● Christian Christrup Kjeldsen

Christian Christrup Kjeldsen

Main information

Danish

Affiliation

Aarhus University

Levels of education

  • ECEC
  • School education
  • VET
  • Higher Education
  • Non-formal and informal learning

Geographical scope of expertise

Policy themes

  • Access to high quality education for all
  • Funding and governance of education and training
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training, ensuring inclusion and non-discrimination
  • Disability/special needs, inclusive education
  • Education and migration
  • Early school leaving, participation in education and training
  • Parental and stakeholders’ engagement, whole-school approach
  • Monitoring for equity and quality in education and training
  • Education and training of professional workforce
  • Active citizenship and identity in education
  • Transitions, mobility and cross-border cooperation
  • Innovation and equity in education

Selected publications

  • Jensen, N. R., Kjeldsen, C. C., Skovlund, H. (2019). ‘Benefits and disadvantages using creativity to empower vulnerable students within competitive neoliberal society’, International Journal of Social Pedagogy.
  • Reimer, D., Jensen, S. S., & Kjeldsen, C. C. (2018). ‘Social inequality in student performance in the Nordic countries: a comparison of methodological approaches’, in A. Wester (red.), Northern Ligths on TIMSS and PISA 2018 (s. 31-59). Copenhagen: Nordic Council of Ministers. TemaNord, Nr. 524, Bind. 2018.
  • Kjeldsen, C. C. (2018). ‘Education for all? providing capabilities for young people with special needs’, in Otto, M. Walker, & H. Ziegler (red.), Capability-promoting policies: enhancing individual and social development (s. 259-278). Bristol: Policy Press.
  • Kjeldsen, C. C., & Jensen, H. I. (2017). ‘Production schools and enterprises: partnerships combating poverty among young disadvantaged learners’, in J. Schroeder, L. H. Seukwa, & U. Voigtsberger (red.), Soziale Bildungsarbeit: europäische Debatten und Projekte (s. 223-237). Wiesbaden: Springer. Soziale Arbeit als Wohlfahrtsproduktion , Bind. 14.
  • Kjeldsen, C. C. (2017). Capability Approach as a possible Normative Framework for the newly founded Educational Support Worker (ESW) in Vietnam: Working Paper.
  • Allerup, P. N., & Kjeldsen, C. C. (2017). ‘Standard setting in Denmark: challenges through computer-based adaptive testing’, in S. Blömeke , & J-E. Gustafsson (red.), Standard setting in education: the Nordic countries in an international perspective (s. 101-121). Cham: Springer. (Methodology of educational measurement and assessment).
  • Kjeldsen, C. C. (2017). ‘Towards a subjective capability quality of life scale (SCQL) in Europe’., in H-U. Otto, V. Egdell, J-M. Bonvin, & R. Atzmüller (red.), Empowering young people in disempowering times: fighting inequality through capability oriented policy (s. 72-97). Cheltenham: Edward Elgar Publishing.
  • Jensen, N. R., & Kjeldsen, C. C. (2016). ‘Capability-appropriate or capability-friendly policies: does it really matter? a perspective on the basic vocational education and training (EGU) in Denmark’, Sociologia del Lavoro, (141), 55-71.
  • Jensen, N. R., Frørup, A. K., & Kjeldsen, C. C. (2015). ‘Young People’s Voices in Context of Policy Development: Everyday Life for Disadvantaged Youth in Deprived City Districts in Denmark’, in SocIEtY: social innovation – empowering the young for the common good (Bind EC Collected Vollume). Bielefeld: society-youth.eu.
  • Raeside, R., Egdell, V., Graham, H., Berthet, T., Goffette, C., Simon, V. et al. (2015). ‘Understanding agents’ views of youth unemployment and young people’s integration into society’, in Participatory research: deliverable 5.4: report on the quantitative case studies (Work package 5) (s. 4-51). Bielefeld: society-youth.eu.