Inge Bryderup

ICT-use, educational policy and changes in pedagogical paradigms in compulsory education in Denmark: From a lifelong learning paradigm to a traditional paradigm?

For years, increased use of ICT in education and training has been part of the Danish education policy, and the number of computers in schools and the actual use of ICT have grown. At the same time, school leaders’ and teachers’ pedagogical paradigm in primary and lower secondary schools seems to be changing from a lifelong learning paradigm (focussed on student-centred, active, and autonomous leaning) to a more traditional paradigm (focussed on curriculum-centred teaching and instructions). The aim of this paper is to describe this development in relation to the way ICT is used as well as to changes in educational policy. Beck and Beck-Gerrnsheim (2002) theory about ‘institutionalized individualization’ as characteristic of the reflexive society serves as a theoretical framework for better understanding the observed changes.

The educational principles of social education and special education for children and youngsters in care A Danish study

This article presents results from a Danish quantitative and qualitative study of social education and special education in residential care centres, private residential care centres and day-care centres. Among other aspects this concerned the educational approach of the institutions as well as their organizational affiliation and size, the organization and planning of special educational provisions, descriptions and analyses of the educational processes and the organization of special educational provisions and social intervention. The study furthermore aimed at generating knowledge about the correlation between special education and social education, understandings of the concept of education, the organization and contents of special education and cooperation with external partners. The article offers analyses of two central tendencies: compensatory thinking, meaning an educational approach addressing the ‘problems’ and troubled backgrounds of the children and youngsters in care; and comprehensive thinking, referring to a unification of social education and special educational provisions. In conclusion the author suggests alternative views on and ways of approaching working with children and youngsters in care.

The importance of social relationships for young people from a public care background

The purpose of this article is to show that social relationships and participation in communities are of central importance to promoting positive educational pathways for young people from a public care background. The article will explore what facilitates and hinders young peoples educational pathways. In addition to a general description of facilitators and barriers, this article focuses primarily on the importance of social relationships. This is done with reference to an EU research project called Young people from a public care background: Pathways to education in Europe. This article will show that young peoples age at entry to care, pre-care experiences and in-care experiences influence their educational pathways. The article argues for the importance of professionals to be proactive in helping young people access and engage in social communities.