En stor del av yrkeseleverna på den kommunala vuxenutbildningen har enligt Skolverket svenska som sitt andraspråk. Elevgruppen är heterogen, både vad gäller språkbakgrund, kultur och utbildningsnivå. Yrkeseleverna ska på relativt kort tid anamma ett nytt språk, nytt yrke i en ny kulturell kontext med nya normer och värderingar. Som en del av utbildningen har eleverna så kallade simuleringsövningar, då de i skolan får träna praktiskt på sitt kommande yrke. Idag finns det relativt lite forskning publicerad som utgår från den vuxna yrkeselevens perspektiv, än mindre om eleven är andraspråkstalare. Syftet med föreliggande uppsats är att belysa och problematisera hur vuxna andraspråkselever på en yrkesutbildning ser på sitt lärande under praktiska simuleringsövningar. Tre fokusgruppsamtal har genomförts med andraspråkselever utifrån deras erfarenheter från simuleringsövningar i metodrummet. Det transkriberade materialet analyserades med hjälp av kvalitativ innehållsanalys, och som teoretiska utgångspunkter i analyser användes sociokulturella och dialogiska perspektiv på lärande, samt pragmatismens lärandeperspektiv utifrån erfarenhet och reflektion. Resultatet visar att eleverna ser på simuleringsövningarna som ett tillfälle att inte enbart lära sig nya moment i yrket, utan även ett tillfälle att få träna på språket och att lära sig yrkesspecifika ord. Genom dessa övningar får de även en inblick i hur deras kommande yrke kan komma att bli, i samspelet med övrig personal och vårdtagare. Läraren och lärarens närvaro och stöttning i metodrummet framstår som det viktigaste stödet för elevernas lärande. Slutsatsen är att simuleringsövningarna är betydelsefulla för andraspråkselever i yrkesutbildning, eftersom de förutom yrket även ges möjlighet att ta till sig språk, normer och värderingar under dessa moment.

På uppdrag av Vuxenutbildningsenheten i Jönköpings kommun har vi undersökt hur eleverna har hittat till sin vuxenutbildning och hur de upplevt marknadsföringen av vuxenutbildningar. Studien ska hjälpa Vuxenutbildningsenheten att bättre nå ut till presumtiva sökande och ge mer information om varför vuxna väljer att delta i vuxenutbildningar. Syftet med studien är att undersöka hur de nuvarande eleverna har hittat till sin vuxenutbildning och hur eleverna upplevde marknadsföringen av vuxenutbildningar i Jönköpings kommun innan de ansökte till sin utbildning. Studiens syfte och frågeställningar har undersökts med hjälp av en webbaserad enkät och med en fokusgrupp på fem elever från en yrkesutbildning. Webbenkäten skickades ut via lärplattformen till alla elever som läser en vuxenutbildning i Jönköpings kommun. För enkäten har plattformen Esmaker använts och fokusgruppen spelades in på en ljudfil. Resultat av studien visar att de två vanligaste sätten som eleverna har hittat till sin vuxenutbildning är antingen genom att de direkt har sökt på internet eller genom att de blivit rekommenderade av någon att söka till en vuxenutbildning. De tre vanligaste skälen som eleverna har angett till att de började studera är: de vill läsa vidare på högskola eller universitet, de lär sig svenska på SFI, och de vill byta jobb eller yrkesväxla. Slutsatsen är att eleverna som sett någon typ av marknadsföring har upplevt den positivt och verklighetsförankrat. / On behalf of the Adult Education Unit in Jönköping Municipality, we have investigated how pupils have found their adult education and how they experienced the marketing of adult education. The study will help the Adult Education Unit to better reach prospective applicants and provide more information about why adults choose to participate in adult education. The purpose of the study is to investigate how the current pupils have found their adult education and how the pupils experienced the marketing of adult education in the municipality of Jönköping, before they applied for their education. The purpose and questions of the study have been investigated with the help of a fully structured interview in the form of a web-based questionnaire and with a focus group of five pupils from a vocational education. The web survey was sent out via the learning platform to all pupils studying adult education in Jönköping municipality. For the survey, the Esmaker platform was used, and the focus group was recorded on an audio file. Results of the study show that the two most common ways that pupils have found their adult education are either by directly searching on the internet or by being recommended by someone to apply for adult education. The three biggest reasons given by the pupils for starting their studies are: they want to study further at college or university, they learn Swedish at SFI, and they want to change jobs or change careers. The conclusion is that the pupils who have seen some type of marketing have positive experiences and feel that the marketing has its roots in reality. / <p>Examen i vårdadministration, YH-utbildning: 20 Yh-poäng.</p>

<p>I have in this study examined, through qualitative interviews, how adults with foreign background that are pupils in adult education in Sweden, understand the concepts democracy and dictatorship. Their expressed understandings have been compared with their former life experiences as well as with the aim of the social studies to create a qualitative understanding of essential social concepts. My starting point is theories about the adult in leaning processes. It has been assumed that the adult interprets the world much through former life experiences. I have also relied on the idea that having a qualitative, more scientific, understanding of essential subjects is important for the adult as a member of society and participator in the on-going political debate. It should therefore be a central aim for educators in the social subjects within adult education to support a development of more qualified concept understandings among their pupils. In this study I have used the criterions of dr Roland Severin to define a qualified understanding of concepts. Such an understanding includes richness in meaning, structure, general description of cause and relation as well as the capacity to relate to different levels of abstraction. My conclusion is that the pupils in my study have very individual understandings of the concepts, especially the understandings of democracy. Their expressed understandings of dictatorship are in general less rich in meaning. I have found that their understandings are clearly influenced by former life experiences. In comparison to a qualitative understanding of concepts the pupils’ understandings both have strengths and weaknesses. The main strengths in their understandings lies in that they have structure and focus important meanings of the concepts. The pupils can also express their understandings in a concrete manner. The main weaknesses lay in that they lack sufficient meanings of the concepts to give them a exhaustive description. The pupils also tend to give more of concrete and less of general descriptions of the concepts. I have concluded that to support adult pupils in the development of more qualitative, and therefore more useful, social concepts educators should make use of the pupils’ collective experiences. By doing so more meanings of the essential concepts can be revealed and individual experiences can be connected to those of others to create generality in the pupils understandings.</p>

I have in this study examined, through qualitative interviews, how adults with foreign background that are pupils in adult education in Sweden, understand the concepts democracy and dictatorship. Their expressed understandings have been compared with their former life experiences as well as with the aim of the social studies to create a qualitative understanding of essential social concepts. My starting point is theories about the adult in leaning processes. It has been assumed that the adult interprets the world much through former life experiences. I have also relied on the idea that having a qualitative, more scientific, understanding of essential subjects is important for the adult as a member of society and participator in the on-going political debate. It should therefore be a central aim for educators in the social subjects within adult education to support a development of more qualified concept understandings among their pupils. In this study I have used the criterions of dr Roland Severin to define a qualified understanding of concepts. Such an understanding includes richness in meaning, structure, general description of cause and relation as well as the capacity to relate to different levels of abstraction. My conclusion is that the pupils in my study have very individual understandings of the concepts, especially the understandings of democracy. Their expressed understandings of dictatorship are in general less rich in meaning. I have found that their understandings are clearly influenced by former life experiences. In comparison to a qualitative understanding of concepts the pupils’ understandings both have strengths and weaknesses. The main strengths in their understandings lies in that they have structure and focus important meanings of the concepts. The pupils can also express their understandings in a concrete manner. The main weaknesses lay in that they lack sufficient meanings of the concepts to give them a exhaustive description. The pupils also tend to give more of concrete and less of general descriptions of the concepts. I have concluded that to support adult pupils in the development of more qualitative, and therefore more useful, social concepts educators should make use of the pupils’ collective experiences. By doing so more meanings of the essential concepts can be revealed and individual experiences can be connected to those of others to create generality in the pupils understandings.