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- Berg Christoffersson, Gunilla, 1955-
(author)
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Digital dialog som redskap för utveckling av yrkeskunnande : - en studie vid APL på gymnasieskolans vård- och omsorgsprogram
- 2015
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Licentiate thesis (other academic/artistic)abstract
- Berg Christoffersson, Gunilla (2015). Digital dialog som redskap för utveckling av yrkeskunnande - en studie vid APL på gymnasieskolans vård- och omsorgsprogram. (Digital dialogue as a tool for development of vocational knowing – A study during workplace-based learning in a Health and Social Care Program in Upper Secondary School) Stockholm University. Graduate school in the Pedagogy of Vocational Subjects. Written in Swedish with an English summary. Students vocational knowing is the focus of this study conducted in a Health and Social Care program in an Upper Secondary school. The empirical material for the study is drawn from a digital dialogue where students, teachers and professional supervisors described, reflected and gave feedback upon the vocational knowing that students take part of in their workplace-based learning (APL). Reflection on the practical part of the training usually takes place in the school environment because it is difficult to provide time and space for reflection at workplaces. The theoretical framework is based on a sociocultural perspective on learning (Säljö (2000). In this study the digital platform and the written dialogue, was used as a tool for communication and learning. The written digital dialogue was analyzed according to qualitative content analysis (Krippendorff, 2004; Graneheim & Lundman, 2004). Five categories emerged in the analysis of the data collection: relational knowing, knowledge of the care-recipients situation, knowing how to execute a task, emotion-related knowing and knowledge of the work environment. The result shows that it was the unexpected situations, students reflected most upon. In the analysis of the result these situations could be related to the affective knowledge according to Ellström (1992). These occasions would then show the ability to adapt, assess and identify unforeseen situations (cf. Lindberg, 2003). The feedback received in the dialogue is mostly in line with findings from earlier studies but differs in the way that the encouraging feedback, especially from other students, motivates students to develop their writing. This study contributes to existing research and emphasizes the importance of giving the students an opportunity to reflect in direct connection to workplace-based learning. The current study also shows that a digital dialogue is suitable to use as a tool for developing vocational knowing. The interaction between students, teachers and supervisors that is presented in this study also shows the possibilities to increase collaboration between school and workplace. KeywordsVocational knowing, reflection, digital dialogue, feedback, workplace-based learning
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| 5. |
- Blach, S., et al.
(author)
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Global change in hepatitis C virus prevalence and cascade of care between 2015 and 2020: a modelling study
- 2022
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In: Lancet Gastroenterology & Hepatology. - : Elsevier BV. - 2468-1253. ; 7:5, s. 396-415
-
Journal article (peer-reviewed)abstract
- Background Since the release of the first global hepatitis elimination targets in 2016, and until the COVID-19 pandemic started in early 2020, many countries and territories were making progress toward hepatitis C virus (HCV) elimination. This study aims to evaluate HCV burden in 2020, and forecast HCV burden by 2030 given current trends. Methods This analysis includes a literature review, Delphi process, and mathematical modelling to estimate HCV prevalence (viraemic infection, defined as HCV RNA-positive cases) and the cascade of care among people of all ages (age =0 years from birth) for the period between Jan 1, 2015, and Dec 31, 2030. Epidemiological data were collected from published sources and grey literature (including government reports and personal communications) and were validated among country and territory experts. A Markov model was used to forecast disease burden and cascade of care from 1950 to 2050 for countries and territories with data. Model outcomes were extracted from 2015 to 2030 to calculate population-weighted regional averages, which were used for countries or territories without data. Regional and global estimates of HCV prevalence, cascade of care, and disease burden were calculated based on 235 countries and territories. Findings Models were built for 110 countries or territories: 83 were approved by local experts and 27 were based on published data alone. Using data from these models, plus population-weighted regional averages for countries and territories without models (n=125), we estimated a global prevalence of viraemic HCV infection of 0.7% (95% UI 0.7-0.9), corresponding to 56.8 million (95% UI 55.2-67.8) infections, on Jan 1, 2020. This number represents a decrease of 6.8 million viraemic infections from a 2015 (beginning of year) prevalence estimate of 63.6 million (61.8-75.8) infections (0.9% [0.8-1.0] prevalence). By the end of 2020, an estimated 12.9 million (12.5-15.4) people were living with a diagnosed viraemic infection. In 2020, an estimated 641 000 (623 000-765 000) patients initiated treatment. Interpretation At the beginning of 2020, there were an estimated 56.8 million viraemic HCV infections globally. Although this number represents a decrease from 2015, our forecasts suggest we are not currently on track to achieve global elimination targets by 2030. As countries recover from COVID-19, these findings can help refocus efforts aimed at HCV elimination. Copyright (C) 2022 Elsevier Ltd. All rights reserved.
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| 9. |
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| 10. |
- Bruggmann, P., et al.
(author)
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Historical epidemiology of hepatitis C virus (HCV) in selected countries
- 2014
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In: Journal of Viral Hepatitis. - Hoboken : Wiley-Blackwell. - 1352-0504 .- 1365-2893. ; 21, s. 5-33
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Journal article (peer-reviewed)abstract
- Chronic infection with hepatitis C virus (HCV) is a leading indicator for liver disease. New treatment options are becoming available, and there is a need to characterize the epidemiology and disease burden of HCV. Data for prevalence, viremia, genotype, diagnosis and treatment were obtained through literature searches and expert consensus for 16 countries. For some countries, data from centralized registries were used to estimate diagnosis and treatment rates. Data for the number of liver transplants and the proportion attributable to HCV were obtained from centralized databases. Viremic prevalence estimates varied widely between countries, ranging from 0.3% in Austria, England and Germany to 8.5% in Egypt. The largest viremic populations were in Egypt, with 6358000 cases in 2008 and Brazil with 2106000 cases in 2007. The age distribution of cases differed between countries. In most countries, prevalence rates were higher among males, reflecting higher rates of injection drug use. Diagnosis, treatment and transplant levels also differed considerably between countries. Reliable estimates characterizing HCV-infected populations are critical for addressing HCV-related morbidity and mortality. There is a need to quantify the burden of chronic HCV infection at the national level.
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| 11. |
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| 12. |
- Christidis, Maria, 1982-
(author)
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Integrated teaching for expanded vocational knowing : Studies in the Swedish upper secondary Health and social care program
- 2020
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Doctoral thesis (other academic/artistic)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.
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| 13. |
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| 14. |
- Comas-Forgas, Ruben, et al.
(author)
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Prevalence and factors associated with academic plagiarism in freshmen students of Social Work and Social Education : an empirical analysis
- 2023
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In: Revista ELectrónica de Investigación y EValuación Educativa. - 1134-4032. ; 29:2
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Journal article (peer-reviewed)abstract
- This article focuses on the study of academic plagiarism among freshmen university students enrolled in the degrees of Social Work and Social Education. Through a questionnaire applied to 913 students from 6 cohorts, the prevalence of plagiarism and some of the main factors associated with this phenomenon are analysed. The main results indicate that the students with the greatest tendency to plagiarize are associated with being male, younger, consider themselves to be worse students, value plagiarism less seriously, are poorly motivated by their studies and face academic tasks with a propensity to procrastinate. Finally, the students who plagiarize the most in their assignments are also the ones with the greatest propensity toward dishonest behaviour in other evaluation activities and the ones who attach the least seriousness to this fraud. The conclusions of the study indicate and provide areas for interventions aimed at promoting academic integrity and reducing fraudulent practices in higher education based on evidence.
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| 15. |
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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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| 16. |
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Decentralization and centralization policies in education in Europe : current trends and challenges
- 2002
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Editorial collection (other academic/artistic)abstract
- Decentralization and centralization are as opposite trends in educational policies, as much as they are in economics and politics. A preliminary assumption considers the existence at European level of two main forces having a major impact in educational policies. First: the ideal of a common European identity, an economical and social community, which claims for common goals, unified policies, that is centralization. The second group of forces can be related to the importance of the individual and local level to be involved in decision making in education, the diminishing of the role of central authorities and the partnership market & education. This, on the contrary, is assumed to claim for decentralization in educational policies.With the above as a conceptual point of departure the First International Workshop attempted to initiate a debate and search for answers to questions such as the followings: In which ways this apparently “opposite forces” could strive towards the same goals?, Which criticism could be put forward to the approach presented above? Are there other perspectives to consider when scrutinizing decentralization and centralization in education? What is possible to do in terms of research to approach this problematic? The keynote speeches and papers included in this report approach some of these questions or deepen into others relevant with a perspective covering from research experiences to local issues.
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| 17. |
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| 18. |
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Educational policies : implications for equity, equality and equivalence
- 2004
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Editorial collection (other academic/artistic)abstract
- This report is part of one of the studies within the project “What about equivalence” granted by The Swedish Research Council and led by Professor Tomas Englund at Örebro University, Sweden. Studying equity, equality and equivalence in education across borders posses a number of challenges associated not only to their conceptualization but to other aspects such as the historical and political dimensions. The different approaches that are found in sociological analysis of educational equity show the underlined complexity. Acknowledging these limitations the aims of this report are threefold. (a) To present main issues concerning the implications for equity, equality and equivalence of the current educational policies in different national educational systems. (b) To present, and to some extent expose for further discussion, what concepts, theoretical grounds and indicators are used to approach the subject at issue. (c) To present some of the current concerns on equity, equality and equivalence in other educational contexts and in Sweden in order to, at a later stage, assess its possible relationship. The report also expects to be a springboard for the further joint enquiry and discussions to come among the scholars who have been involved in its realization and others interested in the subject. The scope is therefore limited to this needed open up to mutual knowledge of perspectives on a complex issue, which is of paramount importance for school practices.The perspectives on equity, equality, and equivalence, which are presented in this report varies indeed concerning both the conceptual frames as well as the methodological approaches used by each contributor. Rather than a hindrance this “diversity” is assumed as a meaningful contribution to the tenet supported in this report that issues of equity, equality and equivalence should be viewed with a broader perspective beyond simple comparison of concepts across national educational systems. The contributions here presented indeed map this broad perspective.
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| 19. |
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| 20. |
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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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| 21. |
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Enacting equity in education : towards a comparison of equitable practices in different European local contexts
- 2006
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Editorial collection (other academic/artistic)abstract
- This report is the outcome of a working network coordinated by Lázaro Moreno Herrera at Örebro University, Sweden, which included researchers from different European countries. Is also a result from a research project funded by The Swedish Research Council. “Enacting Equity in Europe: Towards a Comparison of Equitable Practices in Different Local Contexts” presents social aspects of the educational policies of the end of the 1990s and the early 2000s in different European countries. The traditional egalitarian ethos and structure of the elementary schooling is today challenged in different ways by the arising managerialism in educational institutions. Equality is regarded by the authors as a dimension of social justice which is worth to strive for as a basic condition for the democratic sustainability of the society. The report presents different approaches and practices in pursuit of equity in education. The cases are from Belgium, Britain Finland, France and Sweden.
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| 22. |
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| 23. |
- Ferreira, MA, et al.
(author)
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Genome-wide association and transcriptome studies identify target genes and risk loci for breast cancer
- 2019
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In: Nature communications. - : Springer Science and Business Media LLC. - 2041-1723. ; 10:1, s. 1741-
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Journal article (peer-reviewed)abstract
- Genome-wide association studies (GWAS) have identified more than 170 breast cancer susceptibility loci. Here we hypothesize that some risk-associated variants might act in non-breast tissues, specifically adipose tissue and immune cells from blood and spleen. Using expression quantitative trait loci (eQTL) reported in these tissues, we identify 26 previously unreported, likely target genes of overall breast cancer risk variants, and 17 for estrogen receptor (ER)-negative breast cancer, several with a known immune function. We determine the directional effect of gene expression on disease risk measured based on single and multiple eQTL. In addition, using a gene-based test of association that considers eQTL from multiple tissues, we identify seven (and four) regions with variants associated with overall (and ER-negative) breast cancer risk, which were not reported in previous GWAS. Further investigation of the function of the implicated genes in breast and immune cells may provide insights into the etiology of breast cancer.
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| 24. |
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| 25. |
- Francia, Guadalupe, et al.
(author)
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L' équité dans les pays nordiques : une réflexion sur la notion d'équivalence dans le système éducatif suédois
- 2005
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In: Vers une école juste et efficace. - Bruxelles : De Boeck. - 2804147126 ; , s. 171-189
-
Book chapter (other academic/artistic)abstract
- This chapter looks at the shift in education politics within the Swedish context and analysis the concept of equivalence in the school practice. The structure and discourses within an educational system has largely been associated to the specific social concerns and cultural particularities of different societies. Today’s discussions within the educational systems in Scandinavia, and in this specific case Sweden, indeed confirm this regularity. For a long period the socio-economic development of Sweden was associated to a “third way” with differences to what was regarded before 1989 as, (a) the patterns of totalitarian society and (b) the capitalist free market model of development. Long periods of social-democratic governance and welfare driven policies shaped specific characteristics of the Swedish educational system which are recognizable even today despite the big changes in the political and social international landscape. Sweden and its educational system could not be, and is not, isolated from the constrains of current international phenomena such as the impacts of globalization, neo-liberal and market driven policies and the discussions about the relationship between collective and general social well-being on the one side, and individuality and freedom of choice on the other side. Equivalence is in the Swedish educational context further discussed as (a) the claim of certain equality in results, and (b) a claim of accepting differences and free choice. Finally concluding remarks are derived from the analysis presented where the notion of equivalence in the Swedish educational system is suggested to be a hybrid product. This issue, i.e., equivalence, is currently a subject of research and live debate in the Swedish educational context; there is not intention here to make overall generalizations but rather to present what we perceive as central notions which might underpin present discourses in the Swedish context.
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| 28. |
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| 29. |
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| 30. |
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| 31. |
- Francia, Guadalupe, et al.
(author)
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Priority education policies in Sweden in times of decentralization and individualization
- 2008
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Conference paper (peer-reviewed)abstract
- This paper discusses policies for priority education target to social and ethnical underprivileged groups in order to reduce school failure in the Swedish School. This study based on text analysis reviews two programs for priority education started by the Swedish National Agency for School Improvements. It argues that these programs tend to reduce question of school failure to ethnic segregation and individualised teacher support. The paper discusses the difficulties to measure the impact these priority education actions have in the goal of all Child rights’ to equitable education. It problematises the lack of an analysis of the impacts of the decentralisation and individualisation ideology for schools in social and ethnical segregated areas. It argues further that educational priority measures based on an organizational and pedagogical separation of the students brings also the risks of increasing the discrimination of the students on the bases of language or ethnic background.
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| 34. |
- Fuster, Carles, 1991-
(author)
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Lexical Transfer in Pedagogical Translanguaging : Exploring Intentionality in Multilingual Learners of Spanish
- 2022
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Doctoral thesis (other academic/artistic)abstract
- A long-standing pedagogical implication of the traditional monolingual perspective in research and education has been to discourage any use of non-target languages in the L2 classroom as an attempt to reduce ‘interferences’ (i.e., transfer) between learners’ languages. Within the current multilingual paradigm shift, however, it has become clear that multilingualism can be an asset and the positive effects of transfer are acknowledged. The recent theoretical proposal of ‘pedagogical translanguaging’ suggests that teachers may help learners find opportunities to transfer aspects from their languages intentionally, as a resource or creative strategy, by raising their awareness of similarities between their languages.Yet, from an empirical perspective very little is known about (un)intentionality in transfer. This thesis investigates how multilingual language learners use transfer unintentionally versus intentionally and how several potentially important variables may be related to (un)inten-tionality in transfer. The focus is on lexical transfer in the written production of multilingual learners of Spanish in Sweden.Written transfer data were collected from 78 students in heterogeneously multilingual classrooms, including learners with different language backgrounds. Words that were reported (intro- or retrospectively) by a learner to have been transferred from a background language were coded as instances of intentional transfer. Conversely, when non-target-like words that could be traced back to a background language by the researcher were used but not com-mented on by the learner, they were coded as instances of unintentional transfer.A quasi-Poisson regression analysis was employed to test the significance of transfer factors on learners’ amounts of unintentional and intentional transfer. A qualitative lexical analysis was conducted, moreover, to explore how the different types of lexical transfer were manifested depending on whether they were produced unintentionally or intentionally. As a complement to the data, the learners’ teachers were interviewed on their attitudes towards the use of non-target languages in the Spanish lessons.The learners produced lexical transfer both unintentionally and intentionally. A significant tendency was found for intentional transfer to come from L2s rather than from L1s, possibly due to a higher level of metalinguistic knowledge in L2s. A significant tendency was also found for unintentional transfer to occur as a result of crosslinguistic morphological similarity. Additionally, a trend was observed for more multilingual learners to exhibit smaller amounts of unintentional transfer, possibly due to an enhanced conscious control of language use. (Un)intentionality was also found to relate to the different types of lexical transfer (e.g., foreignising, borrowing) in varying ways. The learners’ teachers felt positive about a multilingual instructional approach and often tried to make crosslinguistic comparisons.Apart from shedding light on the dimension of (un)intentionality in lexical transfer, this thesis elaborates on pedagogical translanguaging and the idea of using languages as resources. It suggests that pedagogical linguistic awareness-raising activities should aim not only to help learners find opportunities to use transfer as a strategy, but also to help them avoid certain instances of unintentional transfer, and offers insights into which linguistic aspects such activities could focus on.
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| 35. |
- Gessler, Michael, et al.
(author)
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Didactics in VET - crisis, demands, concepts and open issues
- 2013
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In: Abstracts.
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Conference paper (other academic/artistic)abstract
- Four focus points (crisis, demands, concepts and open issues) are addressed from three different national perspectives (Sweden, Germany and Spain). Answers might be different, but challenges seem to be the same.(1) crisis: on the one hand we acknowledge a massive withdrawal of didactic discussion in the educational research: first the constructivism taught us that nobody can be taught (a nice antagonism), later the output orientation taught us that just the output counts and within the empirical turn of the educational sciences the topic didactics seems to be lost. (Chevallard, 2006, Moreno Herrera, 2012)(2) demands: On the other hand practitioners still expects that VET offers answers, methods and tools for their central questions: how can learners be empowered and learning be accelerated. Overall questions for the round table will therefore be: What implications have for didactics the fact that learning within this field happens in remarkably different context; namely, classroom and workshop? What is the value in developing a didactics for this specific complex learning context? Is the discourse on didactics a unique phenomenon for particular educational research traditions or is there a substance that is worth discussing? (Berglund & Lindberg, 2012; Ghaye, 2010)(3) concepts: One concept we want exemplary focus within this short proposal information: the didactic concept "task- and process-oriented learning". One concretization of this concept for the field of electrical trade is the so called "Competence toolbox“, which has been continuously developed for more than 10 years to give answers to the following practice-oriented research questions: How can work processes of skilled workers be analyzed and described? How can the results of work process analyses be transferred into work process oriented educational measures? What are the potentials of digital media and internet to support this work process orientation? How can these potentials be converted into task-oriented learning? (Howe & Knutzen, 2012).(4) open issues: see below "Conclusions, expected outcomes"Method:The overall approach of the above mentioned concept (as an example) is the so called Design-Based:Research: DBR characterized the methodical approach of converting the obtained results into work process oriented learning software. The learning software and the accordant task-oriented learning were tested in all learning venues, meaning companies, training centers and vocational schools. In detail following methods were used: (1) Expert workshops: In the first step expert workshops were held. These workshops were moderated by vocational scientists. Experienced master craftsman validated a list of spheres of activities through discussion. The agreed upon list of spheres of activities portrays the researched vocation. (2) Work process analysis: Related to every sphere of activity work process analysis had to be conducted in the second step. This approach is twofold from a methodological perspective. Initially the researcher led a qualitative interview with an experienced skilled worker or craftsman. (3) Online survey: The outcome of this kind of work process oriented learning was finally evaluated by an online survey of apprentices. After accomplishing a task the learners provided feedback relating to the learning software and task -oriented learning by filling in an online questionnaire.Expected outcomes:Expected outcomes of the round table is to fix (4) "open issues": In our view there is a great need to continue developing the basis of a didactic that will be encompassing and dynamic enough to deal with the complex and varied situation of guidance of the learning process in the VET field. In addition to the variety of context it is equally significant to consider the complexity derived from the various interacting components of the teaching and learning process. More is to be done in creating or continuing developing a didactics that encompasses the complexities of VET considering its different levels and different settings.
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| 36. |
- Gessler, Michael, et al.
(author)
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Vocational Didactics : Core Assumptions and Approaches from Denmark, Germany, Norway, Spain and Sweden
- 2015
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In: International Journal for Research in Vocational Education and Training. - 2197-8638 .- 2197-8646. ; 2:3, s. 152-160
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Journal article (peer-reviewed)abstract
- The design of vocational didactics has to meet special requirements. Six core assumptions are identified: outcome orientation, cultural-historical embedding, horizontal structure, vertical structure, temporal structure, and the changing nature of work. Different approaches and discussions from school-based systems (Spain and Sweden) and dual systems (Denmark, Germany and Norway) are presented in this special issue. From an inside or national perspective, the solutions show a high cultural-historical dependency. From an outside or cross-national perspective, contingency and alternative possibilities become visible. The combination of both perspectives could enable continuity as well as innovation. This is the basic assumption of the presented collection about vocational didactics.
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| 37. |
- Gessler, Michael, et al.
(author)
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Vocational Didactics: Breakup or Awakening?
- 2015
-
Conference paper (peer-reviewed)abstract
- In the VET field the challenges for didactic are various and complex considering that learning is organized and takes place in very different contexts, that is, classroom and workshop. Research questions adressed at the round table are: How does context of learning influences the didactical organization of the learning process? What didactical specificities are associated to the role of the teacher and instructor respectively?Significant challenges are also posed by the aims of the learning process; whether it concerns understanding whole production process or specific technological devices and operations. Equally, questions for didacticians in the VET field emerge from the form of the learning process, whether it will be tutoring/mentoring or group teaching. Are we then in need to develop a specific didactics to deal with challenges of vocational knowing?; if so, what should be its main features?Example Denmark: Students at Danish VET are diverse, many are challenged academically and socially. In terms of resolving high drop-out rates, problems with students’ academic progress and reducing negative effects of social background in general, teachers’ pedagogic competencies and didactical skills are important, specifically their competencies in differentiated teaching. That is emphasised in recent reforms concerning the national educational programme for new teachers at VET in 2010, describing that teachers must acquire skills in “planning, organising, implementing and evaluating” “differentiated teaching" (National Study Programme 2011, 2015). Drawing on Bernstein´s theory about framing and recontextualisation (1996, 1997, 2003), the contribution analyses how these demands are interpreted and practiced at the VET teacher program, and with which consequences. The analysis is based on results from an ethnographic inspired research project including fieldwork, interviews and different kinds of documentary in four different educational contexts.Example Germany: During the 1980s, school-based education within the german dual system of vocational education and training saw heavy criticisms. The industry's representatives particularly criticised that the school-based education was far from reality, not contributing towards tackling the challenges of working life in the companies. In other words: the schools were not oriented towards the customer. In response to this critique the concept areas of learning (German = Lernfeld-Konzept) was introduced in 1996 as a structural principle for the framework curricula. The reform had wide-ranging consequences not only on the course and lesson design, but also on the organisational framework conditions of the schools, the cooperation between schools and companies and the required qualification profile of the teachers. The classic distinctions of "theory equals school-based learning" and "practical experience equals work-based learning in companies" are to be removed through the orientation of school-based content to the practical requirements of the vocational and professional work. In this framework a new diadctic approach was needed: The school-based curriculum is no longer structured in subjects, but constructed into work-oriented and process-related areas of learning. Areas of learnings are didactically-founded equivalents of vocational spheres of activity that are handled at school. They are made up of complex tasks, which are then handled pedagogically using action-oriented learning situations. The strengths, weaknesses and pitfalls of the didactics occured in the last 10 years will be focused.Two more perspective will be present: Norway and Sweden. In Norway the dual principle is sequentialized: Two years theory are followed by two years practice. This system division is followed by a segmentation of didactics and a fraction in teaching and learning. In Sweden the system is homogenous but the school-based system is widely self-referential and the linkage to the adjacent systems (higher education and labour market) opens two differnt options of orientation with consequences to the didactics.The common question of the presented cases is "Didactics: Breakup or Awakening?"
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| 38. |
- Gougoulakis, Petros, et al.
(author)
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Upper Secondary VET in Sweden with Focus on Apprenticeship and Workplace-based Education
- 2018
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In: Emergent Issues in vocational Education & training. - Stockholm : Premiss förlag. - 9789186743741 ; , s. 440-475
-
Book chapter (other academic/artistic)abstract
- The purpose of this chapter is to present the workplace-based learning that takes place within the publicly funded VET in Sweden at the upper secondary education level. More than an overall background of upper secondary vocational education particular attention is given to the relationship between school-based and work place-based training (apprenticeship), on one side, and how the cooperation between educational suppliers and working life partners is shaped, on the other. In our time of accelerated globalization, where the current and the future status of VET is a priority issue in the discussion agenda of national and international educational policy bodies, it seems that among other challenges the connection between school and working life is urgently important, and a crucial quality dimension of the provided vocational programs. The presentation ends up with some reflections on the future of VET in Sweden with tentative proposals for policy considerations and actions.
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| 39. |
- Guadalupe, Francia, et al.
(author)
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Les politiques d´éducation prioritaire suédoises en periode de décentralisation et d´individualisation
- 2008
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In: Les politiques d'éducation prioritaire en Europe. - Lyon : INRP. - 9782734211211 ; , s. 363-406
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Book chapter (other academic/artistic)abstract
- The chapter reviews the present educational policies in Sweden expected to guarantee that the principle education for all reaches the entire population in school age. It critically analyses the results of these policies in recent years.Concerns for equity and equality in educational opportunities have a considerable long history in Sweden. This is much connected to discourses and practices embodied in the construction of the so called welfare society or Sweden as “the people’s home”. Education in Sweden has moved from a centralised system with strong focus in equality of access to a decentralised structure with a considerable focus on individualization. The traditional homogeneity of the Swedish school population has, in the last few decades, been strongly challenged by the phenomenon of immigration. The paper questions the impact that recent policies expected compensate inequalities could have for a long term development of society. It argues further that the measures which have been implemented in order to guarantee equality of results via an organizational and pedagogical separation of the students brings also the risks of increasing the discrimination of the students on the bases of language or ethnic background.
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| 40. |
- Haryanti, M. A., et al.
(author)
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The Development of Generic Competency Portfolio for Malaysian TVET-Construction Graduates
- 2020
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In: Journal of Technical Education and Training. - 2229-8932. ; 12:3, s. 143-153
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Journal article (peer-reviewed)abstract
- Construction graduates are currently in high demand by contractors in all types of construction work. The diversity of employment opportunities for construction management graduates, increase the need in having a portfolio for skills to work efficiently and effectively with other professions in the industry. Consequently, there are numerous TVET institutes that potentially produce local workforce as highly skilled workers in the construction industry. However, it is believed that, there is a persisting lack of generic competency among the construction graduates and an absence of strategic framework for Malaysian construction graduates. Therefore, this research investigates generic competencies required by construction graduates in the management scopes from the perspectives of the construction practitioners. Drawing on a construction graduates generic competencies and roles, and tasks framework, a structured questionnaire survey was used to elicit data from construction practitioners in the industry. The data was analyzed using Rasch Measurement Model with PCA, item and person reliability and item measure analysis. Result from this research indicates that industries require graduates to perform more on analytical and critical thinking in the project management phase. Moreover, in the construction management phase, it has been found that industries expect construction graduates to perform more on teamwork competency. Furthermore, this research identified that site management phase request more on problem-solving and teamwork competency from construction graduates. Therefore, it is believe that these research findings will be useful in assisting the universities and industries to improve the generic competency amongst construction students by providing valuable insight and expanding current knowledge-base of those elements and variables required by industries.
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| 41. |
- Johansson, Maria C.
(author)
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The institutionalisation of validation and the transformation of vocational knowledge : The case of admission into Vocational Teacher Education in Sweden
- 2019
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Doctoral thesis (other academic/artistic)abstract
- The aim of this thesis was to understand the validation of vocational knowledge prior to entry into vocational teacher education in Sweden with regard to conceptions and understandings of vocational knowledge, and also to understand how institutional conditions, such as ideas of how to organise validation, influence the content and form of the validation practice. From this aim the following research questions were developed: What ideas about the organisation of validation stand out in the policy and practice of validation? What conceptions and understandings of vocational knowledge is the organisation of validation built on and what do they entail? Who has the agency to describe and decide upon vocational knowledge in the policy and practice of validation? What institutional arrangements appear in the practice of validation?To conduct the studies in the thesis a multimethods approach was adopted, combining policy analysis and interviews. For theoretical support, new institutional theories were used and also theories of knowledge. The results revealed that the regulative elements of validation have transformed vocational knowledge to fit a frame similar to formal education. In terms of norms and values, it appears as if validation is more of a social and economic project than one of accounting for vocational knowledge and vocational pride. Cultural/cognitive matters that are taken for granted when considering vocational knowledge differ quite significantly between agents involved in validation. Validation of vocational knowledge exhibits a conceptual confusion having different conceptions of knowledge simultaneously at play. This confusion blurs the boundaries between concepts of knowledge, learning, and the learning context. In the complexity of ideas of how to organise validation and different knowledge conceptions, institutional arrangements appear to be based on a sense of belonging, either to academia or to the trade. The agency of those with vocational knowledge is limited in several ways within validation.
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| 42. |
- Kamis, Arasinah, et al.
(author)
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Modified Delphi Technique in Analysing Contents of Green Skills Module for Design and Technology Subject
- 2020
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In: Journal of Technical Education and Training. - 2229-8932. ; 12:1, s. 49-56
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Journal article (peer-reviewed)abstract
- The Green Skills Module (GS) is a teaching module of the Design and Technology (DT) subjects developed to introduce green skills and foster a positive attitude towards the environment. This article is intended to obtain the consensus of a panel of experts on the content analysis of the GS module. Modified Delphi Technique was used to analyse the contents of the GS Modules. Nine experts in the curriculum, Technical Vocational Education and Training (TVET), Enviromnental Education as well as DT excellent teachers were selected through the method of purposive sampling. The data were collected using a semi-structural interview method for the first round and questionnaires for the second round. Based on the findings, two elements, namely knowledge and practice of green skills included in the GS module, are analysed using IBM SPSS version 21 to get the value of 'Inter Quartile Range' (IQR) and the Wilcoxon Test. The findings show that all the items for practice have been agreed upon by the experts while two items of knowledge have been rejected. This study indicates that the application of Modified Delphi Technique can be a new alternative method in analysing programme content in the development of a module.
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| 43. |
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| 44. |
- Khatri, C, et al.
(author)
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Outcomes after perioperative SARS-CoV-2 infection in patients with proximal femoral fractures: an international cohort study
- 2021
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In: BMJ open. - : BMJ. - 2044-6055. ; 11:11, s. e050830-
-
Journal article (peer-reviewed)abstract
- Studies have demonstrated high rates of mortality in people with proximal femoral fracture and SARS-CoV-2, but there is limited published data on the factors that influence mortality for clinicians to make informed treatment decisions. This study aims to report the 30-day mortality associated with perioperative infection of patients undergoing surgery for proximal femoral fractures and to examine the factors that influence mortality in a multivariate analysis.SettingProspective, international, multicentre, observational cohort study.ParticipantsPatients undergoing any operation for a proximal femoral fracture from 1 February to 30 April 2020 and with perioperative SARS-CoV-2 infection (either 7 days prior or 30-day postoperative).Primary outcome30-day mortality. Multivariate modelling was performed to identify factors associated with 30-day mortality.ResultsThis study reports included 1063 patients from 174 hospitals in 19 countries. Overall 30-day mortality was 29.4% (313/1063). In an adjusted model, 30-day mortality was associated with male gender (OR 2.29, 95% CI 1.68 to 3.13, p<0.001), age >80 years (OR 1.60, 95% CI 1.1 to 2.31, p=0.013), preoperative diagnosis of dementia (OR 1.57, 95% CI 1.15 to 2.16, p=0.005), kidney disease (OR 1.73, 95% CI 1.18 to 2.55, p=0.005) and congestive heart failure (OR 1.62, 95% CI 1.06 to 2.48, p=0.025). Mortality at 30 days was lower in patients with a preoperative diagnosis of SARS-CoV-2 (OR 0.6, 95% CI 0.6 (0.42 to 0.85), p=0.004). There was no difference in mortality in patients with an increase to delay in surgery (p=0.220) or type of anaesthetic given (p=0.787).ConclusionsPatients undergoing surgery for a proximal femoral fracture with a perioperative infection of SARS-CoV-2 have a high rate of mortality. This study would support the need for providing these patients with individualised medical and anaesthetic care, including medical optimisation before theatre. Careful preoperative counselling is needed for those with a proximal femoral fracture and SARS-CoV-2, especially those in the highest risk groups.Trial registration numberNCT04323644
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| 45. |
- Kunyu, David K., et al.
(author)
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Evaluating the implementation quality of a vocational education intervention for youth in Dadaab refugee camp in Kenya : Evidence of discrimination
- 2022
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In: Frontiers in Human Dynamics. - : Frontiers Media SA. - 2673-2726. ; 4
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Journal article (peer-reviewed)abstract
- Refugee youth in protracted humanitarian contexts are faced with limited access to quality education. They may sustain traumatic experiences from conflicts and discrimination yet have limited psychosocial support access. Comprehending the magnitude and effects of these challenges is vital for designing and executing educational interventions in such contexts. This study evaluates the implementation quality of the Youth Education Pack intervention through the lens of the Inter-agency Network for Education in Emergencies minimum standards framework. It explores the types of discrimination experienced by refugee youth in the Dadaab refugee camp in Kenya. Nine participants comprising refugee students (N = 2), former refugee students (N = 2), teachers (N = 3), and project supervisors (N = 2) participated in the study. The first author conducted interviews and observations in the camp. The data were qualitatively coded deductively and analysed in Nvivo 12. We found that the YEP intervention faced contextual challenges that hindered the achievement of the implementation quality standards outlined in the INEE minimum standards for education. Refugee youth and refugee teachers experienced various forms of discrimination, including at individual, institutional, and structural levels. We conclude that providing refugee youth with an inclusive and high-quality education is central to providing secure and long-term solutions to their challenges and adversities and may promote their psychosocial wellbeing.
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| 46. |
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| 47. |
- Lindholm, Ola, 1957-
(author)
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Ögonblick i klassrummet : Samtal och interaktion om elevers fotografier på gymnasiet
- 2014
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Licentiate thesis (other academic/artistic)abstract
- En kamera fångar ögonblick av det ljus som människan kan uppfatta, eller verkligheten som det ibland kallas. Dessa ögonblick i form av fotografier, arbetar de elever och den lärare med, som Ola Lindholm har följt på gymnasiet. Läsaren kan följa hur eleverna interagerar, hur det sociala samspelet organiseras under lektioner och redovisningar, vad som görs viktigt samt hur bildteoretiska- och yrkesmässiga kunskaper framträder i interaktionen.I studien framträder ett arbetssätt som ger eleverna ansvar och möjlighet att visa vad de kan i interaktionerna och vid redovisningarna av deras fotografier. Resultatet visar hur läraren försöker få eleverna att se skillnader i fotografiets uttryck, skärpedjup, bildbeskärning etcetera. Ibland gör eleverna motstånd och förhandlar med läraren där eleverna hävdar sin kunskap och sina åsikter om sina bilder. I bildanalysen av ett elevfotografi framträder två olika intentioner med de förslag som läraren och eleven förhandlar om. Studien visar att bildteorier, bildspråket och vad bilden kan berätta, inte är lika framträdande i interaktionen som frågor om teknik och process.Ola Lindholm, är bild- och medielärare på Sundstagymnasiet i Karlstad. Licentiatavhandlingen har skrivits inom Forskarskolan i yrkesämnenas didaktik.
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| 48. |
- Lindström, Pia
(author)
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Bedömning av yrkeskunnande vid APL : Redskap och situatuioner inom Vård- och omsorgsprogrammet
- 2016
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Licentiate thesis (other academic/artistic)abstract
- The subject of study of this research is the assessment of vocational knowledge in the health andsocial care program in upper secondary school. The study focuses on the first period of workplacelearning in health and social care program, which mostly occurs in elderly care. Eight tutors invarious nursing homes and seven nursing teachers at three schools participated in the interviews. Thestudy was conducted using qualitative analysis grounded on socio-cultural theory. The purpose ofthis study was to examine how tutors and health teachers interact and assess skills and knowledge inworkplace-based learning. The study reveals core aspects of vocational knowledge in health andsocial care. Findings of the study allow identifying four different categories of vocationalknowledge: Relational-, Medical-, Organizational- and administrative- and Theoretical skills inworkplace learning. The study highlights various tools and situations used in the assessment ofvocational knowledge, such as various checklists, assessment forms and student self-assessment. Thestudy also showed situations that consisted of consulting colleagues, consulting health teachers andtutors. The results of the study shows that students` personal qualities such as sociable, empathetic,initiative taking and being punctual was highly valued in the assessment. The study also showeddifferences in the assessment made by health teachers and tutors. Health teachers strongly focus onthe key goals of the course when they assessed the student's professionalism, whereas the tutorsfocused more on personal qualities important in the field.
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| 49. |
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| 50. |
- Malloch, Margaret, et al.
(author)
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Vocational Education andTraining in Cuba : A Process ofChanges Towards Learning inthe Workplace
- 2010
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In: The SAGE Handbook of Learning and Work. - : Sage Publications. - 9781446248416
-
Book chapter (peer-reviewed)abstract
- Cuba, a country with an estimated populationof 11,326,616 inhabitants (Worldometer,2020), which has been ruled by a one-partysystemsince 1959, and whose developmenthas been marked by a trade embargo imposedby the United States since 1960 and the fallof the Soviet Union in 1991 (Binns,1996) isarguably a land of contradictions and of significantpolitical polarization. Standpointstowards Cuban society are often mediated byindividual political positions and consequentlydiffer.The very word, Cuba, conjures images ofclassic American cars, faded colonial mansions,colorful music and dancing, lush greenfields, and cigars and rum. Looking deeper,this country, which has experienced colonialrule, revolution and economic isolation,remains resilient and innovative. The threeheroes, José Martí, Fidel Castro and ErnestoChe Guevara, have influenced the values ofthe Cuba of today.This is particularly evident in education. From their speeches, and especiallythose of Martí, the theme of educationis that it is the only means to be saved fromslavery (Chávez Rodríguez, 2011). Between1959 and 1961, the structure of ‘a national,coherent and harmonious school system’(Chávez Rodríguez, 2011, p.45) was established,reinforced by the Declaration of Cubaas a Territory Free of Illiteracy in 1961. Thiswas the beginning of the establishment of asocialist education.The accomplishments of the Cuban educationsystem are widely acknowledged internationally(Wolf, Hernández Penton, Beltrán& Romero, 2011). Education became a corestrategic priority in the policies of the revolutionarygovernment that came to power in1959 and continued as a priority until thepresent time (2020). The literacy campaignof 1961 laid the foundations of the subsequenteducational development of the country(López, 2011). Cuba is also recognizedfor its inclusive and free education system(Breidlid, 2007).
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