Obligatorisk redovisning av sjukfrånvaro. Är informationen jämförbar?

Bakgrund och problem: Under de senaste åren har sjukfrånvaro och kostnaderna för denna ökat kraftigt i Sverige. För företag, kommuner, myndigheter och andra arbetsgivare innebär sjukfrånvaro hos anställda betydande kostnader för sjuklön, vikarier, produktionsbortfall och utbildningsinsatser. Som en följd av detta stiftades lagkrav gällande obligatorisk redovisning av sjukfrånvaro, lagkravet gäller från och med 1 juli 2003. Jämförbarhet är ett av kraven som ställs på årsredovisningen för att användare skall kunna bilda sig en uppfattning om företagets resultat och ställning. Enligt det nya lagkravet skall redovisning av sjukfrånvaro för samtliga arbetsgivare, såväl privata som offentliga, vara enhetlig för att dessa skall vara jämförbara. Syfte: Syftet med uppsatsen är att utreda huruvida det går att jämföra kommuners och företags upplysningar kring sjukfrånvaro sinsemellan och gentemot varandra. Avgränsning: Uppsatsen avgränsas till att behandla jämförbarhet gällande den obligatoriska redovisningen av sjukfrånvaro. Uppsatsen avgränsas till arbetsgivare i form av företag och kommuner. De utvalda företagen och kommunerna är belägna i Västra Götalands län och dess närområde, företagen är uteslutande börsnoterade. Metod: Författarna har genomfört en fallstudie där fem företag och fem kommuner har undersökts. Personliga intervjuer har gjorts med respondenterna utifrån en i förväg fastställd intervjumall. Resultat och slutsatser: I studien har författarna identifierat sex beräkningsgrunder som kan utgöra felkällor vid jämförelse av sjukfrånvaro. Författarna kan urskilja två tydliga grupperingar inom undersökningsenheterna, företag respektive kommuner. Inom respektive grupp är jämförelser möjliga men ej mellan de två grupperna då verksamhetsstruktur, personalstruktur och beräkningsgrunder skiljer sig åt. Förslag till fortsatt forskning: Vid tidpunkten för denna studie var kravet gällande obligatorisk redovisning av sjukfrånvaro nytt och brist på normer och praxis kring lagkravet rådde. Författarna ser det som intressant med en uppföljande studie kring jämförbarhet av sjukfrånvaro efter att normer och praxis har utvecklats

"Man vill ju ha med sig alla eleverna i undervisningen" [Elektronisk resurs] : Didaktiska val och genusmönster i skolämnet idrott och hälsa

This dissertation concerns teachers’ didactic choices and gender patterns in the Swedish school subject of Physical Education and Health (PEH). The study can be described as institutionally ethnographic, rooted in a social constructionist perspective. The purpose of the study is twofold: First, it examines how PEH teachers describe their teaching practices and instruction based on their didactic choices, and the consequences that these choices have interms of how opportunities for participation is shared among the students. To analyse these findings, the study uses Bernstein’s conceptual framework in combination with elements of systemic functional linguistics. Second, it investigates teachers’ didactic choices in relation to conceptions of gender and how questions relating to gender become relevant in and through their teaching practice and instruction. To interpret what makes it possible for gender patterns to be created and upheld, or questioned and challenged, concepts taken from gender theorising are used.Data was collected from semi-structured interviews with 14 PEH teachers from14 secondary schools in Southern Sweden. The interviews were based on observations of the teachers’ teaching practices with a specific focus on their instruction. The results show that teachers’ didactic choices are complex and are in many ways dependent on various factors. The teachers make adaptations and modify their instruction based on unexamined preconceptions, which can be understood based on the cultural and historical context in which PEH have developed. The strong traditions that inform teaching entail unequal sharing ofopportunities for participation among the students, which contributes to girlsand boys being reproduced as separate gender categories. At the same time, theteachers have a problematising aim, which creates opportunities for inclusiveand equitable instruction that challenges gender patterns.A precondition of the challenging of gender patterns  in PEH appeared to exist when the organisation of instructional activities cannot be clearly linked to a certain - gender-coded - sport or activity. Gender patterns can be challenged if the teachers organise their instruction so as not to be based on unexamined preconceptions about a particular group of students. At the same time, it is also essential that there are clear rules when instruction is delivered and that teachers clearly communicate what is expected of the students in the actual teaching situation.This study shows that instructional practices create the conditions for change in gender patterns in Physical Education and Health, while at the same time, change places high demands on teachers’ didactic choices and how they are conveyed through instruction</p

Skolvardagens komplexitet : En studie av värdegrundsarbetet i skolans praktik

Denna skrift bygger på en forskningsrapport från en studie som genomfördes under våren 2010 på uppdrag av Skolverket. Den utgör en del i ett stör‐re projekt för att stärka skolors arbete med värdegrunden. Studien fokuse‐rar de processer som ligger till grund för hur skolledning, lärare, föräldrar och elever bildar mening i de värden som utgör skolans värdegrund och hur arbetet med den gestaltar sig i några skolors verksamhet. I dessa processer tas grundläggande värderingar inte för givna utan blir föremål för förhand‐ling och omförhandling i relation till den dagliga verksamheten. En sådan förståelse av värdegrundsarbetet kan peka på möjligheter, men också visa på hotbilder i skapandet av en lärmiljö som motverkar kränkningar och marginalisering.Skolverkets värdegrundsprojek

Negotiating values in schools : an infinite complexity

Education always has been a main tool for adjusting citizens’ ways of thinking about the world. Although the importance of transmitting crucial values are not new its importance was emphasized in the Swedish curricula of 1994 in conjunction with the ideological collapse of communism in Eastern Europe that before the fall of the Berlin wall had served as an antitype for defining democracy. One of the aims in education has for the last decade been to foster homogeneity in a fragmented postmodern society. This has created an ethical moral order in schools around prevailing values. Our presentation is built on a project financed by the National Agency of Education during 2010 with the aim to scrutinize and problematize the work in schools with civil rights and values as equableness, democracy, participation and solidarity. The first part of the study consists in an analysis of official texts where fundamental values are given senses and meanings. In the selection of texts the aim was to find those documents central to how questions of values constitutes as well as are constituted by prevailing societal conditions and it’s social and discoursive context. The texts were supposed to provide information about the expected acts based on prescribed values. To understand senses and meanings in these texts it is important according to the Wittgenstein theory to be able to think beyond the limits of a phenomenon and in registering what is inside also reveal how the phenomenon is signified by exclusion of what cannot be comprised. In the analysis we have used the term cluster and scrutinized how they were constructed by connecting different signs to a nodal point. Thereby it emerged how significance was made in relation to signs of meaning as Democracy and influence, School as a social venue, Understanding the Other, Moral guidance and “Bildung” and teaching. Method The aim of the second part of the study was to analyze how these values were transmitted in schooling. Special interest was on how pupils’ behaviors were valued according to how norms were constructed, how veiled or visible strategies of rewarding were used and how routines and repeated acts expressed obvious, but still invisible interpretations of ethical standpoints. In the second part 7 school areas from preschool to grammar schools were visited during a week while pupils, teachers, welfare teams and parents were interviewed. Furthermore observations were made in classroom situations as well as in informal settings. Interviews and observations were documented by recordings and field notes and then turned into texts. Texts are according to Ricoeur a semiotic dimension recalling the process of references that has been interrupted from the act of discourses. In this respect to analyze means to unveil a structure of internal reliance that constitutes the static condition of a text. The screening during data collection was made by using important signs that emerged from the text analysis as participation, safety, equity, democratic conductivity. Expected Outcomes The second part of the study showed the importance of negotiating values continuously in order to avert oppression. Attitudes in the marginal of the tolerable emerged as threats against what is constructed in society as a canon of fundamental values. Especially teenagers were seen as provoking with attitudes of homophobia and xenophobia. It was a challenge for the adults in schools to keep the openness that contribute to the definition of democracy and simultaneously defend what is socially constructed as good. Among younger children this was unproblematic and education mostly focused on reliance in taken for granted principles. Social injustice and inequality in society turned out to have greater impact among older students. Here social class and the amount of cultural capital mattered most in grammar schools where students were divided into theoretical or vocational educational programs. The fostering of citizens proved to be a struggle towards harmony where antagonism was seen as destabilizing the canon of “taken for granted values” in human rights. Pupils were tutored into the right way of thinking by means of different governmentality strategies based on pastoral power.</p