – Denmark, Finland, Iceland, Norway, and Sweden. The aim of the report is to analyse cases of validation practice in the Nordic countries in relation to a number of central concepts (see below), and to present a review of Nordic research on validation.

    The review of research shows that validation research has mainly been conducted in Sweden, with a few additional examples from the other Nordic countries. This research has applied varying theoretical perspectives to interpret different aspects of the validation process. Theories on learning, governing, communication, gender, organising, and validity, have been used to develop the understanding of validation. Considering the efforts made for developing validation in practice, further development could be expected also when it comes to research. This could contribute further to understanding and development of Nordic validation practice and conditions for lifelong learning.

    The cases from validation practice in the Nordic countries have been selected to cover both cases of validation targeting specific groups, and cases relating to flexibility in working life. The central concepts that have been the starting point in the analysis are inclusion, mobility, flexibility, empowerment, and employability. The result shows good examples of validation that empower and include specific target groups, such as immigrants, prisoners, unskilled, and persons with reading and writing problems, in working life. This is often implemented by improving their formal educational level, and thereby their employability. The cases further show that initiatives to improve mobility and flexibility are taken both in the private sector, e.g. banking, finance, and industry, and in the public sector, e.g. among paramedics and mail staff. However, there are also problems on a societal level, e.g. related to structural economic aspects, and on an individual level, e.g. resistance and suspicion in relation to the educational system, and difficulties in communication, problems that could be barriers in the development of the validation practice.

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  • 194.
    Berglund, Leif
    et al.
    Luleå Tekniska Universitet.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Recognition of knowledge and skills at work: In whose interests?2012In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 24, no 2, p. 73-84Article in journal (Refereed)
    Abstract [en]

    Purpose – Work-place learning takes place in many settings and in different ways, resulting in knowledge and skills of different kinds. The recognition process in the work place is however often implicit and seldom discussed in terms of recognition of prior learning (RPL). The aim of this paper is to give examples of how the knowledge/skills of employees get recognition in the workplace and to discuss what the consequences of such recognition processes might be.

    Design/methodology/approach – This paper is based on a study in two companies and two municipalities, where 21 interviews were conducted with human resource managers, team leaders and union representatives. The research questions concerned the ways skills were recognised among employees and how the logics of these actions could be understood.

    Findings – The findings show that both companies and municipalities have their own ways of assessing knowledge/skills, mostly out of a production logic of what is needed at the workplace. However, certain skills are also made “unvisualised” for the employee. This employer-controlled recognition logic is important to understand when RPL models are brought to the work place in order to obtain win-win situations for both employers and employees.

    Practical implications – It seems important to identify an already existing system for assessment of knowledge/skills at the workplace when bringing RPL processes to the workplace.

    Originality/value – The approach to understand assessment processes in these companies and municipalities from an RPL perspective has not been widely covered before.

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  • 195.
    Bernhard, Dörte
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sonderpädagogische Kompetenz in schwedischen Volkshochschulen2016In: Teilhabe und Vielfalt: Herausforderungen einer Weltgesellschaft / [ed] Ingeborg Hedderich, Raphael Zahnd, Bad Heilbrunn: Verlag Julius Klinkhardt, 2016, p. 289-299Chapter in book (Refereed)
    Abstract [de]

    In der Erwachsenenbildung des schwedischen Bildungssystems spielen Volkshochschulen (schwedisch: „folkhögskolor”) als staatlich unabhängige Instanzen eine wichtige Rolle. Kennzeichen ist ihre Teilnehmer-Offenheit. Menschen mit Behinderungen werden hier als ein wachsender Personenkreis wahrgenommen, dem zunehmend Aufmerksamkeit gewidmet wird. Die Resultate differenzieren den Personenkreis und deuten auf die Notwendigkeit hin, eine sonderpädagogische Handlungskompetenz zu entwickeln.

  • 196.
    Bernhard, Dörte
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Swedish Folk High Schools and Inclusive Education2017In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 37, no 2, p. 87-102Article in journal (Refereed)
    Abstract [en]

    This article focuses on Swedish folk high schools’ participants with disabilities, and their learning environment within adult education. Facilitating factors are presented and discussed, as well as developmental factors regarding the adjustment of the learning environment. The basis for this empirical study is data from Statistics Sweden and a self-designed online questionnaire with respondents representing the folk high schools (N=212). Theoretical reference is given to concepts such as adult education and inclusive education. The results show there are an increased number of participants with disabilities in Swedish folk high schools. Furthermore, the study emphasizes the meaning of pedagogics with a personalized, individualized approach, and highlights a need for further education of adult educators about disability. The conclusion is that a stronger inclusive-education perspective with focus on learners’ diversity reflects only one side of practice, as this practice is also challenged by welfare system-steered processes that may conflict with an ideal of adult education as empowerment.

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  • 197. Order onlineBuy this publication >>Brügge, Britta
    et al.
    Glantz, MatzKFUM, Umeå; Naturskolan i Umeå, Umeå, Sweden.Sandell, KlasInstitutionen för geografi, medier och kommunikation, Karlstad universitet, Karlstad, Sweden.Lundqvist Jones, ThereseLinköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Educational Sciences.Szczepanski, AndersLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.Andersson, PerLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Friluftsliv explored: An environmental and outdoor teaching approach for knowledge, emotions and quality of life2021Collection (editor) (Other academic)
    Abstract [en]

    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 able to present other sides of yourself, to be fascinated by your own body, the struggling ant and the sight of frost on trees.

    Quality of life is to experience friluftsliv – as it happens!

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  • 198.
    Colliander, Helena
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ahn, Song-ee
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Actions and Conceptions: Exploring Initial Literacy Teaching Practice for Adults2018In: Journal of Language, Identity & Education, ISSN 1534-8458, E-ISSN 1532-7701, Vol. 17, no 5, p. 306-319Article in journal (Refereed)
    Abstract [en]

    Given that it is a delicate task to meet the educational needs of adult emergent readers in a second language setting, this study serves to explore the teaching practice of teachers working with Low Educated Second Language and Literacy Acquisition learners. Based on a situated learning perspective, data from 16 lesson observations of nine teachers is analysed. The findings show that teachers initiate and negotiate learning activities, strive to get the students to understand words and other symbols, facilitate participation within and outside the classroom and negotiate the acceptable student behaviour. These findings suggest that LESLLA teaching and learning is a particular practice, where the teachers actions are intertwined with those of the learners and with the teachers’ conceptions of the learners. In that way, the teachers’ actions do not only speak of the learners, but also on their own professional identity.

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  • 199.
    Colliander, Helena
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Teaching with a mission: Dimensions of professional identity among folk high school teachers in Sweden2023In: The Nordic folk high school teacher: Identity, work and education / [ed] Johan Lövgren, Jonas Andreasen Lysgaard, Rasmus Kolby Rahbek & Anders Hallqvist, Zürich: LIT Verlag, 2023, p. 35-59Chapter in book (Refereed)
    Abstract [en]

    This chapter aims at describing the ways in which folk high school teachers in Sweden understand and claim themselves and their mission. Besides existing literature on the subject, the analysis is based on interviews with 12 teachers, located at different folk high schools and working with different courses and subjects.

  • 200.
    Colliander, Helena
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vem är folkhögskolläraren?2020In: Om folkhögskolan: En särskild utbildningsform för vuxna / [ed] Per Andersson, Eva-Marie Harlin, Helena Colliander, Lund: Studentlitteratur AB, 2020, 1, , p. 192p. 67-86Chapter in book (Other academic)
    Abstract [sv]

    Vilka vägar finns in i folkhögskolläraryrket? Vilka är det som arbetar som lärare på folkhögskolan och vilka villkor finns för deras arbete? Vad får det för konsekvenser för lärarrollen att folkhögskolan är en egen utbildningsform? I tidigare kapitel har folkhögskolans frihet från nationella regelverk beskrivits. Detta är något som också får konsekvenser för lärarnas anställningar och yrkesutövande. I det här kapitlet kommer vi att diskutera dessa frågor och även resonera kring folkhögskollärarens yrkesetik. Det senare blir särskilt aktuellt i en utbildningsform där deltagare och lärare tillbringar mycket av sin tid tillsammans och där läraren förväntas möta deltagarna som vuxna individer i jämlika relationer.

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