| 1. |
- Manhica, Hélio, et al.
(författare)
-
Labour market participation among young refugees in Sweden and the potential of education : a national cohort study
- 2019
-
Ingår i: Journal of Youth Studies. - : Informa UK Limited. - 1367-6261 .- 1469-9680. ; 22:4, s. 533-550
-
Tidskriftsartikel (refereegranskat)abstract
- This register-based study examined the importance of education on labour market participation among young refugees in Sweden. The study population consisted of unaccompanied (n = 1606) and accompanied refuges (n = 4142), aged 23–26 years in 2006–2010, after 7 years of residence in Sweden. Native Swedish, aged 24 years (n = 347,255) constituted the comparison population, with intercountry adoptees (n = 6689) as an alternative reference group. Gender-stratified multinomial regression models indicated that unaccompanied and accompanied male and female young refugees had higher risks of being in insecure work force and NEET compared to native Swedes with comparable levels of education. However, young refugees and intercountry adoptees with primary education had similar risks of poor labour market outcomes. The educational differences within each group concerning the risk of being in insecure work force were comparable. With the exception of unaccompanied females, secondary education seemed to be less protective against being in NEET among young refugees compared to native Swedes and intercountry adoptees. We conclude that while young refugees face employment disadvantages, education has the potential of mitigating poor labour market outcomes in this group.
|
|
| 2. |
- Cadstedt, Jenny
(författare)
-
Tenants' and owners' participation in rotating savings groups and help groups : A study of housing tenure forms and social inclusion in Mwanza city, Tanzania
- 2012
-
Ingår i: IDPR. International Development Planning Review. - : Liverpool University Press. - 1474-6743 .- 1478-3401. ; 34:1, s. 19-37
-
Tidskriftsartikel (refereegranskat)abstract
- International policy emphasises the importance of slum dwellers' rights of access to cities and their social inclusion. Legalisation of land holdings in informal settlements is one way of enacting this policy. However, this measure favours house owners over the large proportion of tenants renting rooms in private houses in informal settlements in many cities in the global South. Rental housing is neglected by many governments. What role does the form of house tenure play in other processes of social inclusion in informal settlements? This article examines one of many forms of social inclusion: participation of tenants and owners in rotating savings groups and help groups in two areas in Mwanza city, Tanzania. The results indicate that both tenants and owners participate in groups, which are based not only on the geographical area of residence but on work, ethnicity and religion. The study also indicates that not all groups accept tenants as members, because of their high mobility.
|
|
| 3. |
- Lindberg, Viveca, 1954-, et al.
(författare)
-
Literacy as part of professional knowing in a Swedish dental education
- 2021
-
Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 21:1
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Academic reading and writing are seen as self-evident literacy competences in most contemporary higher educations, however, whether students also are introduced to professional literacy of relevance for dentistry during their education is a question. The purpose of this study is to analyze one of the Swedish dental programmes, with respect to its design, in relation to possible content of relevance for academic and professional literacy. Secondarily, to identify and analyze Swedish dental students’ writing in an academic setting, i.e. what these students are expected to read and write, and how they write.Methods: Data, for this ethnographically inspired case-study, was produced by observations and audio-recordings of lectures, copies of teachers’ handouts and of volunteering students’ notes, and a multiple-choice-test. Dataanalysis was made in five steps, starting with macro-level data, i.e. curriculum and syllabuses, followed by the syllabuses for the two observed modules, the teacher-provided material, analysis of the students’ notes, while in the fifth and final step, the results from the previous steps were compared, to find patterns of what students were expected to read and write, and what in the teacher-provided multimodal material that was emphasized in teachers’ talk.Results: This study showed that students were engaged in several types of literacy events, such as reading, finding and watching videos on their learning platform, writing, and following instructions. The study also showed that there is a recurrent academic content comprised of anatomy, physiology and pathology, while the professional content comprised of patient communication and anamnesis. Further, an integrated content was found and was initiated in teacher-constructed PowerPoints and by student-questions. Note-taking patterns varied between individual students, but the general pattern for this group of students were the use of complementary notes. This type of note-taking was used to make available further descriptions of the teacher-constructed text in PowerPoints, but also an independent text describing pictures shown on teachers’ PowerPoints or the blackboard.Conclusion: Findings from the present study reveal that students either copy text from teachers’ PowerPoint-slides, re-formulate text from teachers’ PowerPoint-slides, or write complementing text to teachers’ PowerPoint-slides. Further, the students individually choses type of note-taking based on situation. The study also revealed that the academic literacy – in the two modules during the fifth and sixth semesters of a dental education analyzed – mainly has a professional basis for reading, writing, and communication purposes. The study also showed that academic and professional literacy are closely connected through recurrent integration.
|
|
| 4. |
- Petersson, Lena-Marie, et al.
(författare)
-
Sickness absence following breast cancer surgery : a two-year follow-up cohort study
- 2018
-
Ingår i: Scandinavian Journal of Caring Sciences. - : Wiley. - 0283-9318 .- 1471-6712. ; 32:2, s. 715-724
-
Tidskriftsartikel (refereegranskat)abstract
- Rationale and aimMost women of working ages with limited breast cancer (BC) have returned to work within the first year after diagnosis. However, little is known about what is happening during this year regarding sickness absence and return to work. Also, the knowledge is very limited about the occurrence of part‐time sickness absence after BC diagnosis. Therefore, the aim of this study was to describe occurrence, extent and length of SA during a two‐year follow‐up after BC surgery and to analyse the association between being SA and type of cancer treatment.MethodsIn this prospective cohort study, 497 women responded to questionnaires about different aspects of sickness absence at six occasions during two years after primary BC surgery (at baseline and after 4, 8, 12, 18 and 24 months). Treatment information was obtained from the National breast cancer register. Multinomial logistic regression was used to calculate odds ratios (OR) for likelihood of being sickness absent more than once.ResultsTwo‐thirds of the women were sickness absent at baseline; this proportion decreased, especially during the first eight months. At 24 months, 13% were sickness absent. Of all women, 27% never reported sickness absence and 14% were sickness absent at most of the six survey times. At eight months, many had shifted from full‐ to part‐time sickness absence. Women with chemotherapy and/or advanced BC surgery had higher ORs for being sickness absent at most of the follow‐ups.ConclusionsMost women returned to work within the first eight months after BC surgery and of those sickness absent after that, most had been part‐time sickness absent. Thus, it is important to differentiate between part‐ and full‐time sickness absence in future studies. Special attention should be paid to the impact of chemotherapy and type of surgery on the likelihood of being sickness absent.
|
|
| 5. |
- Cadstedt, Jenny
(författare)
-
Influence and Invisibility : Tenants in Housing Provision in Mwanza City, Tanzania
- 2006
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- A high proportion of urban residents in Tanzanian cities are tenants who rent rooms in privately owned houses in unplanned settlements. However, in housing policy and in urban planning rental tenure gets very little attention. This study focuses on the reasons for and consequences of this discrepancy between policy and practice. Perspectives and actions of different actors involved in the housing provision process in Mwanza City, Tanzania, have been central to the research. The examined actors are residents in various housing tenure forms as well as government officials and representatives at different levels, from the neighbourhood level to UN-Habitat. The main methods have been interviews and discussions with actors as well as studies of policy documents, laws and plans. Among government actors, private rental tenure is largely seen as an issue between landlords and tenants. Tanzanian housing policy focuses more on land for housing than on shelter. This means that house-owners who control land have a more important role in urban planning and policies than tenants have. In Tanzania in general and in Mwanza in particular, housing policy focuses on residents’ involvement in upgrading unplanned areas by organising in Community Based Organisations. This means that owners who live for a longer period in an area benefit more from settlement improvements than tenants. Tenants are relatively mobile and do not take for granted that they will stay in the same house for long. This raises the question of tenants’ possibilities to influence as well as their rights as citizens as compared to that of owners. The question of citizens’ rights for dwellers in informal settlements has received increased attention during the last years in international housing policy discussions. There is an evident need to intensify and diversify this discussion.
|
|
| 6. |
- Cadstedt, Jenny
(författare)
-
Private rental housing in Tanzania : a private matter?
- 2010
-
Ingår i: Habitat International. - : Elsevier. - 0197-3975 .- 1873-5428. ; 34:1, s. 46-52
-
Tidskriftsartikel (refereegranskat)abstract
- Secure tenure, the citizenship rights of slum dwellers, and community participation are key words in the international discourse on housing policy. This paper reports the results from a study of private rental housing and tenants in unplanned settlements in Mwanza City, Tanzania. It examines the tenants' position in Tanzanian housing policy discourse, considers government housing policy and private rental tenure practices, and explores how the discussion about secure tenure in urban areas is focused on the formalisation of land. In 2005, rental legislation was changed in Tanzania because it was thought to be overly protective of tenants. Since then, tenants in rental housing have been ignored in the national policy discourse, despite the quantitative importance of rental housing in metropolitan Tanzania. The government has concluded that home ownership is the norm in Tanzania, and it regards private rental tenure as a private matter. It does not monitor conditions in the private rental market. In this paper, I suggest that the urban housing situation in Tanzania will not improve until the government acknowledges private rental tenure, views the tenants as urban citizens, and then attends to their needs and interests. One way to start this process is to educate landlords and tenants about their rights and obligations under housing contracts. This would help to reduce the number of conflicts in rental housing and bring about a more secure tenure situation for many residents.
|
|
| 7. |
- Christidis, Maria, 1982-
(författare)
-
Integrated teaching for expanded vocational knowing : Studies in the Swedish upper secondary Health and social care program
- 2020
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Integrated teaching is emphasized in Swedish upper secondary vocational education and training, for managing sociocultural and historical changes related to: a) increased demands on future competent health care workers, b) educational reforms, c) altered conditions for vocational teachers’ work, and d) vocational contextualization of teaching and learning content. However, national curricula from 1970, 1994, and 2011 recommend integrated teaching as a solution without any specific concretization of what integration could or should contribute with. Thus, the aim of this thesis was to explore the realization of integrated teaching and the vocational knowing made available by integration for students at the Swedish upper secondary Health and social care program, and partly for nursing students in higher education and training. The research questions attended to how integrated teaching is realized, and what vocational knowing is made available by integration.Theoretical point of departure was Cultural historical activity theory (CHAT), complemented with New literacy studies (NLS). The methodological framework included ethnographically inspired case studies, interviews, specifically semi-structured interviews and life-history interviews, and a systematic review. Research material was collected in 2012 and 2018. Analysis was performed with selected concepts from CHAT, and in one study also with concepts from NLS. In one study, i.e. the systematic review, GRADE CERQual was used for an assessment of confidence in the review findings.Study results showed that integrated teaching, regardless of composition and format, made available a vocational, a general, and an expanded vocational knowing. Also, vocational contextualization of school subjects was shown to be significant as an additional teaching and learning content and as mediational means between school and workplace.In conclusion, integrated teaching was shown to respond to the sociocultural and historical developments by making available for students an expanded vocational knowing. Also, vocational contextualization was shown to make possible for students learning knowing relevant for their future profession.
|
|
| 8. |
- Christidis, Maria
(författare)
-
Integrated teaching for vocational knowing : A systematic review of research on nursing-related vocational education and training
- 2019
-
Ingår i: Nordic Journal of Vocational Education and Training. - : Nordic network for vocational education and training. - 2242-458X. ; 9:2, s. 19-50
-
Forskningsöversikt (refereegranskat)abstract
- The aim for this review was to systematize, describe and critically analyse previous research concerning school-based integrated teaching for vocational knowing in nursingrelated training in upper secondary and in higher level education. Searches were conducted in four databases, two specifically for Swedish hits, and two for international hits. Also, search was made in a Nordic journal on vocational education and training. References in included studies were also assessed for further inclusion of studies. Altogether, 14 studies were included and assessed for quality and coherence with GRADE CERQual. Review findings comprised three types of integrated teaching, through embeddedness or streaks, problem-based learning, and between school and workplace; vocational knowing relating to a professional and academic context; and methodological significance for the vocational knowing highlighted in the studies. In conclusion, the methodological approach typically used in the primary studies related to a quantitative approach, which was also discerned as quality measure. The primary studies brought forward a partial understanding of integrated teaching and vocational knowing, which is dependent on the methodological approach. In order to enhance understanding about the research topic, there is a need for more studies on integrated teaching utilizing a qualitative approach.
|
|
| 9. |
- Christidis, Maria, 1982-, et al.
(författare)
-
Mathematics as an aspect of vocational knowing in animal caregiving, from a student perspective
- 2024
-
Ingår i: Learning, Culture and Social Interaction. - : Elsevier. - 2210-6561 .- 2210-657X. ; 45
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to explore whether and how students experience mathematics as an aspect of vocational knowing in the Swedish upper secondary Natural Resource Programme, in the orientation of animal care, and in the vocation. Data for the study comprised teacher's documented planning, student interviews, followed by a validation of the interviews. Data were initially analysed thematically. Thereafter, the themes were analysed with theoretical concepts from the theory of practice architectures (sayings, doings, and relatings), and interpreted in terms of characteristic arrangements (cultural-discursive, material-economic, and social-political). Themes identified in the student interviews were: 1) Vocational knowing in animal caregiving 2) Mathematics as vocational knowing 3) Mathematics as part of vocational language, and 4) Mathematics as a foundation subject. Sayings were also related to doings, because of the accessibility and character of data. It was evident that students recognized mathematics as an aspect of vocational knowing, but there was also a tension between this mathematics and for the school/as a foundation subject. Relatings represented the recurrent contexts of school, animal facilities, workplace learning but also laws and regulations for contemporary animal care. Further analysis was made to historical traces of previous education within the area and to political decisions.
|
|
| 10. |
- Christidis, Maria, et al.
(författare)
-
Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program
- 2019
-
Ingår i: Vocations and Learning. - : Springer Science and Business Media LLC. - 1874-785X .- 1874-7868. ; 12:3, s. 479-498
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore what subject-integrated teaching of vocational subjects, ethics and health care, contributed with in terms of vocational knowing. The case study was ethnographically inspired and followed a group of students (16 +) and their teachers in a Swedish Health and Social Care Program while they worked with a theme unit called Death for two weeks in autumn 2012. Data comprised observations, field notes, and audio recordings of the planning and teaching of the theme unit, informal discussions with teachers and students, handouts, a theme booklet, and student assignments. Analysis was based on concepts related to cultural historical activity theory, especially emphasizing rules, tools, actions, operations, and contradictions. Results showed three major objects emphasized in the teacher–student interaction and the tools chosen to support the subject-integrated teaching activity: vocational knowing related to vocational ethics, to everyday ethics, and argumentative skills. Manifestations of contradictions in the form of dilemmas related to the examples that teachers copied from a textbook. As these examples were mainly contextualized in everyday situations, and there are no formal ethical guidelines for nursing assistants on which teachers could rely on, teachers’ narratives were used to complement these examples. Students’ argumentative skills were emphasized and related to personal situations, in which ethical arguments for justification in vocationally relevant situations were made unclear.
|
|
