This thesis examines the activities within the Swedish steering system concerning upper secondary school. Sweden has a long history of shared responsibility between the state level of government and the municipalities, dating back to federal decisions concerning the establishment of a compulsory school system. By the early 1990s two parallel changes were taking place within the Swedish educational sector, one concerning the steering system which evolved towards deregulation and decentralization, and the other an extension of the compulsory school. A consequence of the latter change was that in practice upper secondary education became mandatory. The political aim was to realize the vision of “one school for all”. In this study the political vision and the larger question of how to turn it into reality (the differentiation question) is used to show how activities at national as well as the local level of the steering system are formed.

Research on gender equality in Swedish higher education shows an unequal gender balance. Women are consistently underrepresented at the highest levels of the academic hierarchy. The lack of gender equality in academia has been illustrated by metaphors such as a narrowing pyramid, a leaky pipeline and a black hole. Unlike other problems in the academic context, gender inequality in higher education is seldom considered from a system perspective. The system of higher education has undergone major changes during the 1990s in terms of scope (more students, more faculty, more institutions, etc.), differentiation (inclusion of new disciplines) and geographical distribution (establishing institutions in previously unserviced areas). In this thesis, theoretical expectations concerning the effect of these changes on gender equality are developed. The thesis investigates gender equality in higher education by developing an analytical framework to analyze the system level and its impact on gender equality. The empirical data consists of two sets. The first set contains cross-sectional data on registered students, doctoral entrants, doctors, post-doctoral fellows, lecturers and professors in Swedish higher education. The second set is derived from the longitudinal integration database for health insurance and labor market studies (LISA), which consists of anonymized data on all individuals in the Swedish labor market that hold doctoral degrees. The main finding of the thesis is that the system of higher education does have an impact on the gender equality in higher education. The vertical gender balance has increased during the expansion of Swedish higher education during the 1990s. The horizontal gender balance has also increased, but the increase is limited to the student category. On the other hand, the system of higher education has not had an impact on the gender equality measured in terms of exits from academia. Instead, the analysis shows that the rate of men that leave academia is higher than the rate of women, and that commonly used metaphors portraying academia as a narrowing pyramid, a leaky pipeline or a black hole serve poorly as illustrations of the gender equality in academia.

(<特集>価値多元化社会における教育の目的)

England’s long history of education has witnessed many conflicts in regard to language teaching. In this thesis, I investigate the conflicts surrounding two language education reform movements, Language Awareness and Knowledge About Language, during the Conservative administration between 1979 and 1997. The investigation examines official and non-official plans and policy texts produced by various groups and actors, notably Hawkins and Cox, that detail how the teaching of ‘Language’ should be conducted in England’s state school curriculum. The focus of the research is upon identifying what LA and KAL were as pedagogical concepts; why LA was reconstituted as KAL; what the motives underpinning these various plans and policies were; and finally, why efforts to establish LA and KAL were resisted. In the effort to make sense of this history, I draw theoretically and methodologically upon the work of Foucault, Fairclough, Bernstein and Ager. Limitations of my interpretation of this history notwithstanding, my findings revealed that LA was an educational reform movement that emerged from common schooling discourses, and one that sought to improve its educational provision. While LA was originally intended to be a subject in its own right that bridged the English and Foreign Language subject areas, Her Majesty’s Inspectorate reconstituted LA and placed its responsibility firmly within the English subject area. The motives underpinning LA and KAL planning and policy are varied. Those underpinning the policies, however, are distinctly ideological in nature, drawing a strong relationship between language education and democracy. Nearly all motives pertain to what Bernstein calls a competence model of education, the modes of which are notably attuned to addressing inequality and promoting social integration. LA and KAL were reforms that were both ill understood and resented, for varying and complex reasons, by educators and the Conservatives alike. The thesis closes with directions for future research.

In a society where the labour market is becoming increasingly knowledge intensive and more differentiated, education has assumed greater importance for the capitalist states integrative functions as for the competitiveness in the global economy. As a consequence, the educational system has become a key governing resource for the state to meet and manage different kinds of social changes and problems. Against this background the thesis raises the main question - “what kind of societal problems are the educational reforms studied here considered to be the solution of?” The aim of this thesis is to deepen the understanding of the changes of the formation of knowledge in Swedish upper secondary curriculum between the 1960s and 2010s. In what way attained these changes in view of knowledge legitimacy in relation to the socioeconomic context? And what do these changes mean in terms of the attribution of the positioning of upper secondary school pupils and teachers?   This thesis draws on a “classical” theoretical framework of curriculum theory (i.e. the frame-factor theory) this means that the analytical focus is directed at the relationship between the content of the curriculum and the social context. With theoretical and methodological inspiration from critical realism and critical discourse analysis (CDA) the thesis argue for an alternative way to theoretical and empirical examined this relationship. Three historical reform periods are used to explore the discursive changes in the formation of knowledge in the Swedish upper secondary education reforms.   The results show how changes in socioeconomic conditions, such as economic crisis, over time have acted as important triggers for governing mechanisms embedded in the control of the educational system. These changes and mechanisms, in turn, have resulted in some major discursive knowledge shifts between the reforms studied, from the 1960s combination of an economic-rational and an objective-subject knowledge discourse, through the deregulated goal-rational and socio-cultural oriented knowledge discourse of the 1990s towards the 2010s knowledge discourses that are characterized by an increased focus on learning outcomes and measurability. Against the background of these discursive shifts, the analysis also points to some underlying continuities in terms of a general “reform imperative”, based on a number of overarching values ​​such as efficiency and rationality. The result show how this imperative was embedded in all three educational reforms and has ruled the order of discourses about what was deemed to be legitimate curriculum knowledge, a professional teacher and a desirable pupil.

The summary of dissertation that studies the development of conceptual basis for the Lithuanian educational reform in terms of the shift in the educational paradigm, describes the importance of the research, its theoretical and practical significance as well as the scientific problem as to how the shift in the classical normative educational paradigm is implemented into the conceptual basis of the Lithuanian educational reform. The summary emphasizes the novelty of the research which consists in the fact that this work is the first attempt in Lithuanian educology to analyze the conceptual basis of the Lithuanian educational reform in terms of the shift in the educational paradigm and to disclose the processes of their development. The summary also presents the object, goals and methodological reference of the research as well as the content of dissertation and the conclusions, such as: the conceptual idea of the Lithuanian educational reform to implement the educational reform on the basis of shift in educational paradigm was determined by historical circumstances; the paradigmatic shift in education is systemic, the conceptual basis of the Lithuanian educational reform embeds the paradigm of humanistic education etc. / Disertacijos, kurios objektas – Lietuvos švietimo reformos konceptualiųjų pamatų kūrimas ugdymo paradigmų kaitos aspektu, santraukoje aptariamas tyrimo aktualumas, teorinis ir praktinis reikšmingumas, pristatoma mokslinė problema – kaip klasikinės normatyvinės ugdymo paradigmos kaita humanistine ugdymo paradigma įtvirtinama Lietuvos švietimo reformos konceptualiaisiais pamatais. Pabrėžiamas darbo naujumas – pirmą kartą Lietuvos edukologijoje Lietuvos švietimo reformos konceptualieji pamatai susiejami su ugdymo paradigmų kaita ir atskleidžiamas jų kūrimo procesas. Pristatomas tyrimo objektas, tikslai, uždaviniai, metodologinis pagrindas, disertacijos turinys, pateikiamos išvados: Lietuvos švietimo reformos konceptualiųjų pamatų idėja vykdyti švietimo reformą ugdymo paradigmų kaitos pagrindu nulemta susiklosčiusių istorinių aplinkybių; švietimo kaita paradigminiu pagrindu yra sisteminė; Lietuvos švietimo reformos konceptualieji pamatai įtvirtina humanistinio ugdymo paradigmą ir kt.

Disertacinio tyrimo objektas – Lietuvos švietimo reformos konceptualiųjų pamatų kūrimas ugdymo paradigmų kaitos aspektu. Nagrinėjant šį objektą, sprendžiama tyrimo problema, kaip klasikinės ugdymo paradigmos kaita laisvojo ugdymo humanistine paradigma įtvirtinama švietimo reformos konceptualiaisiais pamatais. Tyrimo problema konkretinama atsakant į probleminius klausimus – kaip, kada, kodėl, kokiame kontekste, kokiais būdais modeliuota paradigminė švietimo kaita, kokiomis idėjomis ji išreikšta. Tyrimo tikslas – atskleisti konceptualiųjų pamatų kūrimo procesą ir jų paradigminį pobūdį, aktualų šiuolaikinei švietimo situacijai bei tolesnei reformai. Šio darbo naujumas yra tai, kad pirmą kartą Lietuvos edukologijoje švietimo reformos konceptualieji pamatai susiejami su ugdymo paradigmų kaita ir atskleidžiamas jų kūrimo procesas. Teorinė reikšmė – metodologiškai pagrįstas ir empiriškai atskleistas Lietuvos švietimo reformos konceptualiųjų pamatų kūrimas ugdymo paradigmos kaitos pagrindu, susisteminta laisvojo ugdymo humanistinės paradigmos idėjas liudijanti medžiaga, traktuotina kaip metodologinė kitiems edukologiniams reformos tyrimams, metodologiškai pagrįstas ugdymo paradigmų kaitos sisteminis tyrimo instrumentas – dokumentinis tyrimas. Praktinis rezultatų reikšmingumas: apibendrinta medžiaga gali būti vertinga svarstant švietimo aktualijas, dėstant studentams naujausią Lietuvos švietimo istorijos laikotarpį, aiškinantis dabartinės švietimo reformos pamatus bei perspektyvą... [toliau žr. visą tekstą] / The object of the PhD theses research is the development of the conceptual basis of the Lithuanian educational reform in terms of the shift in the educational paradigm. The problem of the research is defined as the transposition of the shift in the classical educational paradigm into the conceptual basis of the Lithuanian educational reform. The research problem is discussed by raising such problematic issues as to how, when, why, in what context and in what way the shift in the educational paradigm was generated as well as by defining the ideas of its expression. The research objective is to disclose the process of the development of the conceptual basis of the educational reform and its paradigmatic nature, which is relevant to the current situation in education and related future reforms. The novelty of this research lies in the fact that this scientific work is the first attempt in Lithuanian educology to analyze the conceptual basis of the Lithuanian educational reform in terms of the shift in the educational paradigm and to disclose related developmental processes. Theoretical relevance of the work is methodologically substantiated and empirically disclosed development of the conceptual basis of the Lithuanian educational reform based on the shift in the educational paradigm; the systematized material attesting to the conveyance of the ideas of the humanistic paradigm of free education with the help of conceptual ideas of the educational reform, which is to be viewed as... [to full text]

This thesis examines the activities within the Swedish steering system concerning upper secondary school. Sweden has a long history of shared responsibility between the state level of government and the municipalities, dating back to federal decisions concerning the establishment of a compulsory school system. By the early 1990s two parallel changes were taking place within the Swedish educational sector, one concerning the steering system which evolved towards deregulation and decentralization, and the other an extension of the compulsory school. A consequence of the latter change was that in practice upper secondary education became mandatory. The political aim was to realize the vision of “one school for all”. In this study the political vision and the larger question of how to turn it into reality (the differentiation question) is used to show how activities at national as well as the local level of the steering system are formed. / <p>Se även under Uppsala i DiVAportalen.</p>

Σκοπός της παρούσας διατριβής είναι να μελετήσει τις εκπαιδευτικές μεταρρυθμίσεις που σχετίζονται με το παράδειγμα της οργάνωσης, της διοίκησης και της εποπτείας της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης στην Ελλάδα και να το συγκρίνει με εκείνες δύο άλλων ευρωπαϊκών χωρών, της Ισπανίας και της Γαλλίας. Η συγκριτική μελέτη των εκπαιδευτικών συστημάτων των προαναφερόμενων χωρών, αποσκοπεί στην ανάδειξη των ομοιοτήτων, των διαφορών και του τρόπου αλληλοεπίδρασής τους ή επίδρασής τους από τον κοινοτικό λόγο κατά τη διάρκεια του 20ου αιώνα και τις αρχές του 21ου αιώνα. Η έρευνα θα δώσει έμφαση στα επίσημα νομικά κείμενα, στο λόγο των φορέων άσκησης της εξουσίας μέσα από τους διαύλους που αυτοί εκφράστηκαν, όπως και στο λόγο των φορέων δράσης που κατείχαν και ασκούσαν την εξουσία. Εστιάζεται, δηλαδή, στη συγκέντρωση και τη συστηματική παρουσίαση, ανάλυση, ερμηνεία και σύγκριση του νομοθετικού πλαισίου της οργάνωσης, διοίκησης και εποπτείας της εκπαίδευσης. Μέσω της ιστορικής συγκριτικής ανάλυσης, θα αναζητηθούν τάσεις και εξελίξεις του μεταρρυθμιστικού λόγου στο παράδειγμα της οργάνωσης, διοίκησης και εποπτείας της εκπαίδευσης από το 1980 έως σήμερα. Παράλληλα, θα δοθεί έμφαση σε εξελίξεις που σηματοδότησαν την πορεία διαμόρφωσής του καθώς επίσης και στην αναζήτηση και ερμηνεία των λόγων που επέβαλαν τη διαδοχή διαφόρων φάσεων στο λόγο για τις εκπαιδευτικές μεταρρυθμίσεις. / The purpose of the present thesis is to examine the educational reforms relating to the paradigm of the organization, the administration and the supervision in primary and secondary education in Greece as well as to compare it with those of two other European countries, of Spain and France. The comparative study of those educational systems intends to identify the similarities, the differences and the way of mutual impact or of their influence by the European discourse during the 20th century and the beginning of the 21st century. The research focuses on the collection and the systematic presentation, analysis, interpretation and comparison of the legal context in the area of the educational organization, administration and supervision, based not only on official legal documents but also on the discourse of official organizations or actors exercising authority. Through the historical-comparative approach, we will try to find out the tendencies and the evolution of the educational reform discourse, on the paradigm of the organization, the administration and the supervision in education from 1980 to nowadays. In addition, emphasis will be given on elements that characterized the course of its formation and on the interpretation of other social/political discourses that influenced the discourse evolution for the education reforms.

SANTIAGO, Zilsa Maria Pinto. Arquitetura e instrução pública: a reforma de 1922, concepção de espaços e formação de grupos escolares no Ceará. 2011. 435 f. Tese (Doutorado em Educação) – Universidade Federal do Ceará. Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2011. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-05T16:20:00Z No. of bitstreams: 1 2011_Tese_ZMPSantiago.pdf: 22060502 bytes, checksum: e05aad74d2e0a02046fcaa93631c1b70 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-06T13:52:30Z (GMT) No. of bitstreams: 1 2011_Tese_ZMPSantiago.pdf: 22060502 bytes, checksum: e05aad74d2e0a02046fcaa93631c1b70 (MD5) / Made available in DSpace on 2012-07-06T13:52:30Z (GMT). No. of bitstreams: 1 2011_Tese_ZMPSantiago.pdf: 22060502 bytes, checksum: e05aad74d2e0a02046fcaa93631c1b70 (MD5) Previous issue date: 2011 / This research is in the field of Education History, specifically on culture of school material. It covers the formation of concepts of school buildings in Brazil, from the end of the 19th century to the first decades of the 20th century, specifically focused on the 1920’s and 1930’s, when there was social conflict between traditional and modern trends, in Architecture, as well as in Pedagogy, and also in Economy and Politics. The focus is on the 1922 public education reform process in the state of Ceará, as a condition for the establishment of educational spaces. This research highlights the contributions and changes due to this reform on the understanding of the meaning of a schoolhouse, questioning to what point schoolhouses built in this period, specifically in Fortaleza, were satisfying the ideal of modern education. The work analyses the period that preceded the 1922 Public Instruction Reform, from a comparative perspective, regarding various aspects and procedures, that involved a type of school and more representative school buildings; the study also reconstitutes the material memory of public elementary educational institutions in Ceará; and identified changes in architectural standards in schools, as well as factors related to educational equipment location in Cities. The study reveals that the educational organization called granular school of elementary education, characterized by multiple classrooms, with classes of various levels and one instructor for each class, first appeared in Ceará in the 1900’s; and its architectural materialization occurred with the creation of school groups, which emerged in the first two decades of the republication phase, more concentrated in the 1930’s. This research was based on printed documents and photographs, legislation, regulations and codes, as well as the History of Education and Architecture and, when possible, oral history. Three types of architectural concepts for educational buildings were identified: 1. buildings as a representation of erudite architecture; 2. convenient buildings; 3. functional or standard project buildings. There is an articulation of school space with teaching aspects and methods, even though there is evidence of oscillation in teaching, between the influence of Traditional Pedagogy and Active School, the latter being a modernizing trend in line a new national republican project, which would be created along with the fight for a New School, but would not be limited to this, specifically due to disputes between those that defended secular and confessional teaching. / O presente trabalho integra o campo da História da Educação, sob o prisma da cultura material escolar. Trata da formação de concepções de prédios escolares no Brasil, no período compreendido entre o final do século XIX e as primeiras décadas do século XX, com ênfase nas décadas de 1920 e 1930, quando o quadro social era de conflito entre tendências tradicionais e modernas, tanto na Arquitetura, quanto na Pedagogia e mesmo na Economia e na Política. Focaliza o processo de reforma da instrução pública de 1922 no Ceará, como condição para a criação de espaços escolares. Destaca as contribuições e mudanças desta reforma para o entendimento do sentido de escola, indagando até que ponto os prédios das escolas construídas neste período, particularmente as de Fortaleza, atenderam ao ideário da educação moderna. Analisa os períodos antecedentes da Reforma da Instrução Pública de 1922, em perspectiva comparada, no que diz respeito a vários aspectos e procedimentos, que envolvem uma tipologia de escolas e prédios escolares mais representativos; reconstituição da memória material das instituições públicas de ensino primário no Ceará; identificação de mudança nos padrões arquitetônicos de escola, bem como nos fatores de localização destes equipamentos educacionais na Cidade. Revela que o tipo de organização escolar denominada escola graduada de ensino primário, caracterizado por múltiplas salas de aula, com turmas em vários níveis e um professor para cada turma, veio aparecer pela primeira vez no Ceará na década de 1900, cuja materialização arquitetônica se deu com a criação dos grupos escolares, emergentes nas duas primeiras décadas da fase republicana, tendo maior intensificação na década de 1930. Utiliza-se principalmente de fontes documentais impressas e imagéticas, de legislação, regulamentos, regimentos e códigos, mas também fez uso de bibliografia referente à História da Educação e da Arquitetura, além de recorrer, quando foi possível, à fonte oral. Constata a existência de três tipos de concepções arquitetônicas escolares: 1. prédios como representação de uma arquitetura erudita; 2. prédios convenientes e 3. prédios de tipologia funcional ou projeto-padrão. Percebe uma articulação do espaço-escola com aspectos e métodos de ensino, embora haja evidências de uma oscilação, no âmbito do ensino, entre a influência da Pedagogia Tradicional e da Escola Ativa, sendo esta última tendência modernizadora a que corrobora um novo projeto nacional republicano, que nasceria, portanto, juntamente com a luta por uma Escola Nova, mas não ficaria a esta reduzida, em especial, a razão de disputa travada entre defensores do ensino laico e confessional.