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  • 1.
    Bjursell, Cecilia
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Generation, relationer mellan generationer, generationspolicy: Ett mångspråkigt kompendium2017Inngår i: Generationen, Generationenbeziehungen, Generationenpolitik: Ein mehrsprachiges Kompendium / [ed] Kurt Lüscher, Andreas Hoff, Gil Viry & Eric Widmer, Mariano Sánchez, Giovanni Lamura & Marta Renzi, Andrzej Klimczuk, Paulo de Salles Oliveira, Ágnes Neményi, Enikő Veress, Cecilia Bjursell & Ann-Kristin Boström, Gražina Rapolienė & Sarmitė Mikulionienė, Sema Oğlak & Ayşe Canatan, Universität Konstanz , 2017, s. 215-236Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 2.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Adult learning in a European context2012Inngår i: Journal of Contemporary Educational Studies, ISSN 0038-0474, nr 5, s. 154-163Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The European Commission predicted that the ratio of people aged 65 and more as a percentage of the population aged 15-64 is expected to increase from 25% in 2007 to 54% in 2060. This change in demographics will have an impact on adult education and training because adult education will to a great extent be expected to include older people in the future. How will adult learning and training adapt to this new trend? Will the learning and training for older people be institutionalized, or will it be positioned in the informal sector? Or could this be organized from the top or by political decisions considering the importance of the motivation, psychological, and health status of the participants as well as the understanding of the degree of flexibility and understanding from the trainers and educators? The intergenerational gap that will exist between older participants and younger professionals might be overcome but should be taken into account.

  • 3.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Can the creativity and actions taken in knitting circles and knitting cafés give the participants a voice in their community and strengthen the identity of individuals?2017Konferansepaper (Fagfellevurdert)
  • 4.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Community Well-being through Intergenerational Co-operation2012Konferansepaper (Fagfellevurdert)
  • 5.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    EDITORIAL COMMENTS2005Inngår i: Journal of Intergenerational Relationships, ISSN 1535-0770, E-ISSN 1535-0932, Vol. 3, nr 3, s. 1-3Artikkel i tidsskrift (Annet vitenskapelig)
  • 6.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Generational differences at the workplace2018Inngår i: Human resource management: A Nordic perspective / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, London, UK: Routledge, 2018, s. 128-139Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Many workplaces have a somewhat odd fixation on age and the segregation of different generations that occurs ('age segregation'), which often leads to the underutilisation of competence within organisations. The chapter reviews some common misunderstandings between different generations that impel cooperation. The review helps HR specialists to understand the importance of the dimension of age and may provide these specialists the necessary tools to overcome any obstacles or problems which may arise in connection with age differences. Again, this is done so that every person’s competence, irrespective of their age, can be used within the organisation.

  • 7.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Generationsgnissel på arbetsplatsen2017Inngår i: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, Lund: Studentlitteratur AB, 2017, s. 163-221Kapittel i bok, del av antologi (Fagfellevurdert)
  • 8.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Generationsmöten som en väg till att stimulera det livslånga lärandet2013Konferansepaper (Annet vitenskapelig)
  • 9.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Increasing Social Capital in the Classroom: A Challenge for Intergenerational Learning2002Inngår i: Education and Society, ISSN 0726-2655, Vol. 20, nr 3, s. 91-101Artikkel i tidsskrift (Fagfellevurdert)
  • 10.
    Boström, Ann-Kristin
    Stockholm University.
    Increasing social capital in the classroom: A challenge for intergenerational learning in the 21st century2003Inngår i: Education and Society, ISSN 0726-2655, Vol. 20, nr 3, s. 91-101Artikkel i tidsskrift (Fagfellevurdert)
  • 11.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Informal learning in a formal context: Problematizing the concept of social capital in a contemporary Swedish context2002Inngår i: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 21, nr 6, s. 510-524Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Definitions of social capital, advanced by Coleman and Fukuyama, and definitions of lifelong learning and intergenerational learning are discussed and compared, and a synthetic model is presented. This model relies heavily on the practical implementation of strategies for augmenting social capital, such as those applied within the granddad project, an intergenerational learning initiative conducted in schools in the Stockholm County area. It is concluded that intergenerational learning in this theoretical framework provides a foundation for lifelong learning practice in a social capital perspective, even though the definition of social capital used is broad and bears strong resemblance to the Japanese concept of kokoru, advanced by Okamoto (1992).

  • 12.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Intergenerational Initiatives in Sweden2004Inngår i: Intergenerational relationships: conversations on practice and research across cultures / [ed] Elizabeth Larkin, Dov Friedlander, Sally Newman, Richard Goff, New York: The Haworth Press , 2004Konferansepaper (Fagfellevurdert)
  • 13.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Intergenerational Learning and Social Capital2014Inngår i: Learning Across Generations in Europe: Contemporary Issues in Older Adult Education / [ed] B. Schmidt-Hertha, M. Formosa, & S. Jelenc Krasovec, Rotterdam: Sense Publishers, 2014, s. 191-201Kapittel i bok, del av antologi (Fagfellevurdert)
  • 14.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Intergenerational Learning in Early Life2013Annet (Fagfellevurdert)
  • 15.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Intergenerational Learning in Early Years Education2013Konferansepaper (Annet vitenskapelig)
  • 16. Boström, Ann-Kristin
    Intergenerational learning in Stockholm county in Sweden: A practical example of elderly men working in compulsory schools as a benefit for children2003Inngår i: Journal of Intergenerational Relationships, ISSN 1535-0770, E-ISSN 1535-0932, Vol. 1, nr 4, s. 7-24Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article investigates a practical implementation of strategies for augmenting social capital, as they are being used within the Granddad Project, an intergenerational learning initiative conducted in schools in the Stockholm county area. Indicators for measuring social capital were constructed on the basis of questionnaire data. Responses from a total of 580 pupils, 19 granddads and 27 teachers in 17 schools were collected. Additionally, for the granddads, a qualitative analysis was also carried out using a set of narrative data, reflecting their perceptions and experiences of their work in the schools. The results indicate that the granddads' work itself is forming part of the social capital between individual granddads and the pupils. The pupil responses indicate that boys and girls feel secure in school and that the granddad supports and assists everyone. The responses from the granddads demonstrate that they find their work demanding, but nonetheless rewarding because of the social network it has established for them with the staff and the positive response from the pupils. These results support the assumption that interaction that occurs in the classrooms in schools where there is granddad intervention provides opportunities for increased social capital to be generated on the part of both the younger and the older generation.

  • 17.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Intergenerational solidarity - and the need for lifelong and lifewide education to enhance community wellbeing2012Inngår i: The third conference of the ESREA network on education and learning of older adults: Intergenerational solidarity and older adults' education in community. 19-21 September, 2012: Conference papers / [ed] Sabina Jelenc Krašovec and Marko Radovan, Ljubljana: Znanstvena založba Filozofske fakultete Univerze v Ljubljani , 2012, s. 47-55Konferansepaper (Fagfellevurdert)
  • 18.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Interview: How Swedish Granddads Won School Children’s Hearts2012Annet (Annet (populærvitenskap, debatt, mm))
  • 19.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Introduction2013Annet (Annet vitenskapelig)
  • 20.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Klassmorfar - vem är han och vad gör han?2002Inngår i: Att Undervisa, ISSN 0345-0384, Vol. 3, s. 12-14Artikkel i tidsskrift (Annet vitenskapelig)
  • 21.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Knowledge or attitudes and values: The Swedish School system and intergenerational learning2017Konferansepaper (Annet vitenskapelig)
  • 22.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Lifelong learning and community well-being: the case of the Granddad project in Sweden2010Inngår i: Linking Generations: Family, Work, Community Intergenerational Solidarity for A Sustainable Society: Panel C9: Enhancing Community Well-being through Intergenarational Learning, 2010Konferansepaper (Fagfellevurdert)
  • 23.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Lifelong Learning in Intergenerational Settings: The Development of the Swedish Granddad from Project to National Association2011Inngår i: Journal of Intergenerational Relationships, ISSN 1535-0770, E-ISSN 1535-0932, Vol. 9, nr 3, s. 293-306Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper will develop the subject intergenerational learning as a form of lifelong learning. The project in focus was originally called “More men into the schools,” a support program for children attending compulsory school. It was initiated as a pilot project in the autumn of 1996 as the result of the interest shown by a male senior citizen in assisting a handicrafts teacher in school on a voluntary basis. The project, as it has been initiated in Sweden, is based on the understanding that those senior citizens who wish to do so ought to be given the opportunity to work in schools in order to improve the quality of their lives through this engagement and the network in which they thereby participate.

    Increased social capital, which has been defined by Coleman (1988,1990), has been found in the schools that have employed a granddad. The results show that the work of the class granddad, both together with the teacher and outside during the breaks, also influences in a positive way the social capital between the pupils and the teacher. The work of the teacher is greatly influenced by the relationships between the pupils in the group. The recent situation is that one national organization and 10 regional associations support about 1,000 men working all over Sweden. The development and implementation of this model from 1996 to 2011 will be described.

  • 24.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Lifelong learning in policy and practice: The case of Sweden2017Konferansepaper (Annet vitenskapelig)
  • 25.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Lifelong learning in policy and practice: The case of Sweden2017Inngår i: Australian Journal of Adult Learning, ISSN 1443-1394, Vol. 57, nr 3, s. 334-358Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper describes the changes in lifelong learning policy that have taken place since the 1990s in Sweden. Policy documents regarding lifelong learning in Sweden have appeared since 1994. The first of these documents contains general recommendations with regard to lifelong learning, in both a lifelong and a lifewide perspective, concerning pre-school and compulsory school together with adult education and training. Much support for early stages in life can have a tendency to put adult education and learning in second place instead of the whole functioning well together. Regarding lifelong learning in practice, this paper will focus on popular education and study circles. The recently developed knitting cafés will also be accounted for. The paper also asks the question ‘Who is getting education and learning in later life?’ ‘What are the criteria that will give individuals access to these possibilities’ and ‘What results can be expected?’ The theoretical perspective taken in this paper is that social capital is a part of wellbeing, and the paper examines the extent to which this is connected to the social context.

  • 26.
    Boström, Ann-Kristin
    Institute of International Education, Stockholm University.
    Lifelong learning, intergenerational learning, and social capital: from theory to practice2003Doktoravhandling, monografi (Annet vitenskapelig)
  • 27.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Measuring social capital, intergenerational meetings in compulsory schools in Sweden2005Inngår i: Proceedings of the International Conference on Education 2005 / [ed] Francis E H Tay; Seng Chuan Tay; Han-Ming Shen, Singapore: National University of Singapore , 2005Konferansepaper (Fagfellevurdert)
  • 28.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    New curriculum in the Swedish School. How is it interpreted and implemented?2000Inngår i: Lokalt förändringsarbete och medborgarinflytande: Community Empowerment and Citizen Influence, Stockholm: Södertörn FoU , 2000Kapittel i bok, del av antologi (Fagfellevurdert)
  • 29.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Position paper for GoAct2013Annet (Fagfellevurdert)
  • 30.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Quality of life and well-being – a historical perspective of the theoretical concepts and the experiences from the first welfare generation in Sweden2018Konferansepaper (Fagfellevurdert)
  • 31.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Reflections on Intergenerational Policy in Europe: The Past Twenty Years and Looking into the Future2014Inngår i: Journal of Intergenerational Relationships, ISSN 1535-0770, E-ISSN 1535-0932, Vol. 12, nr 4, s. 357-367Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article will start from a United Nations Educational, Scientific and Cultural Organization (UNESCO)-sponsored meeting on intergenerational programs in Dortmund, Germany, in 1999, as this was an awareness-raising moment for intergenerational programs in Europe. The connection between lifelong learning and intergenerational learning as one reason for the increased interest for intergenerational programs in the creation of European policy are discussed and connected to demography, health, aging, and well-being in policy. Therefore recent actions and reports from a European perspective are analyzed in order to reflect over the social and cultural factors that can have an impact and influence the intergenerational field in Europe in the future.

  • 32.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Relationships are the common denominator2012Inngår i: Journal of Intergenerational Relationships, ISSN 1535-0770, E-ISSN 1535-0932, Vol. 10, nr 1, s. 1-4Artikkel i tidsskrift (Fagfellevurdert)
  • 33. Boström, Ann-Kristin
    [Review of] Childhood and Old Age: Equals or Opposites?: Edited by Jørgen Povlsen, Signe Mellemgaard and Ning de Conick-Smith. Odense: Odense University Press, 1999.2005Inngår i: Journal of Intergenerational Relationships, ISSN 1535-0770, E-ISSN 1535-0932, Vol. 3, nr 4, s. 115-117Artikkel, omtale (Annet vitenskapelig)
  • 34.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Should lifelong learning be more subidized by the state?2012Konferansepaper (Fagfellevurdert)
  • 35.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Social capital in intergenerational meetings in compulsory schools in Sweden2012Inngår i: Intergenerational Interchange which spins diversified society, Sangaku Publishing Company , 2012Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 36.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Social capital in intergenerational meetings in compulsory schools in Sweden.2009Inngår i: Journal of Intergenerational Relationships, ISSN 1535-0770, E-ISSN 1535-0932, ISSN 1535-0770, Vol. 7, nr 4, s. 425-441Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Intergenerational learning as an entity of lifelong learning and the creation of social capital in meetings between older men (class granddads) and the pupils within compulsory schools in Sweden is the focus of this paper. In a study of the class granddads project on behalf of the Association of Class Granddads and the Swedish National Agency for Education, 19 different schools in Greater Stockholm were studied. These men, who come to the school for the sake of the children, are to be considered as a human resource that is at the disposal of the school, the classes, and the teachers concerned. Questions were constructed to measure parts of social capital. One of these factors is security, which has been described as being where one feels secure in school, but also involves being provided with assistance by other persons in the organization. Norms and structures indicate whether there is peace and quiet in the classroom. Cooperation and solidarity and good communication between the various parties in the organization are also part of the social capital in a group or an organization. A total of 788 pupils have provided responses to the same questions. It is possible to construct indicators for social capital in the relationships between people in a school. The results show that the work of the class granddad, both together with the teacher and outside during the breaks, also influences, in a positive way, the social capital between the pupils and the teacher. the work of the teacher is very greatly influenced by the relationships between the pupils in the group. 

  • 37.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Student assessment: The case of Sweden2013Konferansepaper (Fagfellevurdert)
  • 38.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Sweden2000Rapport (Annet vitenskapelig)
  • 39.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    The Granddad program, an example of intergenerational learning in education and training settings2012Konferansepaper (Fagfellevurdert)
  • 40.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    The granddad project in compulsory schools in Stockholm, Sweden2004Inngår i: Intergenerational interchange to build the community: Lesprit Daujourdui (2004/7) / [ed] Atsuko Kusano, Tokyo: Shibundo co., Ltd Publisher , 2004Kapittel i bok, del av antologi (Fagfellevurdert)
  • 41.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    The Life of an EU-Lifelong Learning Project and then what?2012Konferansepaper (Fagfellevurdert)
  • 42.
    Boström, Ann-Kristin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Transfer of knowledge of intergenerational learning between five European countries2014Inngår i: Innovations In Older Adult Learning: Theory, Research Policy, 2014Konferansepaper (Fagfellevurdert)
  • 43.
    Boström, Ann-Kristin
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Ahl, Helene
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Bergmo Prvulovic, Ingela
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Chaib, Christina
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Chaib, Mohamed
    Petersson, Rune
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Universities’ regional engagement in regional settings in Sweden2009Konferansepaper (Fagfellevurdert)
  • 44.
    Boström, Ann-Kristin
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Bjursell, Cecilia
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Boberg, Karolina
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Learning through intergenerational meetings: When, where and why?2013Inngår i: Changing configurations of adult education in transitional times: The 7th European Research Conference, European Society for Research on the Education of Adults, 2013Konferansepaper (Fagfellevurdert)
  • 45. Boström, Ann-Kristin
    et al.
    Boudard, Emmanuel
    Siminou, Petroula
    Lifelong learning in Sweden: The extent to which vocational education and training policy is nurturing lifelong learning in Sweden2000Rapport (Fagfellevurdert)
  • 46.
    Boström, Ann-Kristin
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Boudard, Emmanuel
    Siminou, Petroula
    Lifelong Learning in Sweden: The extent to which vocational education and training policy is nurturing lifelong learning in Sweden2001Rapport (Annet vitenskapelig)
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    Boström, Ann-Kristin
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Chaib, Mohamed
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Ahl, Helene
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Chaib, Christina
    Bergmo Prvulovic, Ingela
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Petersson, Rune
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Universities Regional Engagement in Regional settings in Sweden: and the case of the National Centre of Lifelong Learning (Encell), Jönköping University2010Inngår i: Council of Europe Standing Conference of Ministers of Education: "Education for Sustainable Democratic Societies: The Role of Teachers". 23rd session in Ljubliana, Slovenia, 4-5 June 2010.Introduction to sub-theme C Partnerships and networking in Education: Illustrative case from Sweden, 2010Konferansepaper (Fagfellevurdert)
  • 48.
    Boström, Ann-Kristin
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Lee, Seung Jong
    Seoul, Republic of Korea.
    Kee, Youngwha
    Soongsil University, Seoul, Korea, Republic of (South Korea) .
    Community Well-Being through Intergenerational Co-Operation2015Inngår i: Learning and Community Approaches for Promoting Well-Being / [ed] Y. Kee., Y. Kim. & R. Phillips, Berlin: Springer, 2015, s. 57-68Kapittel i bok, del av antologi (Fagfellevurdert)
  • 49.
    Boström, Ann-Kristin
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Lidholt, Birgitta
    Lärares arbete - pedagogikforskare reflekterar utifrån olika perspektiv: En antologi från en konferens anordnad av Myndigheten för Skolutveckling2006Bok (Annet vitenskapelig)
  • 50.
    Boström, Ann-Kristin
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Tuijnman, Albert
    Changing Notions of Lifelong Education and Lifelong Learning2002Inngår i: International Review of Education, ISSN 0020-8566, E-ISSN 1573-0638, Vol. 48, nr 1/2, s. 93-110Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Drawing on material from IRE as well as other sources, this article describes how the the notion of lifelong education came into prominicence in the educational world in the late 1960s, how it related to the concepts of formal, non-formal and informal education, and how it contrasted with the idea of recurrent education, as promoted by the OECD. The author goes on to discuss the emergence of the broader and more holistic concept of lifelong learning and the various ways in which it is understood. The article shows how IRE and its host institute have played an important part in the debate on these issues.

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