Improving the transition process to independent living for adolescents with profound intellectual disabilities. Experiences of parents and employees by Eirik Roos, Erik Søndenaa

“…Employees experienced that PID adolescents developed skills, mastery and degrees of independence after completing a residency at the Folk High School. Conclusions To improve the transition process from family home to independent living for young adults with PID, the informants highlighted some factors to reduce the burden of care on families: 1) Systematic follow-up program for families to observe their needs at an early stage; 2) More available group houses; 3) Information about the housing priorities of the services and; 4) Educational preparation programs for families.…”
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Redaktörerna har ordet by Lena Sohl, Magnus Wennerhag

“…Henrik Fürst analyserar i artikeln ”Arrival to a fictional total institution. The Swedish folk high school as a liminal space in literature” hur påbörjandet av konstkurser på folkhögskolor skildras i samtida svensk skönlitteratur. …”
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The State and the Rise of a Continuous Popular Educational Sphere in Sweden c. 1870s–1910s by Anne Berg

“…In fact, this study shows how the growth of the sphere and state grants to institutions such as folk high schools and lecture-societies went hand in hand. …”
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W odpowiedzi na artykuł recenzyjny Małgorzaty Rospary i Agnieszki Stańskiej na temat książki “Gospodarka Południowego Podlasia w latach 1918-1939” by Arkadiusz Zawadzki

“…It contains a response to the remarks concerning the book layout: too excessive annexes, shortages in the bibliography as well as the omission or too general a summary of a number of issues such as the role of the Janów Podlaski stud or folk high schools. The explanation of the latter shortcoming is the concise nature of the publication, which made it impossible to discuss selected issues.…”
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ICT - an ally and an alien The role of ICT in Swedish popular adult education organisations by Gunilla Jedeskog, Inger Landström

“…This article is focused on Swedish folk high schools and study associations as organisational settings (and not explicitly at teaching efforts and educational activities). …”
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Local Experiences and Global Commitments in Citizenship Education and Adult Learning in Communities by Heribert Hinzen, Carina Klement, Jaka Klun, Balázs Németh

“…Even the names and terms used differ: folk high schools, cultural houses, study circles. These have much in common, such as community-based learning opportunities for youth and adults. …”
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Demarcating Popular Education with Government Subsidies: Sweden 1911–1991 by Samuel Edquist

“…A narrower ideal popular education—emphasising non-formality and independence—has been discursively nurtured along with a broader organisational popular education, denoting the de facto institutions that have received government funding, primarily the folk high schools and study associations. It is argued that the organisational popular education is a reality in itself, spanning over border zones between, for example, non-formal and formal education. …”
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Ett nationellt metasystem för utbildning och fostran i Tornedalen by Lars Elenius

“…It was not formally agreed as a deliberate education system, but was more of a tacit understanding of a common nationalistic goal within different educational institutions such as primary schools, the residential industrial schools [arbetsstugor], the folk high-schools and the different forms of explicit military education. …”
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Post-Compulsory Education in Teenagers and Young Adults Treated for Brain Tumors in Childhood: A Swedish Nationwide Registry-Based Study by Malin Lönnerblad, Maria Åberg, Klas Blomgren, Eva Berglund

“…A significantly larger proportion of subjects treated for embryonal tumors and craniopharyngiomas attended folk high schools, a type of post-compulsory school with a more accessible learning environment. …”
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A social pedagogical model for counselling immigrant students in non-formal adult education by Elina Nivala, Juha Hämäläinen, Eine Pakarinen

“…The setting for the project was the field of non-formal adult education, more precisely Finland’s folk high schools and study centres. The starting point for the project was a concern for being able to support a meaningful integration of the immigrant students in the non-formal adult education institutions. …”
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Friluftslivslærarar sin profesjonskunnskap i lys av omgrepa pedagogisk risiko og pedagogisk virtuositet by Inger Margrethe Tronstad, Petter Erik Leirhaug

“…Data from semi-structured in-depth interviews with 18 friluftsliv teachers in upper secondary and folk high schools have been used to shed light on pedagogical risk and virtuosity from a practice perspective. …”
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