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- Abrahamsson, Kenneth
(författare)
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Adult education in Sweden and the United States : Working Life in Sweden No. 38
- 1990
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Rapport (populärvet., debatt m.m.)abstract
- All young persons in Sweden have to complete 9 years of basic compulsory schooling. More than 95 percent opt for an additional 2 or 3 years of upper secondary school, after which they have free access to further education. The system of adult education is designed to bridge the gaps between generations and to provide opportunities for recurrent, lifelong education. The traditionally strong position of adult education is partly tied to the large number of providers. Formal adult education comprises basic education operated by authorities through government grants and municipal adult education. Popular adult educational activities are studies at folk high schools or under the aegis of adult educational associations. Labor market training takes the form of specially organized vocational training or uses the regular educational system. Personnel education and inservice training are educational activities aimed at employees and organized on the employers' terms and at their expense in companies and national or local authorities. The government has tried to establish the necessary preconditions for adult educational activities, including adult education in all municipalities, educational financing, educational leave, studies as part of the renewal of working life, and adult education as an expression of general welfare policy
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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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The international literacy year in Sweden : a journey through a changing landscape
- 1990
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Rapport (populärvet., debatt m.m.)abstract
- Far too few people are able to achieve literacy, with greatest inequalities found between industrialized and developing nations. Gaps are found within each country, including Sweden, where all have the same formal right to knowledge, but in practice, social class distinctions differentiate individuals. Sweden has a common goal of an increased and expanded literacy rate, but people speak of literacy using different concepts and theories. The goals and boundaries of the International Literacy Year (ILY) should be broadened to include numeracy, cultural heritage and national traditions, active citizenship, and the craftsmanship and skills of the labor force. During the ILY, the National Board of Education, county boards of education, and local authorities have actively worked towards the goal of better reading and writing abilities among young people and adults and they have published reports and publications on the results. The ILY has been an occasion to develop pedagogical and didactic perspectives. The focus of the ILY is a question of: (1) the right to education; (2) avoidance of the creation of new gaps in an information society; and (3) giving of priority to women and children. (YLB)
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