This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro-inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden.

This article is based on joint research, between academics from South Africa and Sweden, comparing the influence of South African and Swedish teachers' attitudes towards the practical application of inclusive education (IE) in the classroom. The aim of the study was to identify and investigate problem areas pertaining to teachers' attitudes to IE. Attitudes often relate to interaction with others. This study departs from Festiger's theory of cognitive dissonance, which deals with the influence of people's attitudes and attitude change. In this research teachers from South Africa and Sweden completed the same questionnaire on perceptions pertaining to IE in their school system. A number of attitude-constructs were derived from the data via exploratory factor analysis methodology. Attitude-constructs included policy issues and specialised support; practical implementation of IE; teacher support structures; teachers' receptiveness of IE implementation; feasibility of proposed IE practices; and role of special schools in an IE environment. Negative responses to some of the attitude constructs identified problem areas in Swedish and South African inclusive systems. The comparative nature of the work enabled the researchers to suggest remedial action within each country'ssocio-economic setting, and in this way affect change in teacher attitudes.

omvaxlingsgroda. Andra skal for att odla sad i liten skala ar att kunna anvanda egen sad i hushallet – kanslan och, i basta fall, kvaliteten ar kanske vard mer an de pengar man sparar in– samt att bidra till att bevara vardefulla och gamla sorter i odling. Det finns massor med sorter av sadesslagen i genbanker, men det ar en fordel om de odlas sa att kunskapen om dem bevaras. Det ar ocksa en fordel om lampliga sorter och metoder for smaskalig odling bevaras och utvecklas om vi skulle behova dem igen. Det finns ocksa en tankbar nisch for mindre lantbrukare. Odlingar i storleksordningen kring ett hektar av udda, eller lat oss hellre saga exklusiva, sorter kan, sarskilt med egen foradling, kanske bli ett intressant sortiment att erbjuda kunderna. Borjan till en sadan utveckling kan idag (2004) skonjas. Detta kapitel ska darfor handla om odling av de fyra sadesslagen i liten skala med inriktning pa bevarande av sorter, utsadesodling och smaskalig livsmedelsproduktion. Skalan stracker sig fran enstaka kvadratmeter i gronsakslandet, via sjalvhushallning med handredskap pa nagra hundra kvadratmeter till mindre jordbruk med traktor eller hast. 1 2

omväxlingsgröda. Andra skäl för att odla säd i liten skala är att kunna använda egen säd i hushållet - känslan och, i bästa fall, kvaliteten är kanske värd mer än de pengar man sparar in- samt att bidra till att bevara värdefulla och gamla sorter i odling. Det finns massor med sorter av sädesslagen i genbanker, men det är en fördel om de odlas så att kunskapen om dem bevaras. Det är också en fördel om lämpliga sorter och metoder för småskalig odling bevaras och utvecklas om vi skulle behöva dem igen. Det finns också en tänkbar nisch för mindre lantbrukare. Odlingar i storleksordningen kring ett hektar av udda, eller låt oss hellre säga exklusiva, sorter kan, särskilt med egen förädling, kanske bli ett intressant sortiment att erbjuda kunderna. Början till en sådan utveckling kan idag (2004) skönjas. Detta kapitel ska därför handla om odling av de fyra sädesslagen i liten skala med inriktning på bevarande av sorter, utsädesodling och småskalig livsmedelsproduktion. Skalan sträcker sig från enstaka kvadratmeter i grönsakslandet, via självhushållning med handredskap på några hundra kvadratmeter till mindre jordbruk med traktor eller häst. 1 2

Following the implementation of a compulsory nine-year comprehensive school in Sweden during the 1950s and 1960s, upper secondary education was reformed in the early 1970s. Two-year continuation schools and vocational schools were merged with the traditional gymnasium to form the new comprehensive upper secondary school. Vocational training programmes were re-organised as two-year upper secondary courses which also included some general education. Upper secondary school gradually encompassed ever larger groups of young people. In the 1980s, the educational goal of creating “one upper secondary school for all” was adopted, which aimed at ensuring that all young people moved on to upper secondary school. This continues to be an objective of Swedish educational policy. Almost all educational policy documents regard a completed upper secondary education as an essential requirement for a person to be able to compete in the labour market, and the most recent official report on the current state of upper secondary education in Sweden (Åtta vägar till kunskap, 2002) is no exception. In this respect, Sweden has followed a general trend prevalent throughout the European Union where enrolment in post-compulsory education has become increasingly common (Murray and Steedman, 2001). During the 1990s a new reform of upper secondary education was carried out. In this context, the two-year vocational courses were extended and developed into three-year programmes. Moreover, the standards of the academic subjects were raised. Also in other countries of the European Union, vocational training programmes have been reformed so as to become less oriented towards specific occupations (Lasonen, 1996). The political objective of creating one upper secondary school for all has by no means escaped criticism. Which particular feature is it that makes this educational pathway so indispensable? Is it the actual vocational knowledge acquired or rather the knowledge acquired in the general subjects that is essential? These, according to Hill (1998), are questions that are rarely asked when young people’s education and training is discussed.

Innan den senaste gymnasiereformen beslutades, genomfordes en brett upplagd forsoksverksamhet med treariga yrkesinriktade linjer. Under ett antal ar kom bade ungdomar med en tvaarig och ungdomar med en trearig yrkesinriktad gymnasieutbildning ut pa arbetsmarknaden samtidigt. Denna situation har utnyttjats i foljande studie. Ungdomar i samma arskull utan gymnasieutbildning, med en tvaarig eller med en trearig yrkesinriktad gymnasieutbildning har foljts ut pa arbetsmarknaden fram till 24 ars alder.

Utvardering av grundskolan 1995 : UG 95. Svenska : lasformaga, lasvanor och attityder till lasning hos elever i arskurs 2