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- Abrahamsson, Kenneth, et al.
(författare)
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Adult learning, work and citizenship : and reflections from the New Sweden '88 Adult Education Seminars in the USA and Canada, October-November 1988
- 1989
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Rapport (populärvet., debatt m.m.)abstract
- This document reports the activities and impressions of 30 Swedish adult educators who exchanged ideas, experiences, and research results concerning adult education and learning at more than 20 conferences and seminars organized in the United States and Canada. The foreword briefly summarizes some impressions. (Among them are that adult education is more market-oriented in the United States than in Sweden, which has a more policy-oriented system; that Sweden may have more adults being educated per capita, whereas the United States and Canada may offer a wider variety of programs; and that Sweden may be more concerned with equality as it relates to adult education, whereas personal fulfillment may be a more common value in North America.) Part 1 of the document compares and contrasts the North American and Swedish systems, including such topics as study circles, study finance, outreach activities, workplace learning, public broadcasting, and adult learning, the status of research and development in adult education and the infrastructure of adult learning. Ten references are provided for Part 1. Part 2 contains a set of black and white photographs of the Swedish educators and of people and places they encountered during their visits to North America and Canada. Part 3 provides a smorgasbord of ideas, programs, notes, and references about the trip and the ideas exchanged there
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- Abrahamsson, Kenneth
(författare)
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"Fifty-fifty?" : comparative comments on access to adult and higher education in Sweden : paper at an international conference on access to higher education held on March 20-21, 1989 at the South Bank Polytechnic, London, U.K.
- 1989
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Rapport (populärvet., debatt m.m.)abstract
- It is necessary to develop some comparative indicators in order to describe and compare the systems of education in countries other than one's own. Access to higher education is an important indicator. Currently, 50 percent of the Swedish adult population takes part in some organized learning activity every year and 50 percent of the student population in higher education is composed of adults 25 years old or older. Two principal channels through which adults prepare for higher education are the residential college for adults called the Swedish Folk High School and, most important, the system of municipal adult education called Kumvux. About 13 percent of the Kumvux students begin studies at levels of higher education. The National Board of Education provides an orientation course for adult students and a national education admission test, which gives potential adult students a chance to take university courses. Compulsory school ends at age 16, but more than 90 percent of students continue to the upper secondary level and two-thirds of them take vocational programs for 2 years. A few programs aim at increasing access to higher education for "earmarked" groups of adult students, such as trade union members, women, technicians, and disabled students. Sweden faces a strategic decision about whether to renew the system of higher education as it is or concentrate on developing recruitment strategies for neglected or underrepresented learners.
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- Abrahamsson, Kenneth
(författare)
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Work experience as a resource in higher education : R & D for higher education, 1980:1
- 1980
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Rapport (populärvet., debatt m.m.)abstract
- The project described is part of a followup to the Swedish university reform of 1977, of which the emphasis on work experience is a central feature. The purpose is to document Swedish and other nations' conditions for using work experience in some college curricula. Theoretical background for the study is described, treating work experience not as a resource in itself but rather most useful when related to a curriculum. The interrelationship of work, study skills, and critical thinking is discussed. It is felt that the prevailing concept of adult education does not adequately incorporate critical thinking and information assimilation. The project is scheduled to work from January 1980 through June 1981. The first phase consists of compilation of documentation and the development of instruments for case studies. Phase two consists of the examination of a number of courses of study. Phase three is for analysis of the case studies and examination of international experiences in this area. In phase four, three courses of study are looked at in depth. The final phase is dedicated to developing a final report. A brief list of references is included
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