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Exploring the role of voluntary local and national reviews in advancing knowledge of education-related SDGs in TVET: A comparative case study of Pittsburgh and Nairobi
Full text linkThis study investigates how global Sustainable Development Goals (SDGs) are adapted within Technical and Vocational Education and Training (TVET) systems by examining two institutions with distinct governance frameworks: the Community College of Allegheny County (CCAC) in the U.S. and Kabete National Polytechnic in Kenya. While previous research examines SDG integration broadly, this study addresses a critical gap by analyzing how governance structures, whether participatory or centralized, shape SDGs implementation within TVET institutions. Using qualitative methods and applying Critical Discourse Analysis to 19 interviews and a survey of 75 students, this study reveals that CCAC’s decentralized and stakeholder-driven governance fosters institutional and organizational learning by allowing flexible adaptation and responsive SDG alignment. In contrast, Kabete’s top-down and policy-driven governance ensures national consistency but limits institutional autonomy, hindering localized innovation. These findings highlight that governance structures play a pivotal role in determining the effectiveness of SDG integration in TVET, influencing how institutions adapt policies, engage stakeholders, and implement sustainability education. The study emphasizes the need for governance frameworks that are both adaptable and contextually relevant, balancing national oversight with institutional flexibility. By providing comparative insights, this research offers practical recommendations for policymakers and educators, advocating for governance reforms that enhance SDG implementation in TVET systems worldwide
Youth organizations’ capacity building on youth media literacy: A comparative study of youth NGOs in Finland, Norway and Romania
Full text linkThis study investigates the intersection of media literacy and civic engagement within the context of youth organizations across three countries: Finland, Norway and Romania. Employing a comparative cross-national research design, and drawing on interviews with youth organizations, we explore how NGOs understand and conceptualize media literacy and civic engagement. Subsequently, we identify national NGOs\u27 capacity building strategies for working with media literacy in ways that encourage youth civic engagement. Our findings reveal nuanced differences in the operationalization of media literacy and civic engagement concepts across the three countries, shaped by local political, economic, and cultural contexts. We found that whereas the term “media literacy” is understood similarly in all three countries, the position and role of the youth organizations themselves seems to be quite different depending on country context.
By highlighting the distinct strategies employed by NGOs in Finland, Norway, and Romania, this study underscores the critical role of tailored capacity-building initiatives in addressing national disparities. The findings offer actionable insights for policymakers, educators, and NGOs, emphasizing the need for cross-sectoral collaborations and international knowledge exchange to enhance youth empowerment. It also emphasizes the importance of understanding contextual factors in shaping organizational approaches to media literacy and civic engagement and contributes to the discourse on youth empowerment and civic participation in the digital age
Demodernizing Schooling: Educating for future worlds without colonial empires’ resources
Full text linkBrown researcher, white schools:: Racialized positionality in ethnographic research on (anti)racism
Full text linkThis article is a cross-racial reflexive analysis between a biracial brown researcher and two researchers racialized as white in the same research project on (anti)racism in Finnish lower secondary schools. Building on three vignettes, the authors highlight several ways in which a researcher\u27s racialized position as non-white and as white can impact ethnographic fieldwork in a context dominated by Nordic Exceptionalism and normative whiteness. The authors problematize the position of insider gaining access and gatekeepers’ trust, before looking intersectionally at the dynamic of being a racial outsider, the conflicts and affects that come with it, and conclude with the onto-epistemological challenges of doing school ethnographic research and contributing to antiracist knowledge production. This contribution crystalizes under-researched dilemmas that call for the development of new ethnographic designs which center researchers’ racial positions and further reflection on the ethical, methodological and ontological implications of producing data on racism at school
Affektive orienteringer af hvidhed: : Metodologiske refleksioner fra børnehaven som forskningsfelt
Full text linkDenne artikel er et opråb – og et nødråb – til de af os, for hvem det hvide privilegie kan være lige så usynligt, som det kan være behageligt. Med afsæt i et kritisk etnografisk inspireret feltarbejde gennemført i to danske børnehaver, stiller artiklen skarpt på affektive responsers ’gøren’ i relation til hvid forskerpositionalitet. Artiklen viser, hvordan hvidhedens affektive ladninger er socialt cirkulerende og magtfulde i deres orienteringer af kroppe, steder og (forsker)praksisser og dermed bidrager til opretholdelsen af den (u)synlige hvide norm. Artiklen argumenterer for, hvorfor affektive responser, som for eksempel vrede og usikkerhed, er gode at tænke med, når forskningens ambition er at forstyrre diskursivt medierede forståelser af normativ hvidhed, der optræder som en situeret del af racialiseret forskerpositionalitet.
Skoleovertakelse som praksisform: Et pedagogisk eksperiment i praktisk pedagogisk utdanning for yrkesfaglærere
Full text linkSchool adoption is a well-established part of practice in primary, secondary and upper secondary education for pre-service teachers in Norway, but less so in practical pedagogical education for vocational pre-service teachers. There is little research on school adoption in teacher education, both nationally and internationally. Therefore, our experiment on school adoption as a form of practicum in vocational pre-service teacher education is of importance. We, as teachers, wanted to add a strong vocational didactic connection to the practical pedagogical education for vocational studies. We assumed that school adoption would closely resemble the vocational didactic context they would encounter in their future career as upper secondary school teachers. The research question is: What are student teachers\u27 perspectives of school adoption in practical pedagogical education for vocational pre-service teachers? The qualitative data from two reflection groups and one focus group interview were analysed through content analysis. The results from a questionnaire in SurveyXact indicate how students experience school adoption. Bandura’s concept of “self-efficacy” is used as a theoretical framework for data analysis and discussion. Key findings are that, despite initial confusion, the pre-service teachers experienced increased independence and an emphasis on their own experiences. Lastly, we propose improvements for school adoption as a form of practicum in teacher education for vocational pre-service teachers.Skoleovertakelse er en velkjent praksisform både i norsk grunnskolelærerutdanning og i praktisk pedagogisk utdanning, men ikke i praktisk pedagogisk utdanning for yrkesfaglærere. Det finnes lite forskning hverken nasjonalt eller internasjonalt på skoleovertakelse i lærerutdanninger. Derfor er vårt eksperiment om hvorvidt skoleovertakelse kan brukes som praksisform i praktisk pedagogisk utdanning for yrkesfaglærere betimelig. Som faglærere ønsket vi å tilføre praktisk pedagogisk utdanning for yrkesfag, en sterk yrkesdidaktisk tilknytning. Vi antok at en skoleovertakelse ville ligge nær opp til den yrkesdidaktiske konteksten studentene ville møte i sitt fremtidige yrke som lærere i videregående skole. Forskningsspørsmålet er: Hva er lærerstudenters perspektiver på skoleovertakelse i praktisk pedagogisk utdanning for yrkesfag? De kvalitative dataene fra to refleksjonsgrupper og ett fokusgruppeintervju ble analysert gjennom innholdsanalyse. Banduras konsept om «self-efficacy» (mestringstro) blir brukt som teoretisk rammeverk i analysen og diskusjonen av datamaterialet. Resultatene fra en undersøkelse i SurveyXact indikerer hvordan studenter opplevde skoleovertakelsen. Sentrale funn er at studentene, på tross av forvirring i starten, opplevde økt autonomi og vekt på egne erfaringer. Til slutt, foreslår vi forbedringer til skoleovertakelsen som praksisform i praktisk pedagogisk utdanning for yrkesfaglærere
Data-supported management and how it is conducted
Full text linkArtiklen undersøger dataunderstøttet ledelse og hvordan det bedrives i Aarhus Kommune på social- og beskæftigelsesområdet i forbindelse med implementeringen af Aarhus Kompasset. Der er i de kommunale afdelinger sat store ressourcer af til at sikre dataunderstøttet ledelse, blandt andet via en række workshops. Artiklen trækker på observationer fra disse workshops og en række interviews med ledere og medarbejdere i de relevante afdelinger. I forbindelse med Workshops brugte man en såkaldt Spilleplade, der illustrerer, hvordan data skal fortolkes og anvendes i dataunderstøttet ledelse for at imødegå unødigt bureaukrati og indfri værdierne i Aarhuskompasset. Artiklen anvender begreberne data literacy-trappen og datainfrastruktur i belysningen af, hvordan dataunderstøttet ledelse reelt tager sig ud i forvaltningen og afdækker fire idealtypiske positioner, som ledere og medarbejdere indtager. En af pointerne er, at man kan bevæge sig på trappen og indtage flere positioner samtidigt. En anden pointe er, at datainfrastrukturen er under stadig revision og udvikling. Der gives eksempler på, hvordan medarbejdere og ledere lokalt producere data, som supplement til og udvikling af datainfrastrukturen. Det skal imødegå, at datainfrastrukturen af ledere og medarbejdere opleves som en barriere i forhold til fleksibilitet i adgang til relevante data og som mangelfuld og svært overskuelig.The article examines data-supported management and how it is conducted in Aarhus Municipality in the social and employment services in connection with the implementation of the Aarhus Compass. In the municipal departments, large resources have been set aside to ensure data-supported management, including through a number of workshops. The article draws on observations from these workshops and interviews with managers and employees in the relevant departments. In connection with the workshops, a so-called Game Board was used, which illustrates how data should be interpreted and used in data-supported management to counter unnecessary bureaucracy and meet the values of the Aarhus Compass. The article uses the concepts of the data literacy ladder and data infrastructure in the light of how data-supported management actually looks in the administration and uncovers four ideal-typical positions that managers and employees occupy. One of the points is that you can move on the stairs and take several positions at the same time. Another point is that the data infrastructure is constantly being revised and developed. Examples are given of how employees and managers locally produce data, as a supplement to and development of the data infrastructure. This is to counter the fact that the data infrastructure is perceived by managers and employees as a barrier in relation to flexibility in access to relevant data and as inadequate and difficult to manage
Rättsliga och pedagogiska förutsättningar för verksamhetsförlagd utbildning på sjuksköterskeutbildningen i Sverige med nordisk utblick
Full text linkNursing education of good quality and with a high throughput is an important welfare issue to meet the need for competence supply in health care. In order to increase the number of clinical training positions, access to health care organizations where the extensive practical part of the nurse education can be carried out is required. The universities have a responsibility to arrange clinical training for nurse students in accordance with law, however practically carried out in health care. This article examines the complex legal and pedagogical conditions for clinical training in Swedish nursing education. A brief overview of the conditions in Denmark, Finland and Norway is also presented. An interdisciplinary approach is applied, combining legal method and analysis of pedagogical development research and the local regulation of nursing education at the universities. The authors conclude that the conditions for clinical training in the Nordic countries are governed by agreements between the universities and health care institutions. This requires an extensive cooperation between the parties, not least from the perspective of legal certainty for students. Clinical training must also fulfil the requirements according to EU law, which regulates nursing education in detail and requires at least half of the stipulated educational duration standards to be carried out clinically in direct contact with patients in health care. The conclusion is that EU law restricts methods for carrying out clinical training such as simulation, even though simulation is applied in many of the member states and can be justified both from a pedagogical and patient safety perspective.En sjuksköterskeutbildning av god kvalitet och med god genomströmning är en viktig välfärdsfråga för att tillgodose hälso- och sjukvårdens kompetensförsörjningsbehov. För att utöka antalet utbildningsplatser krävs platser för klinisk verksamhetsförlagd undervisning för den omfattande praktiska delen av utbildningen. Sådan verksamhetsförlagd utbildning sker på lärosätenas ansvar enligt den högskolerättsliga regleringen, men genomförs i hälso- och sjukvården. I denna artikel undersöks de komplexa rättsliga och pedagogiska förutsättningarna för verksamhetsförlagd utbildning på sjuksköterskeutbildningen i Sverige. En översiktlig utblick mot Danmark, Finland och Norge görs också. Undersökningen genomförs tvärvetenskapligt med rättsanalytisk metod samt genom analys av forskning om pedagogiskt utvecklingsarbete och lärosätenas lokala reglering. Här konstateras att förutsättningarna för verksamhetsförlagd utbildning i de nordiska länderna styrs av avtal mellan lärosätena och hälso- och sjukvården. Detta kräver omfattande samverkan mellan parterna, inte minst ur studenternas rättssäkerhetsperspektiv. Verksamhetsförlagd utbildning måste också vara anpassad till EU:s yrkeskvalifikationsdirektiv, som detaljreglerar sjuksköterskeutbildningen och innebär att minst hälften av utbildningens reglerade minimitid ska utgöra klinisk undervisning i direkt kontakt med patienter i hälso- och sjukvården. Slutsatsen är att direktivet begränsar metoder för genomförande av verksamhetsförlagd utbildning såsom simulering, trots att sådana övningsmöjligheter förekommer i många av EU:s medlemsstater och kan vara motiverade både ur pedagogisk och patientsäkerhetsmässig synvinkel
Statstjänstemannen och New Public Management-samhället – noteringar i fotspåren av Dag Hammarskjöld
Full text linkA parliamentary democracy includes that civil servants have restrictions on how they can express opinions and values. Elected politicians are responsible for setting out the prevailing line of executive power. However, in order for the individual to be able to feel trust in the public sector, there must be interaction between politicians and civil servants. A functioning interaction between civil servants and politicians is a prerequisite for the public sector to have the opportunity to deliver in a legitimate and efficient manner. The text is based on an article written by Dag Hammarskjöld in 1951 that explores the civil servants’ space to express values and speak out. Over the ensuing 70 years, the protection of fundamental rights has been codified and its management has been permeated by a market ethos. The civil servants\u27 space to speak out faces new challenges as administrative policy takes on new forms and the human-centred approach is challenged.I en parlamentarisk demokrati ingår att tjänstemännen har begräsningar på hur de kan framföra åsikter och värderingar. Folkvalda politiker bär ansvar för att staka fram den rådande linjen för den verkställande makten. För att individen ska kunna känna tillit till det offentliga krävs dock ett samspel mellan politiker och tjänstemän. Ett fungerande samspel mellan tjänstemän och politiker är en förutsättning för att det offentliga ska ha möjlighet att leverera på ett legitimt och effektivt sätt. Texten tar avstamp i en artikel skriven av Dag Hammarskjöld år 1951 som går in på tjänstemännens utrymme att uttrycka värderingar och säga ifrån. Under de påföljande 70 åren har skyddet för grundrättigheter kodifierats och förvaltningen har genomsyrats av ett marknadsetos. Tjänstemännens utrymme att säga ifrån möter nya utmaningar då förvaltningspolitiken tar nya former och då det människocentrerade synsättet utmanas
En a/r/tografs tilblivelse: En re-konseptualisering av egen profesjonsforståelse
Full text linkThrough an a/r/tographic approach, I have explored what happens when sensory and exploratory processes with clay are opened up in early childhood teacher education, and what implications this has for me as an a/r/tographer. The article is grounded in three clay events together with the a/r/tographer’s experiences, both as a professional practitioner and as a human being. With clay as the focal point, I have navigated a landscape of various perspectives related to pedagogical and creative processes: Embodied phenomenology (Merleau-Ponty, 1995), agential realism (Barad, 2007), and process philosophy (Deleuze & Guattari, 2005). Although these perspectives are positioned differently in terms of scientific theory and philosophy, they all offer important insights into understanding what has taken place.
Photo: Jørgen MoeGjennom en a/r/tografisk tilnærming har jeg undersøkt hva som skjer når det åpnes opp for sanselige og utforskende prosesser med leire i barnehagelærerutdanningen, og hvilke implikasjoner det får for meg som a/r/tograf. Artikkelens utgangspunkt er tre leirehendelser sammen med a/r/tografens erfaring, både som profesjonsutøver og som menneske. Med leire som omdreiningspunkt har jeg beveget meg i et landskap av ulike perspektiver knyttet til pedagogiske og skapende prosesser: Kroppsfenomenologi (Merleau-Ponty, 1995), agentisk realisme (Barad, 2007) og prosessfilosofi (Deleuze & Guattari, 2005). Selv om disse posisjonerer seg ulikt vitenskapsteoretisk og filosofisk, gir de alle viktige innganger til å forstå hva som har skjedd.
Foto: Jørgen Mo