Suchergebnisse

Gennem de seneste årtier har der været en stigende opmærksomhed på læring og kompetenceudvikling i arbejdslivet. Både ud fra lærings- og effektivitetsmæssige og ud fra demokratiske og emancipatoriske perspektiver kan der argumenteres for ideen om at knytte uddannelsesaktiviteter til arbejdslivet. Arbejdsmarkedets parter er da generelt også enige om, at der er et behov for kompetenceudvikling og en styrkelse af voksen- og efteruddannelsesindsatsen. Til gengæld er det ikke entydigt, hvad der ligger bag ordene, når virksomheder og deres medarbejdere definerer kompetenceudvikling og læring, som også ovennævnte perspektivers forskellighed antyder. Artiklen sætter ud fra en uddannelsessociologisk vinkel fokus på, hvordan virksomheder og medarbejdere ser forskelligt på den almene kursusundervisning, der knytter an til arbejdslivet. Med udgangspunkt i en empirisk analyse belyses det, hvilken betydning betingelserne i arbejdslivet, specielt for de kortuddannede, spiller for deltagelsen i almen kursusundervisning, samt hvorvidt og hvordan mødet mellem rollen som medarbejder og kursist skaber konflikter og særlige læringsrum.

ENGELSK ABSTRACT:
Annette Rasmussen: Perspectives and Conflicts Between Working Life and Education

Lifelong learning has become a mantra of educational policy. Therefore, the development of general competences in working life has enjoyed growing attention, and several projects have been undertaken to increase the participation of low skilled workers in general adult education in Denmark. This article draws on findings from a recent research project which focused on the encounter between working life and education. It considers cases in which low skilled workers attended courses that were established by adult education centres and private or public enterprises. It focuses on the conflicting logics of work and education and the sometimes divergent perspectives of employers and employees on the meaning of such courses. It illustrates how meaning attached to adult and workplace education and learning reflects the perspectives of the various stakeholders; and it shows how power relations are implicitly part of the pedagogical strategies employed in the educations. The concepts of interests and investments are important tools in this analysis. Observations from the courses and interviews with participants outline the tensions and contradictions which have arisen from the meeting of working life and education.

Key words: Adult and workplace education, interests, conflicts, lifelong learning.

Preface -- 1. Studying the cultivation of excellence and talent in education -- 2. Education and talent in an international, conceptual history perspective -- 3. Talent and educational differentiation in Denmark -- 4. Talent class activities in a Danish school context; 5. Identification and classification of the talented students -- 6. Teaching in the talent classes -- 7. Policy perceptions of talent activities among local teachers -- 8. Excellence, Talent and Education in a Global Perspective -- 9. Concluding discussion.

Globally, education policy reforms are increasingly aimed at attending to excellence in education. This is mainly expressed as attempts at raising educational standards generally, but also of identifying intellectual elites and making special provisions for them. Denmark, which is otherwise considered an exponent of an equality-oriented tradition in education, is now pursuing strategies of developing talent throughout the educational system, which is to cater more to the needs of so-called gifted and talented students. This policy is claimed to have found inspiration from Australia, where some of the states have been pursuing such policies for several years and where we find a more developed tradition for this. The paper is focused on understanding what concept of excellence such education policies imply; we aim to analyse the targeted groups with respect to means of identification and development, and to analyse the wider implications of such policies. The analysis is empirically focused on education policy documents on gifted and talented educational provisions at national/state level. Beginning with the political discourse of talent development in education as it has appeared in Denmark, we analyse this in relation to the policies and curricular provisions for the gifted and talented in England and Australia.

Magdalene Lauridsen (1873–1957) founded the first Danish school of home economics 1895 and later, in 1903, the first teacher training college of home economics and housekeeping. She initiated the Association of Teachers in Housekeeping and Home Economics, and the Danish Home Economics and Housekeeping Movement. She fought for the educational rights of women from especially rural areas and was very active in representing the women's movement in local politics. In this paper, we ask, what characterised her activities in a wider historical perspective and how did she happen to play this particular role in adult education? We analyse these questions by drawing on Nordic studies of women's role in contemporary society and thus frame it by the history sociology of gender. The empirical material includes both primary and secondary sources to illuminate the life and activities of Magdalene Lauridsen. We conclude the analysis by emphasizing the influences from abroad and from growing up in an active Folk High School environment that made her a pioneer in adult education. KEYWORDS: Home economics, woman pioneer, folk high school movement, education in rural areas, domestication.

The contribution from Denmark is based on empirical data from a research project from 2017 focusing on the career paths and strategies of PhD graduates from the humanities and social sciences. Drawing on data from this project and on the theoretical framework of Pierre Bourdieu, the paper analyses PhD graduates employment after graduation, their development of competencies during the PhD education, and the national policies related to these questions. Following a political agreement on an annual growth in PhD admissions (Globaliseringsaftalen, 2006), there has been a marked increase in the number of PhD graduates in Denmark. This increase applies generally and across disciplines, even though it is less significant in the humanities and social sciences than in the technical and health science fields (Statistics Denmark, 2014). However, in the humanities and social sciences, where more studies have been subject to adjustments in student intake in recent years the development in the PhD field has led to special political attention now being paid to the PhD education and employment (Uddannelses- og Forskningsministeriet, 2017). The focus has been on the labour market and employability of the humanities and social science PhD graduates, including how PhD graduates use their competencies and choose career strategies. Thus, the increased admission to university and PhDs give rise to an interest in their career paths and which competencies they develop through the PhD. This interest also originates from current changes in the labour market, which influence on the academic job market (Ecclestone et al. 2010; Illeris, 2009). The paper's main aim is to illuminate the PhD graduates employability by focussing on how they use their competencies in different areas of employment. The relevance of the questions is based on, amongst other things, the increased admissions to researcher educations. This has recently given rise to studies of the PhD graduates' career paths and employment patterns. The area has been relatively underexposed in a Danish context. This concerns both questions about in which areas the PhD graduates find employment as well as questions about which competencies the PhD graduates have developed through the PhD and how they translate these competencies into different contexts for recruitment. These are the questions that the paper addresses on the basis of two empirical studies from 2016 and 2017 (Drejer et al. 2016; Rasmussen & Andreasen, 2017).