This study examines how Swedish upper secondary school youth constructed femininity and masculinity in the period 1880–1930. The overall intention of the dissertation is to analyse the gender ideals that are found in texts written by girls and boys in a bourgeois school environment during a period characterised by transformative social changes in society. The source material consists of school magazines and student essays authored by youth in upper secondary boys’ schools, secondary girls’ schools, and co-educational schools.  The study analyses gender stereotypes from five different areas: youth, love life, body, parenting and working life. Boys are prone to use gender stereotypes that emphasise the subordination of women vis-a-vis men. The boys’ usage of stereotypes is thus prominent and is widely used in order to reinforce male dominance. They did not problematise or question their role in the society to any great extent. Girls were, to a significantly greater extent than the boys, keen to problematise women’s traditional role in society. This challenges the images of women as complicit in their own subordination. It seems that the girls have not only been aware of their subordination, but also have been more inclined to strive for their emancipation. The girls’ gender stereotypes are diverse and tolerant, and display progressiveness towards the emancipation movement. The young people’s ideal of moderation emerges as a recurring theme. Both the working class and the upper class are used as deterring examples of excess. The changes in society during this period seems to have had little influence on the ideal gender stereotypes, but in terms of emancipation, appears have made the boys more reactionary than the girls. The daughters of the bourgeois pressed forward; the sons of the bourgeois glanced backward.

The number of schools and education organizations founded by churches and religious communities increased a lot since 1990, when the political situation made it possible. The dissertation reveals if its increase has been stable, or if most of the secondary church education schools have arisen in three years period just after the Velvet Revolution. Then it states the main reasons for the church schools' popularity in our country. The dissertation aims to map the numbers of church schools, focusing at the secondary schools and its branch representation and compare their branch categories representation in the education system in Slovakia. Moreover, the Czech and foreign church educational organization are introduced. The dissertation is based on the historical development of church schools and describes its present position in the regional school system. The methodology of quantitative survey - content analysis is focused on the comparison between the Czech and Slovak Republic situation within the categories of secondary school education. To reach a better understanding of the issues, the situation in other EU countries has been outlined briefly.

Consumers can shape social environments through their clothing and thereby influence the perception of clothing consumption. However, the human desire of belonging and connectedness within a consumer culture has led to the severity of overconsumption. This is particularly apparent in the dynamic and trend-sensitive field of clothing. Such acts of consumption have a strong impact on the transformation of the Earth’s climatic condition. Nevertheless, global environmental issues are often an elusive picture of the climate crisis what makes it difficult for individuals to associate own lifestyles to it. To combat this dissonance and with Generation Z as the consumers of change, this study focuses on teachers of upper secondary schools and the ways they can be supported in the education on sustainable clothing consumption. For this, eight specific categories of investigation have been crystallised through the data collection, such as sustainable development, teaching and transdisciplinarity, sustainable clothing consumption, lifestyles, social anxiety, overconsumption, mindfulness and teaching materials for sustainable clothing consumption. Within those categories, teachers provided their understanding of how sustainable development is implemented in the Swedish education system and how sustainable clothing consumption could interlink individual contributions to environmental issues. A desired collective shift is facilitated through knowledge development that on the one hand is significant in the students’ perspective but on the other hand is also relevant for teachers within their proficiency and beyond. With a resulting concept of education on sustainable clothing consumption and transdisciplinary teaching, teachers shall be aided in their duty to encourage their students to become responsible citizens.

As digital reading has become ubiquitous in society it is reasonable to expect it in schools. Digital reading has not been without its controversies though. Using a sociocultural perspective this thesis examines attitudes, perceptions, and access to digital books among Swedish upper secondary school pupils, focusing on e-books. Through a survey study involving 308 participants, the research addresses two key questions: what are the attitudes of upper secondary school pupils towards e-books in general and within the school context? And, to what extent do Swedish upper secondary schools provide access to e-books? Adopting a sociocultural perspective, the study emphasises the influence of cultural experiences on individuals.  Employing a mixed-methods approach, the study combines quantitative and qualitative data, gathering official statistics and employing cluster sampling. The survey results revealed diverse attitudes and practices towards digital reading among pupils, with a minority preferring e-books. Frequent readers exhibited lower interest in alternatives to printed books, and choice of reading device influences e-book reception. Despite a strong preference for traditional printed books rooted in cultural values, a majority supports e-book use in schools, acknowledging their practical benefits in education. However, access to e-books in schools remains limited, indicating a need for schools to address the challenges of digital reading. The thesis emphasises varying pupil attitudes towards e-books, influenced by sociocultural factors, and underscores the need for a nuanced approach to integrating digital reading in educational settings.

Introduktion: Valet av gymnasieskola, vilken skola och program en elev väljer att studera vid, är ett val alla i årskurs nio i Sverige måste ta. Ett av dessa val är om eleven ska studera vid en kommunal eller fristående skola. Idag verkar inte skillnaderna vara så stora som de var i början av 90-talet, så finns det ens några skillnader mellan en kommunal och en fristående gymnasieskola idag? Givetvis finns det många faktorer i skolans värld som går att jämföra, men vi har valt att fokusera på ekonomistyrning och ledarskap. Syfte: Syftet med uppsatsen är att undersöka och öka förståelsen för vilka skillnader det finns inom ekonomistyrning och ledarskap på gymnasieskolor med olika huvudmän, samt att se om det finns något samband mellan ekonomistyrningen och ledarskapet. Metod: Vi använder oss av en deduktiv ansats i uppsatsen eftersom vi har utgått ifrån kända teorier och ett antal hypoteser som vi testat mot den insamlade empirin. Teorierna ledde till de observationer och resultat vi fått fram i studien. Vi har också använt oss av flermetodsforskning, huvudsakligen är detta en kvalitativ studie men den kompletteras av en kvantitativ metod. Studien utformas som en fallstudie och vi undersöker fyra fall. Insamling av data till denna studie gjordes genom intervjuer och enkäter. Slutsats: Gällande de fall vi har undersökt kan vi se att det inte finns några större skillnader mellan kommunala och fristående gymnasieskolor inom ekonomistyrning och ledarskap. Den största skillnaden är den politiska styrningen, annars kopplas variationerna mer till den enskilda individen och inte till huvudmän. Slutsatserna som vi har dragit i denna uppsats kan inte generaliseras eftersom studien gjordes på så få fall. En större och djupare studie behövs för att kunna generalisera resultaten.

Bakgrund: Till följd av en förändrad marknadssituation blir tidigare differentieringsverktyg snabbt till standardiserade normer och idag pressas företags vinstmarginaler hårt. Lean har länge applicerats i tillverkningsindustrin i syfte att uppnå en ökad effektivitet och samtidigt växer intresset för tjänstefiering, en omställning som ämnar skapa en värdeökning i företags kunderbjudanden. Respektive koncept antas kunna stärka ett tillverkningsföretags position på marknaden, men trots en ökad kombinerad tillämpning av koncepten i praktiken finns det få forskare som har studerat kombinationen. För företagsledare kan det tänkas viktigt att få svar på om koncepten går att samordna utan problem eller om en avvägning krävs. Syfte: Syftet med studien är att utifrån ett verksamhetsstyrningsperspektiv beskriva kompatibiliteten mellan lean och tjänstefiering i tillverkningsindustrin, för att identifiera betydelsefulla aspekter att beakta vid en kombinerad tillämpning av lean och tjänstefiering. Metod: Med ett deskriptivt fenomenologiskt perspektiv samt en kvalitativ strategi har studien sökt att besvara syftet genom en enfallsstudie. Empirisk data har främst samlats in med hjälp av intervjuer som har genomförts med åtta anställda i ledande positioner, men även genom vissa dokumentstudier samt observationer. Genomgående är studien uppbyggd kring tolv beslutskategorier inom verksamhetsstyrning, vilka har styrt insamlingen av både teoretisk och empirisk data samt har fungerat som utgångspunkt för studiens analys. Slutsats: Studien redogör för en hög kompatibilitet mellan lean och tjänstefiering, vilket i synnerhet bygger på en gemensam utgångspunkt i kundvärde. Samtidigt presenteras flertalet motstridiga samt gynnsamma aspekter att ta hänsyn till vid en samordning av koncepten och dessutom identifieras aspekter som visar på potentiella samverkande effekter. Dessa resultat kan tänkas vara värdefulla för företag och företagsledare som står inför denna kombination av managementkoncept, men antas även bidra till den påbörjade forskningen inom området. / Introduction: When in ninth grade, students in Sweden must make choices of which upper secondary school and which study programme to attend. Included in these choices is whether the student is going to attend a public school or a private school. The differences between the two kinds of schools does not seem to be as big nowadays as they were in the early 1990s, so the question is: are there any differences left between public and private schools? There are of course many factors in the school environment that can be compared and analysed, but we have chosen to focus on management control and leadership. Purpose: The purpose of this paper is to investigate and increase the understanding of the differences there might be between public and private upper secondary schools regarding management control and leadership, as well as to see whether there are any relations between management control and leadership. Method: We used a deductive approach when working on this paper, since we used known theories and a number of hypotheses that we later tested against the collected empirics.The theories led to the observations and the results that we obtained in the study. We carried out a multimethod research. The main focus was on the qualitative approach that we complemented with the quantitative approach. The data collection for this paper was done through interviews and surveys. Conclusion: Regarding the cases we have investigated, we can see that there are no major differences between public and private upper secondary schools when it comes to management control and leadership. The biggest difference is the political governance. Other variations observed are more connected to individuals than to the responsible authority. However, the conclusions we have drawn in this paper cannot be generalised since the study was based on solely a few cases. A larger and deeper study is required to generalise the results.

Il s'agit de mener une recherche sur l'éducation à la citoyenneté afin de comprendre les modalités de sa mise en œuvre en cherchant à établir des relations entre l'action et la réflexion, les pratiques et les principes épistémologiques sous-jacents. La problématique adoptée amène à interroger la réalité de cette éducation à la citoyenneté en milieu scolaire. Elle pose en particulier la question de sa transposition mais aussi celles de sa construction, de sa pérennité et des choix observés qui tendent ou non à une éducation à la citoyenneté effective. Cette recherche nécessite une première phase d'investigation s'articulant autour de la clarification du concept d'éducation à la citoyenneté et de ses référents théoriques puis passe par une phase d’analyse centrée sur la dialectique entre l’épistémologie de l'éducation à la citoyenneté et sa transposition. La recherche s’attachera donc à faire le point sur le concept d'éducation à la citoyenneté et étudiera de manière critique quelques pratiques d’enseignement et d’éducation recueillies dans un échantillon limité d’établissements. Est-il pratiqué, en milieu scolaire, une éducation à la citoyenneté ou une éducation des citoyens ? Quelle importance et quelle place pour cette éducation dans l’institution particulière qu’est l'Ecole ? En quoi la « transposition pragmatique » liée aux contraintes d’enseignement influence-t-elle les pratiques des acteurs de cette éducation ? Une seconde partie portera sur les tensions, entre les référents théoriques de cette éducation à la citoyenneté et le réel d’une activité, passées au crible d’une observation clinique, sociologique et d’entretiens avec les acteurs, vecteurs de cette éducation, pour les confronter aux traces de l’activité citoyenne. Enfin, une étude et une analyse des enseignements et des pratiques seront conduites afin d'éprouver la mise en œuvre réelle de l'éducation à la citoyenneté afin de dégager des perspectives pour le développement de cette nouvelle discipline scolaire. / This research focuses on citizenship education and understanding the way it has been integrated into schools. It attempts to establish links between action and reflection, practices and underlying epistemological principles. The approach adopted for this research leads to the interrogation of the reality of this citizenship education within upper secondary schools. In particular, the question of its transposition but also of its construction and durability is posed, as well as the observation of choices made which tend, or not, to lead to effective citizenship education. This research first requires an investigative phase that is based on clarifying the concept of citizenship education and its theoretical references, then moves on to an analytical phase centered on the dialectical relationship between citizenship education’s epistemology and its transposition. The research aims thus to report on the concept of citizenship education and to study from a critical viewpoint several teaching techniques gathered in a limited sampling of establishments. Is citizenship education or civism practiced in scholarly establishments? What importance and what place should citizenship education hold in this particular institution that is School. How does “pragmatic transposition” linked to teaching constraints influence actors of this type of education? A second part of this research will focus on the tension existing between theoretical references, sifted through a clinical and sociological observation, as well as interviews with the actors, who are the vectors of this education, confronted with practitioners’ work. Finally, a study and analysis of the practitioners’ work will be lead in order to test actual teaching of citizenship education, in order to define perspectives for developing this new scholarly discipline.

Possibilities of demography implementation in the classes at higher secondary education level Abstract The main goals of the diploma thesis are to evaluate the degree of implementation and the potential of demography during lessons at the higher secondary school level and to suggest specific activities that can be implemented within the lessons. It is the first thesis aimed solely at the didactics of demography. The work uses publicly available online databases of the Czech Statistical Office, the United Nations and the Population Reference Bureau. An analysis of syllabi of subjects from the first years of selected universities, a content analysis of selected secondary school textbooks and a Framework Education Programme were performed. The analyses show a large scope for the implementation of demography not only in the teaching of geography. The work is complemented by specific proposals of activities that can be used in teaching at upper secondary schools. Keywords: Czechia, demography, teaching demography, implementation, upper secondary schools, textbook analysis, Framework Education Programme

Coronakrisen har varit och är fortfarande i skrivande stund en stor samhällsbörda för många olika typer av organisationer och har varit särskilt påfrestande för gymnasieskolor. Samtidigt har det lett till en god möjlighet att utforska organisationers krishantering. Denna studie är baserad på tidigare forskning om resiliens för att vidareutveckla begreppets förståelse och praktiska innebörd genom att undersöka hur anställdas uppfattningar av organisatorisk resiliens påverkas av demografisk bakgrund och hemarbetsförutsättningar. Studien genomfördes genom en sambandsanalys av enkätfrågor baserade på Mallaks (1998a) principer av resiliens och frågor om demografisk bakgrund samt hemarbetsförutsättningar som riktades åt anställda på gymnasieskolor i Skåne.  Studien identifierade indikationer på ett starkt samband mellan vissa av Mallaks (1998a) principer (framför allt de principer som berör de anställdas egna arbeten) och anställdas uppfattningar av dess hemarbetsförutsättningar. Det identifierades även ett samband med viss demografisk bakgrundsinformation och vissa av principerna, men sambandet var svagare. Detta tyder på att det finns behov att forska vidare på anställdas behov i hemarbete samt för organisationer att tillgodose dessa behov samt undersöka hur anställdas uppfattningar påverkar organisationers resiliens. / The corona crisis has been and still is at the time of writing a major societal burden for many different types of organizations and has been particularly stressful for upper secondary schools. At the same time, it has led to a good opportunity to explore organizations' crisis management. This study is based on previous research on resilience to further develop the understanding of the concept and its practical meaning by examining how employees' perceptions of organizational resilience are affected by their demographic background and working from home conditions. The study was conducted through a correlation analysis of survey questions based on Mallak's (1998a) principles of resilience and questions about demographic background as well as the conditions for working from home aimed at employees at upper secondary schools in Skåne. The study identified indications of a strong connection between some of Mallak's (1998a) principles (especially principles that concern the employees' own work) and employees' perceptions of their conditions while working from home. The study also identified some connection with demographic background information and some of the principles, but this connection was weaker. This indicates that there is a need to further research the needs of employees while working from home as well as for organizations to meet those needs and to examine how employees' perceptions affect the organizations resilience.

År 2003 utnämnde UNESCO årtiondet 2005-2014 till decenniet för utbildning i hållbar utveckling och även andra internationella och nationella beslut togs för att föra in utbildning för hållbar utveckling (Education for Sustainable Development) i skolans alla ämnen. ESD syftar till att eleven ska utveckla sin förmåga att kritiskt granska olika såväl ekologiska, sociala och ekonomiska perspektiv samt kunna ta ställning till dessa genom ett aktivt deltagande i olika demokratiska processer för att stödja hållbar utveckling. Forskning på området har dock visat att integreringen i skolans alla ämnen inte har fungerat på det sätt det har varit avsett. Denna uppsats syftar till att ta reda på om ESD förekommer inom engelskaundervisningen på gymnasienivå (inom Skaraborgs län). Den försöker också att identifiera vilka hinder och möjligheter det kan finnas för att arbeta med ESD i engelska A/B. Detta har gjorts utifrån en teoretisk litteraturstudie och en semistrukturerad enkätundersökning. Frågeformulär skickades ut till alla engelskalärare på tre gymnasieskolor i länet. De viktigaste resultaten som framkom var att ett av de största hindren för att arbeta med ESD i engelska var bristande kännedom om både skolans uppdrag gällande ESD, men också om vad begreppet innebär innehållsmässigt och didaktiskt. Även litteraturen speglar fortfarande uppfattningen att ESD till största del handlar om miljöfrågor och det finns mycket få praktiska råd vad gäller ESD i språkundervisningen. Det framkom dock framförallt att det verkar finnas stora möjligheter för att föra in ESD i engelskaämnet, eftersom det finns både intresse och motivation för detta bland majoriteten av de tillfrågade lärarna. / In 2003 UNESCO proclaimed the years 2005-2014 as a global decade of Education for Sustainable Development (ESD). Likewise other resolutions stated that ESD should be integrated in all school subjects. ESD focuses on developing the students’ ability to critically examine different ecological, social and economical perspectives and to participate actively in democratic processes in order to support sustainable development. Nevertheless, research has shown that the integration of ESD into all subjects has not been accomplished successfully. This degree project aims at examining if ESD occurs in English language lessons at three Swedish upper secondary schools. It also attempts to identify which impediments and possibilities there might exist for working with ESD in English lessons. This has been done by a literary review and a semi-structured questionnaire. An inquiry form was sent to all English teachers at the schools mentioned above. The most important results derived from this study were: Firstly, one of the biggest obstacles for working with ESD in English lessons was insufficient knowledge about UNESCO’s and the Swedish Education System’s commission as well as insufficient knowledge about what the concept ESD implies, both on a content level and on a didactical level. Secondly, literature reflected the common misconception that ESD is primarily concerned with environmental issues and modern research did not provide much information about how to teach ESD within language lessons. Above all, though, the results showed that one very important condition for integrating ESD into English lessons is fulfilled, since the majority of the teachers involved in this study seemed to be motivated to do so.