Thesis--Gothenburg. / Without thesis statement. Summary in English. Bibliography: p. 458-479.

This study investigates the participation patterns of employer-sponsored adult education and training by Swedish workers over the period of 1975 - 1995, and evaluates the importance of the determinants of such provision. The study also explores the ways participation experiences in employer-sponsored education and training influence subsequent participation, occupational mobility and economic outcomes for Swedish workers. Data collected from 1975 to 1995 in The Swedish Living Conditions Survey (ULF), both the cross-sectional data and its panel component, have been analyzed. Contained in the panel are 3,319 Swedish adults who have been followed up in the ULF from 1979 to 1995. The study employs measures of work and job characteristics such as indicators of occupational status, wage, union membership, length of employment, job type, job responsibilities, influence on decision-making at the workplace, learning opportunities at the workplace, enterprise ownership, as well measures of personal characteristics, such as age, gender, level of formal education. The approach taken in the evaluation of the influences of work, job and demographic characteristics on the likelihood of receiving employer-sponsored education and training has been to develop and estimate logistic regression models by means of which these effects during different periods (1975, 1979, 1986/7, 1994/5) can be assessed and compared. Another three models have been investigated, using the panel data, namely: (1) a logistic regression model predicting subsequent participation in employer-sponsored education and training by similar experiences at earlier career stages; (2) a multiple regression model predicting 1994/5 annual income with participation history as a predictor; (3) a discriminant function analytical model predicting 1994/5 occupational status with participation history as a discriminating variable. The departure point of this study is that separate analyses have been done with the public sector and private sector sub-data sets. The findings indicate that occupational status, level of education, age, gender and to a less extent, union membership, and other work and job characteristics are the more important predictors of the likelihood of participation in employersponsored education and training for the Swedish workers in the private sector. For those working in the public sector, institutional factors relating to management style and job responsibility as well as age play an important part in training decisions. The findings also indicate that youth and older age groups, particularly those with the private sector, have been consistently under-served by provision of employer-sponsored education and training throughout the period investigated. The results reveal that by the mid-1990s, gender was not a issue in the public sector in terms of the participation rate but female workers were still disadvantaged in the private sector. The findings verify a trend that the participation gaps between the well-educated and the undereducated, and those between professionals and non-skilled and semi-skilled have narrowed by a great magnitude, yet not adequately to close up the gaps. In 1975, the likelihood of participation for a professional worker was nine times as high as that for a non-skilled worker in the private sector. By 1995, the comparable figure was three times. The findings from panel data analysis show that, for workers in the private sector, their participation status as of the mid-1990s was significantly correlated with their participation status back in the mid-1980s and late 1970s, even after the statistical adjustment. For the public sector employees, their participation status as of the mid-1990s is related to participation status in the mid-1980s only. The results of income estimation models show that all three indicators of participation status are significantly associated with higher earnings, but a further analysis that separates the private sector from the public sector indicates that the result applied more in the case of the private sector employees. In contrast, none of the measures of participation status are significantly associated with higher earnings for employees with the public sector. The findings, as a result of discriminant function analysis, indicate that participation undertaken in the mid- 1980s, together with the earlier status of occupation and formal education background, form the first discriminant function that classify occupational status of 1994/5, explaining 54% of the explained variance.

This study investigates the participation patterns of employer-sponsored adult education and training by Swedish workers over the period of 1975 - 1995, and evaluates the importance of the determinants of such provision. The study also explores the ways participation experiences in employer-sponsored education and training influence subsequent participation, occupational mobility and economic outcomes for Swedish workers. Data collected from 1975 to 1995 in The Swedish Living Conditions Survey (ULF), both the cross-sectional data and its panel component, have been analyzed. Contained in the panel are 3,319 Swedish adults who have been followed up in the ULF from 1979 to 1995. The study employs measures of work and job characteristics such as indicators of occupational status, wage, union membership, length of employment, job type, job responsibilities, influence on decision-making at the workplace, learning opportunities at the workplace, enterprise ownership, as well measures of personal characteristics, such as age, gender, level of formal education. The approach taken in the evaluation of the influences of work, job and demographic characteristics on the likelihood of receiving employer-sponsored education and training has been to develop and estimate logistic regression models by means of which these effects during different periods (1975, 1979, 1986/7, 1994/5) can be assessed and compared. Another three models have been investigated, using the panel data, namely: (1) a logistic regression model predicting subsequent participation in employer-sponsored education and training by similar experiences at earlier career stages; (2) a multiple regression model predicting 1994/5 annual income with participation history as a predictor; (3) a discriminant function analytical model predicting 1994/5 occupational status with participation history as a discriminating variable. The departure point of this study is that separate analyses have been done with the public sector and private sector sub-data sets. The findings indicate that occupational status, level of education, age, gender and to a less extent, union membership, and other work and job characteristics are the more important predictors of the likelihood of participation in employersponsored education and training for the Swedish workers in the private sector. For those working in the public sector, institutional factors relating to management style and job responsibility as well as age play an important part in training decisions. The findings also indicate that youth and older age groups, particularly those with the private sector, have been consistently under-served by provision of employer-sponsored education and training throughout the period investigated. The results reveal that by the mid-1990s, gender was not a issue in the public sector in terms of the participation rate but female workers were still disadvantaged in the private sector. The findings verify a trend that the participation gaps between the well-educated and the undereducated, and those between professionals and non-skilled and semi-skilled have narrowed by a great magnitude, yet not adequately to close up the gaps. In 1975, the likelihood of participation for a professional worker was nine times as high as that for a non-skilled worker in the private sector. By 1995, the comparable figure was three times. The findings from panel data analysis show that, for workers in the private sector, their participation status as of the mid-1990s was significantly correlated with their participation status back in the mid-1980s and late 1970s, even after the statistical adjustment. For the public sector employees, their participation status as of the mid-1990s is related to participation status in the mid-1980s only. The results of income estimation models show that all three indicators of participation status are significantly associated with higher earnings, but a further analysis that separates the private sector from the public sector indicates that the result applied more in the case of the private sector employees. In contrast, none of the measures of participation status are significantly associated with higher earnings for employees with the public sector. The findings, as a result of discriminant function analysis, indicate that participation undertaken in the mid- 1980s, together with the earlier status of occupation and formal education background, form the first discriminant function that classify occupational status of 1994/5, explaining 54% of the explained variance. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Sweden's changing demographics, due to recent migrations in the last fifty years, have affected the Swedish educational system and Sweden's language policy. Funding for special education in Sweden regarding its minority populations is on the decline. Previous forced linguistic assimilation has occurred in Sweden among the Finnish population to the proven detriment of Finnish children. Today, Sweden faces similar value assessments regarding its immigrant language programs, bilingual education, and immigrant rights. The theoretical framework behind a "new" form of preschool education being implemented within Sweden will be explored. As the children in the Botkyrka sprakforskola undergo an immersion foreign language program, they are denied access to bilingual education. The sprakforskola's strategy, to assimilate the children into Swedish society through language training, is met with resistance among individual children, stemming from certain cultural groups, who actively determine their own language shift or language maintenance. Final recommendations in the conclusion stress the valuing of individual and cultural choice. / Graduation date: 2001

Examensarbete. / I publ. felaktigt ISSN: 1641-114X.

Orientador: José Roberto Rus Perez / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T11:16:43Z (GMT). No. of bitstreams: 1 Avelar_MarinaCamposde_M.pdf: 1893831 bytes, checksum: ff3c79714b8c0069d0168df4d91d2173 (MD5) Previous issue date: 2014 / Resumo: Apesar de ser um país famoso por seu Estado de Bem-Estar Universal e sua educação igualitária, a Suécia é comumente referida na literatura como um país que tenha passado por uma "reforma educacional radical" com princípios de mercado e competição, fazendo com que se pergunte o que teria levado ao país a adotar tais medidas. Neste âmbito, este estudo teve por objetivo compreender o processo pelo qual passou a política de descentralização educacional, a primeira política da reforma da educação do país, entre 1970 e 1994, bem como identificar os diferentes atores e arenas políticos e seus interesses e ações. Para isto, esta pesquisa, que se trata de uma análise de política pública, adotou o modelo analítico do Ciclo de Política Pública de Bowe and Ball (1992), focando a formulação, ou o Contexto de Influência. A coleta de dados foi realizada através de pesquisa bibliográfica, significando que as informações utilizadas tenham sido provenientes de fontes secundárias, incluindo livros, artigos e relatórios internacionais e do governo sueco, produzidos tanto em meio à reforma quanto após. Após a análise da política, o presente estudo questiona a disseminada narrativa de que seria a coalizão conservadora eleita em 1991 a responsável pela introdução de uma reforma neo-liberal radical; pois vê-se que frente à insatisfação popular com a educação e em meio ao contexto internacional do Novo Gerancialismo Público e a tendência em direção a uma educação democrática, a descentralização da educação no país foi adotada pelo governo como resposta a uma crise educacional. Assim, uma reforma marcada pela descentralização teria sido gradualmente discutida e implementada pelo próprio Partido Social Democrata (PSD) desde os anos de 1970, tendo a desregulamentação e currículo por objetivos como marca. Estas mudanças na política educacional teriam proporcionado uma gradual mudança no discurso da política, saindo do foco igualitário para o foco da eficiência do Novo Gerencialismo. Esta mudança teria, então, possibilitado a entrada de políticas de mercado na década de 1990, com financiamento por vouchers e princípios de competição e privatização na educação / Abstract: Even though Sweden is a country famous for its Welfare State and egalitarian education, it is said to have gone through a "radical reform", provoking one to wonder how and why Sweden adopted neoliberal policies. In this sense, this study aimed to understand the policy-making process that Sweden went through while decentralising its education, which was the first adopted policy of the reform, between the 1970s and the 1990s, as well as to identify the main political arenas, stakeholders and their interests and actions. For this, this research, which is a public policy analysis study, used the Bowe and Ball (1992) Policy Cycle model and focused on the policy formulation, or the Context of Influence of the education decentralisation policy. The data collection was done through bibliographic research, meaning that the gathered information was found in published materials, including books, articles and Swedish and international reports, written both during the reform and afterwords. After the analysis, this dissertation questions the frequently advocated narrative that the Conservative-led coalition government, that came to power in 1991 is to be blamed for introducing radical market-led policies into the education, as one can see that when facing popular dissatisfaction with the public education and amidst the international context of the New Public Management and a trend towards democratic education, the decentralisation of education was chosen as the government answer to an educational crisis. So the education reform was gradually discussed and implemented by the Social Democratic Party since the 1970s and that Sweden implemented a rolling reform based on decentralising trends, with deregulation and curriculum guided by goals. This policy changes gradually changed the policy discourse from the egalitarian focus to an efficiency and new managerial focus, which opened way to the marked-led policies during the 1990s, such as voucher-like funding system and competition principles / Mestrado / Politicas, Administração e Sistemas Educacionais / Mestra em Educação

The aim of this literature study is to find out how four Swedish scholars identify themeaning of the subject religious education in Sweden. Thereafter the result of theSwedish scholars interpretation is to be compared with British theories on how religiouseducation may be applied in schools through different strategies and principlesdeveloped by five different RE scholars.The method used in this thesis is a systematic literature study with a qualitative hermeneuticmethod. The empirical literature is analyzed and interpreted by me and thereafterplaced in the right context to read how the scholars view the subject. Accordingto the scholars and the Swedish curriculum, the results showed that the Swedishscholars have a similar view on what they think is the meaning with RE. The fundamentalidea is that the education should be child-centered and evolve around pupilsknowledge, background and abilities to attain the purpose of the subject. Which willlead to an immersed knowledge, understanding, respect and tolerance for different religiouspositions.Both the British and the Swedish scholars agreed that the dominating secular and atheistpoint of view in the classrooms and in the society, constitutes challenges for theteachers to apply the different strategies to achieve the meaning of RE. The Swedishscholars opine that the RE needs to contribute to learning about and learning fromreligions through different perspectives that show religions from the inside perspectiveand the outside perspective.

In this chapter, enacted possibilities for learning in a Scottish and a Swedish music lesson are analysed and compared with the intended learning outcomes as defined in the Swedish national curriculum. The Scotland-Lesson proves to place more emphasis on music's auditive aspects while the Sweden-Lesson focuses playing as individual manual skills.