Adult Education at Auction : On Tendering-Based Procurement and Valuation in Swedish Municipal Adult Education

Holmqvist, Diana

doi:10.3384/9789179293390

Cited by 4 publications

(4 citation statements)

References 103 publications

(180 reference statements)

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“…Samtidigt är valet av undervisningsinnehåll inte en neutral process -urvalet av fakta som ska behandlas sker alltid med grund i en värdering (se t.ex. Holmqvist, 2022;Östman m.fl., 2019).…”

Section: Att Undervisa För Och Lära Hållbarhetskompetenserunclassified

Undervisning och lärande för hållbarhet i högre utbildning: Rapport om ett utvecklingsarbete med några praktiska exempel

Bladh,

Holmqvist

2024

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I högre utbildning ligger kurs- och programplaner till grund för undervisningen som organiseras och bedrivs (Biggs, 2003; Whetten, 2007), inte minst eftersom det är i dessa som lärandemål stipuleras – alltså vilket lärande undervisningen ämnar bidra till. Vad som formuleras som ett lärandemål, samt hur lärandemål är formulerade, är således helt centrala i formella utbildningssamhang såsom högre utbildning (se t.ex. Person m.fl., 2023). Att arbeta med hållbarhetsfrågor i undervisning på ett relevant och meningsfullt sätt förutsätter också pedagogisk skicklighet och didaktisk medvetenhet hos lärare (Vare, Lausselet & Rieckmann, 2022). Här krävs det stöd i form av resurser och utrymme för kompetensutveckling, exempelvis när det kommer till didaktiska val av innehåll och undervisningsmetoder (Person m.fl., 2023; Öhman & Sund, 2021). Mot denna bakgrund, är vårt syfte med denna rapport, att utifrån ett didaktiskt perspektiv, synliggöra undervisningens olika delar, deras sammanlänkning, samt de val som lärare kan och behöver göra för att stödja studenters lärande för hållbarhet. Vi gör detta på två vis. Dels presenterar vi ett enkelt stöd som vi tagit fram och använt oss av vid Avdelningen för pedagogik och vuxnas lärande i vårt arbete med hållbarhetsintegrering i relation till vårt utbildningsuppdrag. Den enkla modellen är inte ämnes- eller utbildningsnivåbunden, utan kan användas för att inventera, utvärdera och stärka arbetet med undervisning och lärande för hållbarhet i en bredd av utbildningssamhang. Vidare ger vi några exempel, där vi visar hur olika hållbarhetskompetenser kan inbegripas i lärandemål och vilka under-visningsmetoder som kan vara lämpliga. Genom att illustrera vårt angrepps-sätt med konkreta exempel hoppas vi kunna inspirera andra universitets-lärare i sitt praktiska arbete och bidra med verktyg som innebär att fler kan gräva där de står. Nedan redogör vi för de hållbarhetskompetenser som forskning om lärande för hållbarhet lyfter fram som avgörande för att svara på de hållbarhetskriser vi befinner oss i och står inför. Därefter beskriver vi vårt utvärderings- och utvecklingsarbete i projektet och ger fyra exempel på hur undervisning och lärande för hållbarhet kan operationaliseras i högre utbildning. Rapporten avslutas med en övergripande diskussion med basis i några lärdomar som vi gjort under vårt arbete med projektet och författandet av denna rapport.

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Section: Att Undervisa För Och Lära Hållbarhetskompetenserunclassified

Undervisning och lärande för hållbarhet i högre utbildning: Rapport om ett utvecklingsarbete med några praktiska exempel

Bladh,

Holmqvist

2024

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“…In the new millennium, two significant changes have garnered considerable attention; extensive budget cuts in 2008 and the widespread expansion of a market-driven approach, with for-profit companies being contracted, mainly through tendering-based procurement, to currently serve nearly half of all MAE course participants (Holmqvist, 2022a). Nevertheless, MAE has continued to grow, and as of 2021, approximately 260,000 students were enrolled at an upper secondary level.…”

Section: The History Of Mae In Swedenmentioning

confidence: 99%

Something to Do Something to Be : A study of students' vocational identity formation in adult education

Karlsson

2023

Linköping Studies in Behavioural Science

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The aim of this thesis is to understand how vocations are learned in adult education by exploring the vocational identity formation of students in Municipal Adult Education (MAE) in Sweden. By analysing interviews of adult students during different stages in their Vocational Education and Training (VET) through working life, this study contributes to the fields of adult education and VET. The theoretical framework centres on the concept of identity, utilising communities of practice, and is nuanced with the concepts of sense of self and vocational habitus, in order to analyse both social practices and individual aspects of the students' vocational identity formation.The most standout finding is that VET in adult education can provide something beyond forming a vocational identity. In essence, the process of successfully completing an education can improve how students perceive themselves as adults, learners, and active members in society. The findings also show how the intersection between students' perceptions of themselves, their education, and their vocation create barriers that they must overcome in order to progress in their identity formation. Overcoming barriers is an important part of the learning process that is towards a vocational identity, however, while some barriers are surpassed, some persist, and some are substituted by new ones.These processes in turn affect how students identify and dis-identify with educational and vocational practices, which in turn influence how they participate in these practices. To the extent that students progress in their vocational identity depends on a variety of factors, related to their ability to participate in the social practices offered by education, primarily time in school and access to workplace-based training. Furthermore, the process of learning a vocation is a complex social venture and the findings argue that there is a risk in attributing students' struggles solely to issues pertaining to vocational learning as this may overlook underlying structural challenges faced by students.

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“…Hence, as it is up to each municipality to organize adult education the way it sees fit, the equality differs in Sweden's 290 municipalities. It has also been pointed out that competition is at play when municipalities outsource some or all of MAE to external providers (Holmqvist, 2022).…”

Section: Mae and The Marketmentioning

confidence: 99%

“…Procurement is used by municipalities to purchase education from external providers such as private companies, folk high schools (FHS), study associations and so on (Fejes & Holmqvist, 2019). The municipality initiates the process by writing a contract where the needs and requirements are stipulated (Holmqvist, 2022). The contract also contains information about how the different bids will be evaluated by price, quality criteria or a mix of both.…”

Section: Mae and The Marketmentioning

confidence: 99%

“Quality Problems” in Swedish Municipal Adult Education : The Micropolitics of Quality Construed in the Audit Society

Mufic

2022

Linköping Studies in Behavioural Science

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The aim of this thesis was to analyze and critically scrutinize how quality is construed in an audit process in Swedish Municipal Adult Education (MAE) and the discursive effects. Drawing on adult education policy documents and observations of a quality audit process, as well as the Swedish Schools Inspectorate's (SSI) Day, this study also contributes to the uncharted field of how the micropolitics of "quality" is being produced in the Audit society within adult education. By applying Carol Bacchi's post-structural, Foucault-influenced 'What's the "problem" represented to be?' approach, it became possible to analyze the politics of "quality" on a micro level. The results indicate that quality seems to be construed as a 'lack' or a 'problem' in Swedish MAE policy and during the quality audit that SSI carried out in MAE. Moreover, principals, teachers and heads of education seem to be held responsible for this lack as the increased need for flexibility and individualization is stressed as a solution to the 'quality problem'. There also seems to be an ambiguity of how quality should be addressed, defined, audited, and produced in MAE, as the SSI seem to struggle with making quality measurable for it to be auditable. The analysis shed light on two different logics that underpin the way that quality is construed; on the one hand, it is construed as something elusive that can be used to pinpoint quality in teaching and schools. On the other hand, it is construed as something quantitative and limiting that has effects on what can be said and done in MAE. There also seems to be a hierarchy between different 'problems' during the SSI's audit of MAE which also have consequences for what can be said and done about quality in this context.

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Adult Education at Auction : On Tendering-Based Procurement and Valuation in Swedish Municipal Adult Education

Cited by 4 publications

References 103 publications

Undervisning och lärande för hållbarhet i högre utbildning: Rapport om ett utvecklingsarbete med några praktiska exempel

Undervisning och lärande för hållbarhet i högre utbildning: Rapport om ett utvecklingsarbete med några praktiska exempel

Something to Do Something to Be : A study of students' vocational identity formation in adult education

“Quality Problems” in Swedish Municipal Adult Education : The Micropolitics of Quality Construed in the Audit Society

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