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- Klerfelt, Anna, et al.
(författare)
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Swedish school-age educare : a combination of education and care
- 2020
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Ingår i: International Developments in Research on Extended Education. - Opladen : Verlag Barbara Budrich. - 9783847423355 ; , s. 173-192
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Bokkapitel (refereegranskat)abstract
- In this chapter we aim to describe the Swedish school-age educare from a cultural and historical perspective and we hope to give the reader an informative picture of how Swedish school-age educare is organised and put into practice followed by critical reflections. This will be done by describing purposes, origins, policies, and impacts (methods) of extended education performed both in the school-age educare centres as a part of the public educational system and in recreational activities provided outside the educational system run as community-programmes. Schools and school-age educare centres are integrated and can be managed as public or independent schools. The independent schools could be owned and run by parents, private companies or organisations, but both public and independent schools are financed by taxes. School-age educare centres are chosen, both by politicians and parents, as the most preferred provision for children aged 6-12 years which means that governmental resources, political discussions, and research are directed toward this way of organising extended education.
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- Haglund, Björn, 1962, et al.
(författare)
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The Swedish Leisure-Time Centre. Past-Present-Future
- 2013
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Ingår i: Extended Education - an International Perspective. - Opladen-Berlin-Toronto : Verlag Barbara Budrich. - 9783866494022 ; , s. 125-145
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Klerfelt, Anna, 1957, et al.
(författare)
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Presentation of Research on School-Age Educare in Sweden
- 2014
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Ingår i: International Journal for Research on Extended Education. - : Verlag Barbara Budrich GmbH. - 2196-3673 .- 2196-7423. ; 1, s. 45-63
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Tidskriftsartikel (refereegranskat)abstract
- In this article a background to the growing need of establishing school-age educare as a field of research in Sweden is presented. Firstly a short review of the history of the school-age educare is given, followed by a description of how the activity is organized today. Some examples of studies produced within this field are presented. Both accomplished studies and ongoing research are given account for. The article concludes with actions suggested for covering existing gaps of research.
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- Klerfelt, Anna, et al.
(författare)
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Swedish School-Age Educare Centres and German All-Day Schools : A Bi-National Comparison of Two Prototypes of Extended Education
- 2018
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Ingår i: International Journal for Research on Extended Education. - : Verlag Barbara Budrich GmbH. - 2196-3673 .- 2196-7423. ; 6:1, s. 49-65
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden and in Germany, an extensive system of extended education programmes and activities has been established within the last decades. Prototypic examples of this development are school-age educare centres in Sweden and all-day schools in Germany. In this article a bi-national comparison, aiming to find some similarities and differences by means of historical background, current questions of student learning, staff professionalism, and research findings, is presented. It can be shown that, though Swedish school-age educare centres and German all-day schools are based on pedagogical roots reaching back to the end of the 19thand the beginning of the 20thcentury, their historical developments are quite different. Whilst in Sweden the school-age educare idea became entrenched in the society and the collective beliefs about the necessity of learning outside the classroom, in Germany the all-day school model never prevailed. That only changed in the beginning of the 21stcentury when PISA showed that the German education system was not performing very well. Based on the different developments over time, both models established different features. With regard to student learning, the Swedish model is more oriented towards fostering creativity and imagination, whilst the German model is more oriented towards curricular learning. One difference concerning the students are that in Germany the all-day school embrace both children and youths up to the end of secondary-II level (up to 18/19 years), in Sweden young people older than 13 years old cannot participate in the school-age educare. In Sweden educators working outside of the classroom are academically trained in quite the same way as classroom teachers, whilst in Germany there is no such common regulation. Based on the more curricular learning centred view in Germany, some large scale effectivity studies were conducted within the last decade. Such comprehensive research programs are lacking in Sweden. We will give a short overview of some main research findings and discuss future research topics.
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