Setting Things Right? Swedish Upper Secondary School Reform in a 40-Year Perspective

Autor/inn/en	Lundahl, Lisbeth; Arreman, Inger Erixon; Lundstrom, Ulf; Ronnberg, Linda
Titel	Setting Things Right? Swedish Upper Secondary School Reform in a 40-Year Perspective
Quelle	In: European Journal of Education, 45 (2010) 1, S.46-59 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
Schlagwörter	Secondary Education; Educational Change; Vocational Education; School Organization; Secondary School Curriculum; Foreign Countries; Educational Policy; Apprenticeships; Academic Education; Track System (Education); Policy Analysis; Government Role; Educational History; Educational Principles; Educational Philosophy; Sweden + Suchen Sie Ihr Suchwort? Sekundarbereich; Bildungsreform; Ausbildung; Berufsbildung; School organisation; Schulorganisation; Ausland; Politics of education; Bildungspolitik; Apprenticeship; Lehre; Akademische Bildung; Leistungsgruppe; Leistungsdifferenzierung; Politikfeldanalyse; History of education; Bildungsgeschichte; Bildungsprinzip; Bildungsphilosophie; Erziehungsphilosophie; Schweden
Abstract	This article analyses reforms addressing and affecting the curriculum and organisation of Swedish upper secondary education over 40 years, up to an initiative by the present non-socialist government. The aim is to analyse the current reform of upper secondary education and relate it to previous reforms during a 40-year period in terms of continuity and breaks, mainly with regard to major functions of the reforms and the structuring and control of educational contents. Aiming to create a sharper division of students into three separate streams (academic and vocational education, and apprenticeship training), the reform constitutes a major break with the previously dominant trend towards greater integration. It is argued that it will result in a restriction and reformulation of the knowledge which is regarded as desirable. Similar moves are evident in relation to teacher education, which, if enacted, would involve moving from a model of high flexibility and a common core of knowledge to substantially stronger divisions between contents and programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10