Many students change their choice of secondary school programme or fail to complete their studies which results in a great cost to society or personal costs for the student. The purpose is to examine the experiences of two groups of upper secondary school students regarding their choice of upper secondary school programme. The questions we wanted answers to were: what influenced the student’s choice of study, what support did the students receive from comprehensive school and what might have caused them to choose another programme. The study was carried out in two focus groups where one of the groups was made up of students who had chosen the “right” programme and the other made up of students who had chosen the “wrong” programme. One thing that influenced the student’s choice of upper secondary school programme was whether or not the programme provided eligibility to higher studies which they had heard from primary school and parents was a choice that would give them many possibilities in the future. It appeared that there had not been much of a guidance process for developing career management skills which could have given the students support in reflecting over their transition to upper secondary school. The students’ interests and the parents and people near the students influenced the students’ choices. The study shows that students needed a longer guidance process and a clearer understanding of its purpose. Narrow and wide guidance varied depending on a student’s comprehensive school. They would have needed a better description of the consequences such as what study demands were required for the programme and what moving or commuting would mean in practice.

This is an undergraduate study which examines the availability of guidance counselor services given in Sámi languages in the Sámi administrative areas in Sweden. The questions at issue are:  How available is guidance counselling in the Sámi languages in Sweden's 25 administrative areas? What are the counsellors' views regarding Sámi clients being able to speak their own language during a session?  The administrative areas were selected since they have an obligation to offer certain services in Sámi languages. The areas are located in 25 Swedish counties and a survey with questions regarding the availability of guidance counselling in the Sámi languages was distributed to the counsellors employed therein. None of the counsellors has ever used a Sámi interpreter, is able to speak a Sámi language, and the majority haven’t identified a need for it with their clients.  The result is analysed with a critical discourse method and the theories of stigma, hegemony, Othering and ethnocentrism are used. The analysis shows that Sámi people are being Othered and that the guidance counsellors are operating from an ethnocentric view, which can lead to stigma and hegemony in guidance sessions with Sámi clients.

Omval inom och avhopp från gymnasieskolan har ekonomiska konsekvenser för såväl skola som samhället och individen själv. En utvecklad valkompetens från grundskolan ses som ett verktyg för att nå förändring. Valkompetens beskrivs av Skolverket som kunskaper och färdigheter individer behöver utveckla för att kunna göra välunderbyggda framtidsval och är alla inom grundskolas uppdrag att arbeta med. Syftet med valkompetens är därmed att gynna samhället och arbetsmarknaden, därav denna studies koppling till arbetsvetenskap. Utifrån att valkompetens med fördel integreras i undervisning för kontinuerlig utveckling är studiens målgrupp lärare. Uppsatsen studerar således arbetet med utvecklingen av elevers valkompetens inom obligatorisk skolform utifrån ett lärarperspektiv samt lärares kunskap och kännedom om begreppet valkompetens. Studien synliggör även lärares upplevelse av ansvarsfördelningen för arbetet med valkompetens utöver en kritisk granskning av begreppet utifrån tidigare forskning och denna studies empiri. Studien är ett bidrag inom området arbetsvetenskap: karriärutveckling samt studie- och yrkesvägledning som hela skolans ansvar, den breda vägledningen.Studiens teoretiska ramverk förhålls till institutionell teori genom löskoppling och isomorfism samt läroplansteori genom förhållandet mellan samhällets krav, styrdokumentens formulerande och utövandet inom skola. Den kvantitativa metoden används med intention att studera flera svar kopplade till studiens syfte och visar att valkompetens som begrepp är okänt av lärare samt att arbetet med valkompetens sker utifrån subjektiva tolkningar av begreppet. Arbetet utförs i förhållande till styrdokument men inte alltid i förhållande till Skolverkets beskrivning av valkompetens. Huvudansvaret för arbetet ses av majoriteten som hela skolans ansvar men empirin visar att styrning i förhållande till begreppet saknas. Då begreppet inte är vedertaget och dessutom tolkningsbart ser studien problematiken med att koppla valkompetensen lärarna arbetar med till Skolverkets förklaring av begreppet och vidare för att få den önskade effekten av förändrad genomströmning inom gymnasieskolan. / Swapping programs or dropping out of upper secondary school has financial consequences for the school as well as society and the individual. Developing Career Management Skills (CMS) in primary school is seen as a way to achieve change. CMS is described by the Swedish National Education Agency as knowledge and skills individuals need to develop to be able to make well-founded choices for the future. It is all personnel’s, in primary school, task to work with. The purpose of CMS is thus to benefit society and the labor market, hence the connection of this study to occupational science. Since CMS benefits to be integrated into teaching for long-term development, this study's target group is teachers. The essay studies the work with CMS within primary school from a teacher's perspective as well as their knowledge and familiarity with the concept of CMS. The study also brings to light teachers' view of the distribution of CMS work in addition to a critical examination of the Swedish translation based on previous research and the empirical work of this study. The study is a contribution in the field of occupational science: career development and career guidance.The study's theoretical framework relates to institutional theory´s decoupling and isomorphism and curriculum theory of the relationship between society's demands, the governing documents and the practice within schools. The quantitative method is used with the intention of studying several responses linked to the purpose of the study and shows that CMS as a concept is unknown to teachers and that the work with CMS is based on subjective interpretations of the concept. The work is carried out by teachers in relation to the curriculum, but not always in relation to the Swedish National Education Agency’s description of CMS. The main responsibility for the work is seen by the majority as the entire schools, but empirical evidence shows that governance in relation to the concept is lacking. Since the concept is not accepted and open to interpretation, the study sees the problem of connecting CMS as it’s taught to the explanation of the concept. And further to get the desired effect in upper secondary school.

Is it important that a player can navigate easily through a level? To get the answer ten participants were tested during a short play-session of a game made for the study. By looking at prior research, themes could be found that were all common. To learn the player to recognize what a goal looks like, to get the player to understand what the goal is. That the player can navigate to the goal and that the level should have flow is also important. This study shows that what earlier research suggests seems to have merit. Of all participants that played the game, almost everyone that played where navigational techniques were implemented spoke of how they felt certain in where to go.

Abstract of Master essay - 10 HP Izabel Lind Färnstrand Mentor: Emma Kihl Examinator: Sigrid Sandström How to Prepare for Death In this essay I dwell into the failures of our moral senses in relation to the concept of death. How does modern death culture affect our way of life and our ability to take responsibility for the life and death of others? These questions are formed by these current times and affect both my art practice and my everyday life. When facing death within my family it occur- red to me that my and my family’s relationship to death is failing us. I have become frustra- ted with the fear and silence that seems too natural to my surrounding. Not being able to talk about a part of life that is inevitable seems irrational. It became clear when the lack of under- standing and acceptance of death caused relatives an immense suffering. The struggle seemed unnessesary and urged me to try to understand more, based on their deaths. Seeing how very different the experience of dying can be made me wonder what makes a ”good” death possible for some and others not. From there my interest in the topic death culture and fear emerged, and this essay touches on this in a variety of aspects. I use my personal experiences in combina- tion with thoughts of others to talk of layers of these issues through my artistic practice. This personal method is my way of trying to structure a thinking – in a way that I can use and make sense of it – with a varied level of success. I feel it is important to note that I don’t claim to have any answes. This essay is more an attempt to pose questions around human behaviour. Even though many of these ques- tions have been asked over and over again, throughout different times, I believe it is impor- tant to ask them again and again. As long as the Human is part and violently effecting this suffering world. Many of the thoughts in this essay are based on fragments of ideas by Judith Butler, espe- cielly from her book Frames of War: When is Life Grievable? (2009). I also reference Caitlin Doughty’s From Here to Eternity: Traveling the World to Find the Good Death (2017) and and Sogyal Rinpoche The Tibetan Book of Living and Dying (1992). The themes gathered that I try to make use of in this essay and in my artistic practice are purpose, fear, death, health, happiness, narcissim and resposibility. / Abstract of Artistic work How to Prepare for Death @ Galleri Mejan, Exercisplan 3, october 2019 Media: Spatial installation with a performance (1 h) Materials: Clay, plaster, metal & red plastic film How to Prepare for Death is a spatial installation in one of the gallery rooms of Galleri Mejan. The work includes the whole space of the area, such as the floor and the walls. You step into an altered reality, where the floor is covered with clay that is cracking increasingly over time and windows that are tinted red so that the air you breath seems red. When you enter your eyes need to adjust and after a while it is rather the outside that seems colored, neon green -  the complementary color of red. From the clay there are metal rods sticking out vertically, with plaster sculptures at the end. These sculptures are broken, and resemble body parts with a medical aesthetics. Similar sculptures come out from the walls, like fragile fragments of something that used to be. When you walk around the sculptures the clay crackle under your feet, and crumble into smaller pieces and dust. It is constructed as an ambivalent experience of nothingness, emptiness, ”afterness” and a sanctuary of thoughts. My questions about life and death drive me to investigate how to create spaces for these subjects to feel present, so that we can face our fears.