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Lundahl Lisbeth, Erixon Arreman Inger, Lundström Ulf & Rönnberg Linda (2010). « Setting Things Right? Swedish Upper Secondary School Reform in a 40-Year Perspective ». European Journal of Education, vol. 45, n° 1, p. 46–59. En ligne : <http://dx.doi.org/10.1111/j.1465-3435.2009.01414.x>.
Added by: orey (08 Mar 2010 09:36:19 Europe/Paris) Last edited by: Agnès Cavet (29 Oct 2010 10:38:19 Europe/Paris) |
| Resource type: Journal Article DOI: 10.1111/j.1465-3435.2009.01414.x BibTeX citation key: Lundahl2010  |
Categories: General Subcategories: enseignement secondaire supérieur Keywords: curriculum, temps et rythme scolaires Creators: Erixon Arreman, Lundahl, Lundström, Rönnberg Collection: European Journal of Education |
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| URLs http://dx.doi.org/ ... -3435.2009.01414.x |
| Abstract |
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This article analyses reforms addressing and affecting the curriculum and organisation of Swedish upper secondary education over 40 years, up to an initiative by the present non-socialist government. The aim is to analyse the current reform of upper secondary education and relate it to previous reforms during a 40-year period in terms of continuity and breaks, mainly with regard to major functions of the reforms and the structuring and control of educational contents. Aiming to create a sharper division of students into three separate streams (academic and vocational education, and apprenticeship training), the reform constitutes a major break with the previously dominant trend towards greater integration. It is argued that it will result in a restriction and reformulation of the knowledge which is regarded as desirable. Similar moves are evident in relation to teacher education, which, if enacted, would involve moving from a model of high flexibility and a common core of knowledge to substantially stronger divisions between contents and programmes.
Added by: orey Last edited by: Agnès Cavet |