Lundahl Lisbeth, Erixon Arreman Inger, LundstrĂ¶m Ulf & RĂ¶nnberg Linda (2010). Â« Setting Things Right? Swedish Upper Secondary School Reform in a 40-Year Perspective Â». European Journal of Education, vol. 45, nÂ° 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: AgnĂ¨s Cavet (29 Oct 2010 10:38:19 Europe/Paris)
|Resource type: Journal Article
BibTeX citation key: Lundahl2010
Subcategories: enseignement secondaire supĂ©rieur
Keywords: curriculum, temps et rythme scolaires
Creators: Erixon Arreman, Lundahl, LundstrĂ¶m, RĂ¶nnberg
Collection: European Journal of Education
Views index: 23%
Popularity index: 5.75%
|URLs http://dx.doi.org/ ... -3435.2009.01414.x|
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: AgnĂ¨s Cavet