Schools and preschools as more efficient learning workplaces: supporting intercultural schools and preschools in a Swedish context.

Autor/in	Brettell, Leif
Titel	Schools and preschools as more efficient learning workplaces: supporting intercultural schools and preschools in a Swedish context. Paralleltitel: Écoles et écoles maternelles comme lieux d'apprentissage plus efficaces.
Quelle	Aus: Beyond one's own backyard. Athens: Society for the Study of Human Sciences (1996) S. 121-132Verfügbarkeit
Sprache	englisch; englische Zusammenfassung; französische Zusammenfassung
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Erziehungsziel; Methodologie; Vorschule; Schule; Sekundarbereich; Lehrerfortbildung; Interkulturelle Bildung; Multikulturalität; Curriculum; Modellversuch; Europäische Integration; Dezentralisierung; Flüchtling; Schweden
Abstract	Findings from interviews with teachers show them taking a critical stand on traditional hierarchic thinking which has shaped recent educational development in Swedish schools. The paper presents the methodology and results obtained in two specific training programmes, a secondary school for immigrants and refugees and a multicultural preschool, which address these issues. Interesting innovations in the state curriculum of 1980, the heterogeneous class, the regulative law forbidding ability grouping, or another one stating that education should be planned to meet the needs of each pupil, are at risk since, together with the reducation in welfare funding in the '90s, reforms have changed the centralized, state regulated educational system into a decentralized goal-steering model of free enterprise. Within the new context each school has to shape and implement its own school based curriculum, i. e. a "school plan" in keeping with local and national goals, and state regulations. Although the demand for changes and more effective reaching and learning are more clearly expressed, the spirit informing development projects available to local schools remains traditional. Local schools, which work in a competitive environment and with reduced funding, find little support in the implementation and follow-up of these projects. In order to face new challenge, the In-Service-Department at Uppsala University initiated a new project whose purpose was to strengthen the policy, plans and skills of the change processes, by helping to design and supervise individual "school plans". The methodology and results of this endeavour show that a traditional school can become a learning organization with new roles assigned to principal and teachers alike, new possibilities for growth due to teamwork, and new learning experiences for pupils. (DIPF/abstract taken from the original).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1998_(CD)