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- Adamson, Lena, et al.
(author)
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Swedish Quality Assurance of Higher Education : From Enhancement to Results Control and Back to Enhancement?
- 2017
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In: Quality Assurance in Higher Education. - : Studera Press. - 9789385883279 ; , s. 19-40
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Book chapter (peer-reviewed)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. |
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Comparative Issues and Research Concerns in the National Landscape of Vocational Education & Training : Emergent Issues in Research on Vocational Education & Training Vol. 2
- 2018
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Editorial collection (other academic/artistic)abstract
- This book is the second one of the serie Emergent Issues in Research on Vocational Education & Training. It is an outcome of the international networking of the research group VETYL (Vocational Education & Training/ Yrkeskunnande och Lärande), at the Department of Education, Stockholm University, Sweden.In May 2012 the group organized the first Stockholm International Conference in VET, an academic event that has ever since been organized yearly following the modality of invited papers. The book contains selected papers presented in the sessions of the conference held 7 and 8, May 2018. The contributions depict research within the Vocational and Training held in different national contexts as well as cross-national issues.This volume illustrates well the diversity of research in the eld in a way that is not frequently available in the literature today. The content is of interest for a diversity of readers including under-graduate students, in particular students in initial and in-service teacher training programs for VET, post-graduate students, researchers and policy makers.
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| 5. |
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Emergent issues in vocational education & training : voices from cross-national research
- 2018
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Editorial collection (other academic/artistic)abstract
- This book is an outcome of the international networking of the research group VETYL (Vocational Education & Training/Yrkeskunnande och Lärande), at the Department of Education, Stockholm University, Sweden.In May 2012 the group organised the first Stockholm International Conference in VET, an academic event that has ever since been organised yearly following the modality of invited papers. The book contains selected papers presented in the sessions of the conference held 8 and 9, May 2017. The contributions deal with a wide range of areas of research within the Vocational and Training field in different national contexts as well as cross-nationally.The book illustrates well the diversity of research in the field in a way that is not frequently available in the literature today. The content is of interest for a diversity of readers including under–graduate students, in particular students in initial and in-service teacher training programs for VET, post-graduate students, researchers and policy makers.
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| 6. |
- Fredriksson, Ulf, 1954-, et al.
(author)
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A Comparative Study of Curriculums for Education for Sustainable Development (ESD) in Sweden and Japan
- 2020
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In: Sustainability. - : MDPI AG. - 2071-1050. ; 12:3
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Journal article (peer-reviewed)abstract
- This study examined the curriculums and implementation of Education for Sustainable Development (ESD) in upper secondary schools in Japan and Sweden and examined and compared the policies and cases of ESD practice. The comparison showed that ESD is present in the national curriculums of both countries, but is emphasized differently. In Sweden, it is more a matter of mentioning ESD as part of the principles that guide education, while in Japan, the integration of ESD into the subject syllabus is emphasized. The schools visited strove to implement ESD in their work. ESD is not an exclusive approach in addition to other school activities, but rather a central part of the schools´ work. Many issues are included under the umbrella of ESD, not only environmental issues. International contacts are one of the most important elements of the work, but this does not exclude local engagement. In fact, the schools have established impressive networks. Project work is an important approach in supporting students’ learning about sustainable development. A prerequisite for the successful work of the schools, which all have a certain reputation in the field of ESD, is the dedication of the teachers and the equally dedicated principals who support the work.
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| 7. |
- Gougoulakis, Petros, 1958-
(author)
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"Didactics" for the Socially Vulnerable : What, how and why
- 2011
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Conference paper (other academic/artistic)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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| 8. |
- Gougoulakis, Petros, 1958-
(author)
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Educación para el emprendimiento : Un estudio comparativo entre Suecia y Greci
- 2023
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In: Habilidades profesionales, competencias y formación para el emprendimiento. - Cuba : La Habana: Editorial Universitaria. - 9789591650559 ; , s. 201-230
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Book chapter (peer-reviewed)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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| 9. |
- Gougoulakis, Petros, 1958-
(author)
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Educación y empleabilidad : Sobre las competencias del profesor técnico- profesional desde una perspectiva sueca
- 2014
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In: Paideia. Revista de educación. - 0716-4815. ; :55, s. 35-69
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Journal article (peer-reviewed)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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| 10. |
- Gougoulakis, Petros, 1958-
(author)
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Educating Scientists. Philosophy and Practice of University Pedagogy
- 2017
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In: Academia. - 2241-1402. ; :8, s. 35-75
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Journal article (peer-reviewed)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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