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The guidance counselling within the adult education in Sweden is lacking in a wide range of qualitative measures. The aim was therefore to examine how principals perceive their leadership whilst organizing guidance counselling within the adult education. Previous research has shown that a close connection and cooperation between the principal and the guidance counsellor is beneficial, and that principals carry out hands-on, direct and collaborative leadership. They do not see the guidance counsellor as a leader even though the guidance programme requires the professional’s leadership. What is less known in earlier research is how principals perceive their leadership whilst organizing guidance counselling within the adult education. A phenomenographical study has therefore been conducted. The study results showed that the principals perceive their leadership based on giving the guidance counsellor an independence but they also perceive it as an inclusive, direct, indirect, reactive and supportive leadership. The results were analysed with a phenomenographical and understanding-based perspective. The study results have contributed with new knowledge and insight in the so far unexplored field that is adult education in relation to principals’ perceptions of organizing guidance counselling. The results show a wide range of different perceptions. The main finding is that principals perceive their complex role within the adult education as the main reason to not being able to fulfil guidance counselling as a whole-school approach. This is due to their limited time as their leadership role is highly administrative. Principals perceive therefore the organization of guidance counselling as organized by the guidance counsellor. Their leadership is therefore more reactive than preventive. Another finding is that principals perceive that guidance counsellors have similar competence to a leader, whereby they are equipped to lead their own work and the guidance interventions in the school as a whole-school approach.

In this qualitative study I examine how teachers of Swedish as a second language in adult education interpret and plan their teaching based on the 2017 revised curriculum of the Swedish National Agency for Education. I also study how the teachers use genre based methods and what pros and cons they see with these methods. The study shows big differences in the interpretation and application of the curriculum based on the core content. It also shows a variation between campuses in the extent to which students are able to participate in the planning and to be informed, at the beginning of the course, of how the assignments relate to the course content. All the participating teachers use genre based methods but most of them have chosen to combine these methods with other forms of teaching. In general, the participating teachers approve genre based methods but most of them mentioned lack of time as the biggest challenge when applying these methods in adult education.

Skolverket konstruerar och ger ut nationella prov för elever som studerar svenska som andraspråk på grundläggande nivå i grundskolan. Däremot finns inga nationella prov för vuxna elever på vuxenutbildningen. Elevernas provresultat kan ge en uppfattning om den tillägnade språkkunskapen i svenska är tillräcklig för att gå vidare till svenska som andraspråk på gymnasienivå. Denna mindre studie behandlar hur några lärare på vuxenutbildningen motiverar huruvida avslutande kursprov behövs eller inte. Hur detta formuleras i läroplanen för vuxenutbildningen och kursplanen för svenska som andraspråk undersöks också. Några språkforskares syn på kunskap, lärande och bedömning utgör den teoretiska utgångspunkten. De resultat studien visar, pekar på att avslutande kursprov efterfrågas av lärarna. Lärarna uppfattar att även elever efterfrågar dessa prov. Detta jämförs med de centrala dokumenten, som stödjer att avslutande prov ska ge lärare stöd i sin bedömning. Några teoretikers syn på kunskap, lärande, prov och bedömning behandlas också för att tydliggöra en motivering av avslutande kursprov. / Skolverket constructs and distributes final examination in Swedish as a second language. These tests are only given to younger students at compulsory level, not to adult students. The students' test results can give an idea of whether the language proficiency in Swedish is sufficient to move to Swedish as a secondary language at upper secondary level. This smaller study treats how teachers in adult education perceive whether or not the final exam test is necessary. How this is formulated in the curriculum for adult education and the syllabus for Swedish as a second language is also examined. Some language researchers' views on knowledge, learning and assessment constitute the theoretical point of origin. The results of the study indicate that the final exam tests are demanded by the teachers. Teachers perceive that even students request these tests. This is compared with the central documents supporting the final exam to provide teachers with support in their assessment. Some theorists' views on knowledge, learning, testing and assessment are also discussed to clarify a motivation for the final exam.