| 1. |
- Adamson, Lena, et al.
(författare)
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Swedish Quality Assurance of Higher Education : From Enhancement to Results Control and Back to Enhancement?
- 2017
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Ingår i: Quality Assurance in Higher Education. - : Studera Press. - 9789385883279 ; , s. 19-40
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Bokkapitel (refereegranskat)abstract
- This article outlines the Swedish national quality assurance system of higher education institutions, placing it in a historical and international context. Currently a new system is under construction as a result of heavy criticism of the system applied since 2011. What the new system will precisely confer is too early to tell. Its ambition is to align with the principles (European Standards and Guidelines; ESG 2015) that have been developed within the frame of the Bologna Process.
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| 2. |
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| 3. |
- Gougoulakis, Petros, 1958-
(författare)
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"Didactics" for the Socially Vulnerable : What, how and why
- 2011
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- As suggested by the title of this paper, we are attempting a reflective approach to education as a means of emancipation and disciplination, inclusion and exclusion, reproduction and development. What should be the content of education of people belonging to marginalized groups? Through what processes are educative goals and learning activities being formed and selected? How are the role and the discourse of this target group defined in teaching practice? We are identifying the didactics of the vulnerable through the prism of a theoretical model about Paideia (Culture / Education, / “Bildung”) with clear references to the values behind the Swedish tradition of Popular Education reflected on the case of contemporary Greece. The popular education tradition in Sweden is characterized by free, voluntary learning based on the principles of equality, democratic dialogue, participation and, most importantly, respect towards the dignity of others. Educational practices inspired by the vision for a «veritable» Education can lay the foundations upon which trust in fellow human beings and social institutions are built. The relation between interpersonal trust, social solidarity and social cohesion is an established one, whereas the true education remains the object of a perpetual quest.
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| 4. |
- Gougoulakis, Petros, 1958-
(författare)
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Educación para el emprendimiento : Un estudio comparativo entre Suecia y Greci
- 2023
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Ingår i: Habilidades profesionales, competencias y formación para el emprendimiento. - Cuba : La Habana: Editorial Universitaria. - 9789591650559 ; , s. 201-230
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Bokkapitel (refereegranskat)abstract
- This article explores the phenomenon of entrepreneurship through a pedagogical and didactical lens, as well as its social dimension, focusing on the cases of Sweden and Greece. The selection of these countries is based on their representation of two different regions of the European Union, and the successful integration of Junior Achievement (JA) programs within their respective educational systems. The study argues that intentional pedagogical actions, aligned with curricular goals and instructional models, can foster an entrepreneurial mindset as a state of mind and readiness for action. The historical foundations of entrepreneurship education are outlined and various policy discourses analyzed at international and national levels, investigating how these are reflected in secondary-level curricula within the Greek and Swedish contexts. Central to the study is an exploration of the competencies that entrepreneurship education aims to develop, the underlying assumptions, and the intended purposes. Analyzing school curricula in Greece and Sweden, the paper examines how pedagogical approaches facilitate the development of entrepreneurial skills. While both countries integrate entrepreneurship into their national curricula, Sweden exhibits a longstanding tradition, while Greece has made recent progress. Teacher training emerges as a significant concern in Greece, with efforts made by the government and organizations like JA Greece to equip educators with the necessary knowledge and pedagogical approaches for effective entrepreneurial education. The paper concludes by acknowledging that this study represents an initial comparative approach and aims to shed light on essential aspects of entrepreneurship education, emphasizing its potential as a valuable tool for young people's skills development and preparation for the professional world.
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| 5. |
- Gougoulakis, Petros, 1958-
(författare)
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Educación y empleabilidad : Sobre las competencias del profesor técnico- profesional desde una perspectiva sueca
- 2014
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Ingår i: Paideia. Revista de educación. - 0716-4815. ; :55, s. 35-69
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Tidskriftsartikel (refereegranskat)abstract
- La educación escolar, incluida la educación y la formación técnico-profesional, es hoy una política de alta prioridad en todo el mundo y cuestión de posiciona-miento de diferentes visiones de mundo y exigencias del poder. En Suecia, el discurso escolar recuerda por su intensidad el debate de los años posteriores a la Segunda Guerra Mundial, cuando la reforma del sistema escolar era parte de un proyecto político para una sociedad mejor basada en la democracia, la justicia social y la libertad individual. Al proporcionar educación general para todos los niños en un sistema financiado públicamente, el país se transformó en una socie-dad de bienestar inclusivo. En una escuela que todo lo abarca los niños de todos los grupos sociales serían socializados y aprenderían de y sobre los demás. El objetivo era la educación para la democracia, responsabilidad, y el desarrollo de las habilidades de cada uno para la participación activa en la sociedad y el trabajo. La investigación educativa actual sugiere claramente que la experiencia de los profesores es de importancia decisiva para la calidad de la educación y el apren-dizaje de los estudiantes. Pero, ¿qué es lo que realmente significa ser un maestro competente? ¿Qué se espera de una persona para hacer frente a ese aprendizaje? Y no menos importante: ¿Cómo se llega a ser un maestro competente? En este artículo se intenta poner de relieve las características, habilidades y actitudes que los profesores técnico-profesionales deben poseer y utilizar en una era de rápida movilidad y de cambios. Los diferentes discursos sobre las habilidades y cualifi-caciones necesarias hoy y en el futuro constituyen la base teórica y analítica del presente artículo.
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| 6. |
- Gougoulakis, Petros, 1958-
(författare)
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Educating Scientists. Philosophy and Practice of University Pedagogy
- 2017
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Ingår i: Academia. - 2241-1402. ; :8, s. 35-75
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Tidskriftsartikel (refereegranskat)abstract
- A large number of people are educated every year in universities and higher education institutions allover the world to gain competencies, skills and knowledge, with a view to contributing after graduationfrom several important positions, to the proper functioning of society and the improvement of itsproduction and reproduction base. All of them come into contact with teachers in various roles; some ofthem delivering lectures or seminars, coordinating or helping them in laboratory activities, orsupervising undergraduate and graduate course work and as examiners of their performance andknowledge. It is of immense interest to probe what kind of skills and competencies a university teachershould possess. This paper focuses on the role of the University as a knowledge producer, as well as anenvironment for education and training, based on sound scientific research and reflective experience.Thereafter, a particular understanding is delineated on the academic disciplines of Pedagogy andDidactics, in an effort to draft a philosophical framework of the University Pedagogy, concluding with apresentation of specific teacher training practices of faculty members applied in Sweden.
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| 7. |
- Gougoulakis, Petros, 1958-
(författare)
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Educating teachers for sustainable development
- 2019. - 4
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Ingår i: Facets and Aspects of Research on Vocational Education and Training at Stockholm University. - Stockholm : Premiss förlag. - 9789189077010 ; , s. 285-317
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Bokkapitel (refereegranskat)abstract
- Indeed, sustainability and sustainable development are the catchwords of our time. As a starting point for a scholarly conversation on Education for Sustainable Development (ESD), the presentation here is approaching ESD from the perspective of teacher education. When we refer to teacher education, we are mainly moving within a Swedish context and using, as a case study, for the sake of exemplification, the vocational teachers training program. Initially, the discourse on sustainability is set in the context of current societal trends, experiences of social acceleration and changes in the tempo of modern social life. After that, a review is made of how the Curriculum for upper secondary school as well as the Education Plan for teacher education address SDE and whether it provides sufficient and unambiguous guidelines for teachers and school leaders to work for sustainable development in a sustainable way. The chapter concludes with some reflections about the transformative potential of ESD.
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| 8. |
- Gougoulakis, Petros, 1958-
(författare)
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Human Learning and Study Circles: Reflections on a Fascinating Enterprise for Personal and Social Development : [AprendizAje humAno y círculos de estudio: Reflexiones sobre una organización fascinante para el desarrollo personal y social]
- 2022
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Ingår i: Paideia. Revista de educación. - 0716-4815 .- 2452-5154. - 9789591650559 ; :68, s. 77-105
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Tidskriftsartikel (refereegranskat)abstract
- Collective progression requires well-functioning social communities withmembers promoting respectful interaction with each other. Communitiessuch as social networks are characterized by sparse or dense communica-tion, weak or strong intimacy, high or low hierarchy among its members.Symmetric communication rests on a foundation of universal values, suchas tolerance, reciprocity, and trust. These values assign importance (orvalue) to relationships. They constitute essential civic virtues for a viablesocial life, and are often used both as means and as ends in education. Afterall, education is emphatically considered to be a solution to all sorts ofproblems. However, the issue at stake is that people have conflicting percep-tions of what a problem is, for whom it is a problem, and what the possiblesolutions should be. How could an educational programme be designed sothat it recognizes the participants’ ability to think for themselves and valuestheir life experiences, as well as empowering them to act in an informedand democratic way in order to improve their life chances and the society they live in? The purpose of this paper is to put forward pedagogical reaso-ning about adult learning, informed by the Swedish tradition of Public AdultEducation (“folkbildning”). One of the characteristics of Swedish PopularEducation is the “study circle”, a learning method for self-directed andparticipation-based learning. Study circles, as well as other educative activi-ties, are organised by autonomous state-funded Study Associations and areopen to all adults. Another attribute of Swedish popular education is thestrong bonds between the Study Associations and civil society organisationsconcerning organisational and membership education. The pedagogicalunderpinnings of study circle participation as a means for emancipatorycollective learning and creation of social capital will be elucidated andreflected upon. Additionally, an attempt will be made to investigate thechallenging question of whether the experience of Swedishfolkbildningcanbe a model for non-formal adult learning and community transformation inother countries
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| 9. |
- Gougoulakis, Petros, 1958-
(författare)
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Integration and the Art of Making a Society : The Case of Swedish Society
- 2024
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Ingår i: Migration, Education and Employment. - : Springer. - 9783031419195 - 9783031419171 ; , s. 113-132
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Bokkapitel (refereegranskat)abstract
- During the last refugee wave in the mid-2010s, Sweden received a high proportion of refugees compared to other countries. In connection with this, the debate about the country’s ability to manage the integration of immigrants intensified. The dominant discourse, which also had political repercussions, was that integration has failed. This chapter reflects on immigrants and ‘Swedishness’ in relation to integration, ethnicity and equality. Swedish Popular Adult education, ‘folkbildning’, will be used as an example of a democratic educational environment for collective learning, and as an instrument for successful democratization of the society promoting social cohesion and reducing inequality. The chapter examines the role of education for integration and inclusion, and the questions of who is a Swede, how one becomes a Swede.
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| 10. |
- Gougoulakis, Petros, 1958-
(författare)
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New Public Management Regime and Quality in Higher Education
- 2015
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Ingår i: Science and Society: Journal of Political and Moral Theory/ΕΠΙΣΤΗΜΗ & ΚΟΙΝΩΝΙΑ. - : National Documentation Centre (EKT). - 1108-3697. ; :33, s. 91-114
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Tidskriftsartikel (refereegranskat)abstract
- A spectre has been haunting the public administration of Western countries –the spectre of New Public Management. This has been all too visible for quite a while, and it coincides with the increasing prevalence of a producing and consuming neo-liberal ideology that has profoundly pervaded all aspects of society, culture and the economy in the current information and globalization era, the dawn of which took place in the early 1970s (Borg & Mayo 2005; Castells 2000; Lengrand 1970). The education sector, and the universities in particular, were no exception. Their alleged autonomy was invaded by neo-liberal ‘forces’ and changed to the point beyond recognition, which has seriously violated the employees’ professional integrity and expertise. As the university gradually transformed into a mass educational institution, without being accompanied by a corresponding increase in resources, the academic staff was constantly reminded that the quality of their work must be raised and ultimately assured. Words and phrases as quality assurance, quality indicators, quality and accountability measures, evaluation, learning outcomes, etc., penetrated academic life without the consent of the majority of the employees. Hence, this discursive shift was a new reality, imposed though from the outside. It is therefore not surprising that disagreement within academic circles and opposition from significant segments of the civil society was at times vehement. The introduction of the new control regime was perceived more as a threat than as a democratic development based on collegial consensus.In the present text, an attempt is made to approach the notion of quality in higher education through the prism of the New Public Management approach.The main question being addressed is: What exactly do proponents of New Public Management mean by quality in higher education, what does it entail regarding the staff’s professional integrity and development as well as the assurance of the quality of education offered?
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