This thesis examines two aspects of the shaping of school pupils and has its theoretical base in Foucault's concepts of governmentality and conduct of conduct. The initial study deals with the construction of the ideal pupil in two curricula texts from 1969 and 1994. The second focuses on how pupils are constructed and construct themselves in the school context. The method of inquiry is text analysis and group interviews. The curricula study describes pupils' desired competencies in curricula texts today and forty years ago. The study notes that during the last four decades the honest, helpful, patient and considerate subject has been replaced by a responsible, reflective, active and critical subject. A subject with dichotomous competencies is elaborated to show the antithesis to the democratic pupil/member of society. The discussion deals with how the desired competencies may effect schoolwork and the interaction between teachers and pupils, and vice versa.  The second study deals with what a group of pupil talk about, how they do it and who is allowed to talk when. The subject matter is how nine-year-old pupils argue with each other about coming off well in school or failing as a pupil. The results indicate that relations with peers is central for nine-year-old pupils during the school day, and that traditional school work - such as reading and writing, maths and so on -  is not something the pupils pay particularly much attention to. The pupils must learn to master a number of implicit rules about the conduct of a school girl or a school boy. Most pupils learn the prevailing criteria without difficulty, but those who fail in this matter are in one way or another excluded from other children's activities. To position oneself and others is a basic part of the interaction with others and is always in progress. Positioning in this sense is not to be mixed up with social positions and status in more traditional terms. You position yourself and the other as soon as you catch sight of each other by asking yourself: Who am I and who is he/she? This question is strictly tied to here and now in a special context, and continues as long as any kind of interaction exists between two or more people. The children have different techniques for positioning themselves and each other, and use them more or less frequently. Some pupils are more competitive than others and express a more hierarchic idea in their relations to other pupils. Other boys and girls seem to have very little interest in such competition and manage to position themselves without comparing or competing.

This research synthesizes data and presents it using mapping software to help to identify potential site locations for community-centered higher education alternatives and more traditional junior-level colleges in Uganda. What factors can be used to quantify one site over another for the location of such an institution and if these factors can be isolated; why should they be used by local authorities? the variables are secured from the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ), Afrobarometer, census data, as well as technology reports and surveys. These variables are reduced, grouped and mapped to help determine the best location for a junior-level college. the use of local expert opinion on geopolitical, economic, and educational situations can be interfaced with the database data to identify potential sites for junior-level colleges with the potential to reduce the failure rate of such post-secondary school ventures. These data are analyzed in the context of reported higher education policies and outcomes from the national ministries, United Nations Educational, Scientific and Cultural Organization (UNESCO), quality assurances agencies in the region, the World Bank, and national datasets. the final product is a model and tool that can be used by local experts to better select future sites to expand higher education, especially in rural areas in the least developed countries.

Abstract Titel: The Introduction of English at the Junior level of the Swedish 9-Year Comprehensive Compulsory School: A study of perceived knowledge in relation to motivation conducted among 3rdgrade students. Författare: Andersson, Rolf Engelska C, 2011 Antal sidor: 26 Abstract: This paper focuses on perceived knowledge of students at the junior level of the comprehensive compulsory 9-year school, as this has an impact on their motivation to study the language. The national curriculum of 2011 assumes that English is introduced at an early stage, during the junior level. The purpose of this paper is to examine how students who start English in the first grade, according to the recommendations of the curriculum, relate to the subject. The paper contains a bibliography section, where I present language research concerning foreign language introduction, language acquisition and motivation, followed by a presentation of a historical view on second language learning in Sweden, and then an investigation conducted by a questionnaire. The purpose of the investigation is to measure the students’ perceived knowledge of English, as this affects their motivation. The investigation is limited to two third grade classes in a junior level school in a rural, scarcely populated municipality in the south-west of Sweden. All in all 40 students took part in the study. The aim of the paper is to answer the following question: How do the pupils regard their own achievements in English? The students have a general ability to evaluate their personal achievements and knowledge subjectively. They seem quite confident about their listening and speaking skills. The most difficult language segment, writing, where the language skills and requirements are most clearly defined, is the language area where the students feel that their ability is weaker. All students, with one exception, agree that language studies are important for them. What the study also shows is the variety of languages that students wish to study, i.e. Chinese and Japanese together with Spanish, Greek and sign languages show how the 9-year-old students are aware of the world around them. The reason why this investigation has been conducted is to investigate the students’ perceived knowledge as this has an impact on their motivation to study the language. Nyckelord : Early English introduction, English at the junior level, perceived knowledge, motivation.