Equal Opportunities Work - Theories about Practice

substantially different argument in terms of comprehensive schooling than in
other areas of society.
It should be clear from the above both that the Swedish authorities' view of
equal opportunities in public education is based on the assumption that there
are fundamental differences between the sexes, and also that this view is at
least somewhat differently motivated than the general justification for an equal
opportunities policy. In the general policy, the focus is more at the structural
level. But when it comes to equal opportunities at school, the focus is
completely individual.
In the discussion pursued by the Swedish authorities of equal opportunities
at universities and institutes of higher education, a third justification for an
equal opportunities policy arises. There, it is seen not only as a democratic
right, and thus a matter of justice, but also as a matter of quality. Briefly:
having an equal opportunities policy is a means of improving quality.a
What this means, concretely, in the sphere of higher education, is that
working for equal opportunities is said to improve the quality of scientific,
scholarly and educational performance.5 Efforts being made in terms of equal
opportunities are also to be included when the Swedish National Agency for
Higher Education makes quality assessments. This makes equal opportunities
work justifiable not only from the point of view of justice, but also of costbenefit.6
How, then, should equal opportunities work be justified within any
organization? As we have seen, the two main arguments of the Swedish
authorities are the justice argument and the quality argument. What differences
result when each of these arguments is implemented? What do discussions
about equal opportunities policies actually mean in relation to quality? Isn't the
justice argument sufficient in itself?
4 Equal opportunities work as a quality issue is one of the main themes of the final report from the
"JAST"
group (the Working Group on Equal Opportunities in Higher Education and Research. See Official
communication from government ministries 1997:56 Jiimstiilldhet ft)r kunskap, insikt och kvalitet ("Equal
opportunities for knowledge, insights and quality". Further, see Official communication from government
ministries 1994:l3O Kaftlciggning och utviirdering av jiimstiilldhetsprojekt inom universitet och hdgskolor
("Surveying and Assessing the Quality of Equal Opportunities Projects at Universities and Other Institutes of
Higher Education", pp. l -15).
5 Offi.iul communication from government ministrie s 1997.56 Jrimsttiltdhet fbr kunskap, insikt och kvalitet,
("Equal Opportunities for Knowledge, Insights and Quality". p.100).
6 One additional way ofjustifying work for equal opportunities from a cost-benefit point of view is to clarify
that equal opportunities work is profitbearing. See report from Nutek (the Swedish National Board for Industrial
and Technical Development) 1999: 19 Jcimstrilldhet & linsamhet (Equal Opportunities and Profitability'). This
particular argument for equal opportunities work falls beyond the scope ofthis article.