Validering som styrningsteknik i svensk vuxenutbildningspolicy

Abstract

This article focuses on the recognition of prior learning and the figure of thought it represents in Swedish policy on adult education. It can be seen as a technique for governing the ad ult learner and a way of fabricating the subject. We are tracing this thought back in time to see how it has changed and what it consists of. The material analysed consists of Swedish official documents published between 1948 and 2004. We draw on two concepts from the Foucauldian toolbox: genealogy and govern mentality. The result shows that this technique for governing and fabricati ng the adult subject is not new. It has been present during all periods analysed. But there is a difference in how the ideas of competence and knowledge are stressed. Today, the focus is on the subject’s specific experience, which means competence. You are constructed as an adult with experiences that ar e to be evaluated. During the 1960s and 1970s the focus was rather on general experience. Ther e was also a discussion present concerned with the subject’s ability to study. During the 1950s this figure of thought that focused on ability was dominating. Those with talent/ability to study were to be accepted for adult education.