'Lack of Quality' in Swedish Adult Education: A Policy Study

Autor/inn/en	Mufic, Johanna; Fejes, Andreas
Titel	'Lack of Quality' in Swedish Adult Education: A Policy Study
Quelle	In: Journal of Education Policy, 37 (2022) 2, S.269-284 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mufic, Johanna) ORCID (Fejes, Andreas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2020.1817567
Schlagwörter	Educational Quality; Adult Education; Educational Policy; Barriers; Foreign Countries; Policy Analysis; Heterogeneous Grouping; Municipalities; Accountability; Individualized Instruction; Flexible Scheduling; Adult Students; School Personnel; Goal Orientation; Resource Allocation; Sweden + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Politics of education; Bildungspolitik; Ausland; Politikfeldanalyse; Magistrat; Verantwortung; Individualisierender Unterricht; Flexible working hours; Flexible Arbeitszeit; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schulpersonal; Zielorientierung; Zielvorstellung; Ressourcenallokation; Schweden
Abstract	This article focuses on how 'problems' regarding quality in adult education are constituted as particular sorts of 'problems'. The analysis takes its point of departure in a poststructural analytic strategy called 'What's the problem represented to be?'. The material analysed consists of various policy documents concerning contemporary Swedish adult education. The results indicate that the concept of quality is described as being deficient and failing to address perceived challenges in adult education, namely the 'heterogenous student group' and 'varying pre-conditions for the organisation of education'. Thus, the concepts of flexibility and individualisation are introduced as a 'solution'. But at the same time, it is suggested in policy that the implementation of them has failed. In effect, representatives of the municipal authority and principals are held responsible and the need for more strict regulations and increased accountability in order to implement flexibility and individualisation in the adult education system are stressed in policy. Finally, the analysis of the policy documents leads to questions about the consequences for both school personnel and the students enrolled in adult education as the quality of the education seems to be assessed in relation to goal attainment and throughflow of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01