Literaturnachweis - Detailanzeige
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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |