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  • 251.
    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.

  • 252.
    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)
  • 253.
    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)
  • 254.
    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)
  • 255.
    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.))
  • 256.
    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

  • 257.
    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)
  • 258.
    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.

  • 259.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kompetensutveckling för folkhögskollärare: Med fokus på och exempel från yrkesutbildning2019Conference paper (Other academic)
    Abstract [sv]

    Detta paper tar upp olika sätt för yrkeslärare att upprätthålla och utveckla sin kompetens i det yrke de undervisar i och för. De empiriska exemplen kommer från en studie av yrkeslärare i gymnasieskola och komvux, vilka används för att diskutera förutsättningarna för motsvarande typ av kompetensutveckling för lärare på folkhögskolans yrkesutbildningar.

  • 260.
    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. 

  • 261.
    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)
  • 262.
    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.

  • 263.
    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.

  • 264.
    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)
  • 265.
    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.

  • 266.
    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.

  • 267.
    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)
  • 268.
    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.

  • 269.
    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.

  • 270.
    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. 

  • 271.
    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.

  • 272.
    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)
  • 273.
    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)
  • 274.
    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.

  • 275.
    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)
  • 276.
    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)
  • 277.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    The influence of the Swedish Scholastic Aptitude Test on students in upper secondary school and adult education1999In: European Conference for Research on Learning and Instruction,1999, 1999Conference paper (Refereed)
  • 278.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Utbildning av arbetslösa i komvux: Vad händer när en statlig satsning ska genomföras i kommunerna?1995In: KOM : kommunikation mellan kommunala vuxenutbildare, ISSN 0347-4445, Vol. 21, no 3Article in journal (Other (popular science, discussion, etc.))
  • 279.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    'Validation': mobilisation and disciplination2006In: Journal of adult and continuing education, ISSN 1477-9714, Vol. 12, no 2, p. 139-155Article in journal (Refereed)
    Abstract [en]

    This article presents an empirical example of what a process of mobilisation and disciplination could mean in practice. The example is taken from a -validation- initiative (recognition of prior learning) among a small group of unemployed people in Sweden. An ethnographic approach means that data were collected, mainly through observations and interviews, to provide a thick description of the process studied. The analysis applies an eclectic perspective, inspired by the Foucauldian concept of genealogy, where the idea of validation is traced in the ethnography, in the discursive practice of validation. The results show, among other things, how mobilising and disciplining are intertwined; i.e. mobilisation is a prerequisite of disciplination and vice versa. Furthermore, mobilising and disciplining can be seen as a process of sorting people. There was a high dropout rate in the small group, and the question of how the system could be changed to meet the needs of these persons in a better way is asked.

  • 280.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Validation as a Learning Process2017In: 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. 121-127Chapter in book (Other academic)
    Abstract [en]

    This chapter presents a discussion on how validation (or recognition) of prior learning could be understood also as a learning process in itself. Three dimensions of learning in validation is highlighted: to learn what you know (develop awareness of prior learning), to learn what is required in validation, and to learn how to present your knowledge.

  • 281.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Validation of informal ICT competence2006In: NERA Congress,2006, 2006Conference paper (Other academic)
    Abstract [en]

    Using information and communication technology (ICT) is part of the daily life of many people today. This means that a lot of competence in handling ICT is developed through informal learning, without any formal or non-formal training. ICT competence is also a common requirement in the labour market, something that is asked for when new positions are advertised. But those who have learnt informally have no documentation of their competence, and consequently it might be difficult for them to claim this competence, for example when applying for a job. This is a main argument for the development of validation (recognition/accreditation) of ICT competence among those lacking the formal documentation of their competence. This paper presents a study of the practice of ICT validation. The design of the validation process is described, and a number of critical issues are discussed. One problem is that this validation initiative is situated in the framework of formal ICT training on upper secondary school level. This means that, even if specific assessment methods were used, the classification of knowledge and the criteria for assessment were those used in formal training. Thus there is a risk of excluding competence not included in the formal framework.

  • 282.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Validering av flexibelt lärande2004In: Utsikter och insikter. En antologi om flexibelt lärande i vuxenutbildningen, Hässleholm: Nationellt centrum för flexibelt lärande , 2004, p. 91-101Chapter in book (Other (popular science, discussion, etc.))
  • 283.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Validering av reell kompetens2015In: Dialog, ISSN 1404-7314, p. 36-37Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Detta är en kort populärvetenskaplig artikel om validering skriven med anledning av 10-årsjubileet för NVL, Nordiskt nätverk för vuxnas lärande. Den behandlar främst validering som företeelse i nordiska sammanhang samt även arbetet kring validering inom ramen för NVL.

  • 284.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Validering av utländsk yrkeskompetens - en studie av tre pilotprojekt2001In: Validering av vuxnas kunskap och kompetens : slutbetänkande, Stockholm: Regeringskansliet, Utbildningsdepartementet , 2001, p. 173-270Chapter in book (Other academic)
    Abstract [sv]

    Formellt erkännande av kunskaper och kompetens genom kompetensbevis ska göra det lättare för främst invandrare att söka jobb inom det egna yrkesområdet eller studera vidare:

    Föreslår att en författningsreglerad skyldighet för kommunerna att erbjuda validering av kunskap och kompetens. Ett nationellt organ bör inrättas för validering för betyg och kompetensbevis. Denna organisation föreslås överta vissa uppgifter som för närvarande ligger inom Arbetsmarknadsverket och Statens skolverk. Genomförd validering av kunskap och kompetens ska dokumenteras i ett kompetensbevis för yrkeskompetens, baskompetens och allmän kompetens. Vidare ska en meritportfölj utvecklas. Den som genom validering fått ett kompetensbevis som omfattar minst yrkeskompetens på en viss nivå, ska också anses uppfylla villkoren för grundläggande behörighet för högskolestudier.

  • 285.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Validering av vuxnas lärande2006In: Om vuxnas studier / [ed] Staffan Larsson & Lars Erik Olsson, Lund: Studentlitteratur , 2006, p. 109-134Chapter in book (Other academic)
    Abstract [sv]

    Stora förändringar har skett under senare tid inom vuxenutbildning och folkbildning, något som skapar behov av kunskap om dessa verksamheters historia och om hur villkoren för vuxenstudier växer fram i de politiska processerna. I antologin presenteras närgångna analyser av denna verklighet. Författarna ger en historisk överblick av vuxenstudier och villkoren för dem samt ger en empiriskt grundad bild av hur dessa formas. Även frågan om validering och rekrytering av vuxna till studier diskuteras, liksom försöken att förändra och utveckla pedagogiken. Slutligen belyses effekter av vuxenstudier via porträtt av vuxenstuderande och genom granskning av statistisk data. Boken är främst avsedd att användas inom pedagogisk utbildning och fortbildning av verksamma lärare. Den erbjuder också intressant läsning för skolledare, skolpolitiker och andra beslutsfattare inom vuxenutbildning och folkbildning.

  • 286.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Validering och det livslånga lärandet2013In: Lärandets mångfald: Om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Lund: Studentlitteratur, 2013, 1, p. 159-172Chapter in book (Other academic)
    Abstract [sv]

    Sverige har ett unikt system för vuxnas deltagande i arrangerat lärande inom ramen för kommunal vuxenutbildning, folkhögskola och studiecirklar. Dessa verksamheter står under ständig förändring i fråga om vem som deltar, hur de finansieras, vilket uppdrag de har och vilka pedagogiska ideal som råder.

    Lärandets mångfald ger en aktuell bild av olika sammanhang för vuxnas lärande med speciellt fokus på vuxenutbildning och folkbildning. Läs den också för att lära känna den forskning som idag finns om dessa områden. Ämnen är bland annat bokcirklarnas framväxt, framväxten av muslimska studieförbund och folkhögskolor, skönlitteraturens roll inom utbildning, politiska makthavares bildningsvägar, didaktiska perspektiv på undervisning av vuxna och yrkeslärares identiteter.

    Boken vänder sig till studerande vid lärarprogram, studie- och yrkesvägledarprogram, personalvetarprogram, kurser inom pedagogik, samt till yrkesverksamma lärare, folkbildare, studie- och yrkesvägledare, personalvetare och en intresserad allmänhet.

  • 287.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Validering som mobilisering och disciplinering2003In: Mimers forskarkonferens,2003, 2003Conference paper (Other academic)
  • 288.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Validering som verktyg för arbetsplatslärande2012In: Ingredienser för framgångsrikt arbetsplatslärande: En populärvetenskaplig sammanställning i halvtid / [ed] Karolina Parding, Stefan Ekenberg, Luleå: Luleå tekniska universitet , 2012, p. 22-26Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Kapitlet behandlar validering i relation till lärande i arbetet. Det belyser möjligheter med möjlig koppling till validering såsom rörlighet, kompetensutnyttjande, konkurrenskraft samt självkänsla och självförtroende. Vidare diskuteras fallgropar med validering som inlåsningseffekter och att förväntningar inte uppfylls. För en konstruktiv användning av validering i detta sammanhang framhålls behovet av balans mellan individanpassning och standardisering samt en tydlig koppling mellan validering och kompetensutveckling.

  • 289.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Vuxenpedagogisk forskning i Sverige2006In: Vuxenantologin: en grundbok om vuxnas lärande / [ed] Lena Borgström & Petros Gougoulakis, Stockholm: Atlas , 2006, p. 73-118Chapter in book (Other academic)
    Abstract [sv]

    Det är knappast någon idag som ifrågasätter att människan är kapabel att lära sig och utvecklas så länge hon lever.Lärande är en livslång process och beroende av de ständigt förändrade livsvillkoren i det moderna samhället. Tekniken, informationen och den globala samhörigheten skapar behov av lärande som en försäkring mot växlande risker. Att lära sig framstår som en rättighet och ställer krav på samhällets ansvar att tillhandahålla möjligheter till lärande för alla sina medborgare oavsett ålder.Sverige har en lång tradition av vuxenutbildning och det existerar idag flera olika vuxenutbildningsformer med var sin specifika historia och bildningsfilosofiska värdegrund. Ur dessa pedagogiska verksamheter har det vuxit fram ett karakteristiskt tänkande och en kritisk massa av kunskaper om vuxnas lärande. Denna kunskap förvaltas inom disciplinen vuxenpedagogik.En introduktion till vuxenpedagogikens kunskapsområde ges i denna antologis olika kapitel. Författarna har en gedigen erfarenhet av vuxenpedagogisk forskning och undervisning av vuxna.

  • 290.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Värdet av reell och formell kompetens2014In: Lärande i arbetslivet: möjligheter och utmaningar : en vänbok till Per-Erik Ellström / [ed] Henrik Kock, Linköping: Linköpings universitet, Institutionen för beteendevetenskap och lärande , 2014, p. 8-19Chapter in book (Other academic)
    Abstract [sv]

    i detta kapitel diskuteras begreppen reell och formell kompetens och hur dessa är relaterade till varandra. Speciellt läggs fokus på hur den reella, faktiska, kompetens som utvecklas i olika sammanhang ges erkännande och värde på varierande sätt, och hur den reella kompetensen även kan ”omvandlas” till formell kompetens genom sådana processer som ofta kallas för validering. I detta sammanhang lyfts även begreppen bruksvärde och bytesvärde upp för att ringa in vad det är för slags värde som kunskap och kompetens har och tilldelas. Kompetensens värde relateras även till det som brukar betecknas kvalifikationer i arbetslivssammanhanget. Kapitlet tar därmed bland annat sin utgångspunkt i den modell för yrkeskunnande som Per-Erik Ellström beskrev 1992, och som fortfarande är värdefull för att förstå värdet av reell och formell kompetens.

  • 291.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Widening participation among adults with a work-life background: A study of a higher education access initiative2013Conference paper (Other academic)
    Abstract [en]

    In Sweden, a relatively high number of students have a background in work life before entering higher education. Measures have also been taken to widen admission and participation among adults with work-life experience, through new definitions of eligibility as well as new selection instruments. The starting point of this paper is one central aspect, eligibility, and particularly the experiences of applicants who were employing the 25:4 scheme, a measure for eligibility that was introduced to widen access to higher education in the 1970s. The scheme meant that an age of 25 and 4 years work experience were main criteria in an alternative track for basic eligibility. The aim of this paper is to analyse and discuss choices and trajectories in relation to higher education among 25:4 applicants, and their experiences of factors that could influence their choices. Thus, the study concerns theories on adults’ participation in education, which are related to a case from the practice of Swedish higher education.

     The analysis identifies patterns of application, admittance, participation, 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 88 % were admitted to their first-hand choice, which means that eligibility, rather than the selection process, was central for these applicants to be admitted. Further, it is shown how the importance of a course is influenced by its value in terms of work-life opportunities, but also how individual knowledge interest, and family situation, influence the choices of the applicants.

  • 292.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Yrkeseleven2019In: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2019, 2, p. 135-153Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel handlar om yrkeselevers bakgrund samt rekrytering till och deltagande i yrkesutbildningar av olika slag.

  • 293.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Bergstedt, Bosse
    Kunskapens makt - frihet eller fångenskap? Ett Foucault-perspektiv på livslångt lärande1995In: Nordiska vuxenutbildningskonferensen Forskning i Norden,1995, 1995Conference paper (Other academic)
  • 294.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Bergstedt, Bosse
    Kunskapens makt. Om Foucault, förnuftskritik och självomsorg1996In: Livslångt lärande, Lund: Studentlitteratur , 1996, p. 98-120Chapter in book (Other academic)
  • 295.
    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.
    Danielsson, Mattias
    Högskolan i Borås.
    Reell kompetens som resurs i högre utbildning?2011In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 1, no 1, p. 3-14Article in journal (Refereed)
    Abstract [en]

    Students’ ”real” or actual competence can be the basis for credits and exemptions in higher education, but is also important in relation to the educational process. Here, real/actual competence as a resource is discussed in both these aspects. The concepts real/actual competence and learning are discussed, as well as the relation between experiences, learning and recognition of competence based on prior learning. Recognition could take place through formal ”validation” where credits are assigned, but also when it is taken account of and makes the learning process in a course/programme easier.

  • 296.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ellegrd, Kajsa
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Time squeezed teachers?: Structural patterns in the time use of teachers’ in folk high schools2015Conference paper (Other academic)
    Abstract [en]

    The teacher profession has certain conditions when it comes to time use. On the one hand, teaching is normally scheduled during the day and week. Increasingly, at least in the Swedish context, also other duties are scheduled, like staff meetings and planning with colleagues. On the other hand, there is still a high degree of freedom when it comes to teachers’ use – in time and space – of the rest of the working hours. What is folk high school teachers’ everyday life like in a week perspective?

    In this paper we analyse and visualize the activity rhythm of teachers in non-formal adult education in the Swedish folk high school. The analysis is based on 658 time diaries, from 94 folk high school teachers who filled in seven time diaries each, during a full week Monday-Sunday.

    We use the data for an analysis based on basic time-geographic concepts (activities, projects and constraints) and methods (visualizations). E.g., the work rhythm of the week, the day-to-day sequential flow of activities including the weekend, can be identified on an individual level for these folk high school teachers, and the interweaving of work and private activities can be revealed in a week perspective.

    The results show structural patterns in the interweaving of teaching, planning, and administrative work-activities, and of work and private life. The influence of the schedule will also be identified in relation to time for breaks and recovery during the day.

  • 297.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ellegård, Kajsa
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Everyday life of teachers in compulsory schools and folk high schools2015Conference paper (Other academic)
    Abstract [en]

    The teacher profession has certain conditions when it comes to time use. On the one hand, teaching is normally strictly scheduled during the day and week. Increasingly, at least in the Swedish context, also other duties are scheduled, like formal meetings and planning with colleagues. On the other hand, there is still a high degree of freedom when it comes to teachers’ use – in time and space – of the rest of the working hours. What is teachers’ everyday life like in a week perspective?

    In this paper we analyse and visualize the activity rhythm of teachers in compulsory school and non-formal adult education in the folk high school. The analysis is based on two data sets with similarities and differences. 3626 compulsory-school teachers filled in a one-day time diary each, on one of the weekdays Monday–Friday. 94 folk high school teachers filled in seven time diaries each, during a week Monday-Sunday. As data on compulsory-school teachers’ weekends are lacking, the focus will be activity patterns during weekdays, Monday–Friday.

    We use the data for an analysis based on basic time-geographic concepts (activities, projects and constraints) and methods (visualizations). We also discuss weaknesses and strengths of the whole week data collection and the one-day diaries, and the consequences of these different approaches for the analysis. E.g., the work rhythm of the week, in this paper focussing on the weekdays, can be identified on an individual level for the folk high school teachers, and the interweaving of work and private activities can be revealed in a week perspective. For the compulsory-school teachers, the data based on one-day diaries from different individuals mean that the rhythm of the week can be identified at aggregated level and day by day only, while the important day-to-day sequential flow of activities is lost.

    The results will show similarities and differences between teachers work in compulsory school and folk high school when it comes to the interweaving of teaching, planning, and administrative work-activities, and of work and private life. The influence of the schedule will also be identified in relation to time for breaks and recovery during the day.

  • 298.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ellegård, Kajsa
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Lärare i tidens grepp?: Aktivitetsmönster som strukturerar folkhögskollärares arbetsvecka2014Conference paper (Other academic)
    Abstract [sv]

    Detta paper innehåller en preliminär tidsgeografisk analys av 94 folkhögskollärares sätt att använda sin tid under en hel vecka om sju dagar. Analysen bygger på tidsdagboksmaterial, och visualiserar veckans struktur när det gäller olika typer av arbetsrelaterade aktiviteter bland dessa 94 lärare.

  • 299.
    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.
    Eriksson, Lisbeth
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Tema: Vuxnas lärande och demokrati2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 3, p. 7-12Article in journal (Refereed)
    Abstract [sv]

    En introduktion till ett temanummer om vuxnas lärande och demokrati. Ger en kort introduktion till forskningsområdet samt presenterar fyra artiklar som ingår i temanumret.

  • 300.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Care work organisations on the move - effects of in-service training based on recognition of prior learning2007In: Meaning, Relevance and Variation. Second Nordic conference on Adult Learning.,2007, 2007Conference paper (Other academic)
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