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1.
ABSTRACT

Low completion rate in upper secondary education is seen as a big problem in the Nordic countries. School failure has shown to dramatically increase the risks for unemployment and labour market exclusion with severe consequences for both society and the young person. This paper analyses national policy measures to combat low upper secondary education completion rates in Norway and Sweden, often regarded as representing a social democratic welfare model and a universalistic transition regime. The analysis demonstrates that although this issue has received extensive political attention, the two countries display somewhat different policy designs. The Norwegian approach is proactive and targeted while the Swedish policy is more general and directed towards reforming organisational structures in upper-secondary education. In sum, our analysis demonstrates that national governance structures shape and influence policy design in the context of an increasingly diversified Nordic social democratic welfare state regime.  相似文献   

2.
The voice is a basic tool in human communication and an important factor in a positive self‐understanding and identity, both for the teacher's sense of profession and for the pupils' ability to express themselves orally; two perspectives of great importance in the Norwegian National Curriculum. Voice disorders are common among teachers world‐wide and seem to be increasing. Voice problems influence the teachers' ability to teach effectively. An historical review illustrates the significance of the oral tradition in Norwegian teacher education. Against the background of recent studies that show that voice training courses given to different professional groups prevent voice disorders, a proposal is presented for the organisation of vocal training in Norwegian teacher education. The purpose is to emphasise the clear link between teaching and voice disorders and to focus on the prevention of voice problems among teachers by reintroducing voice training in teacher training.  相似文献   

3.
Although the history of formal education in the Nordic countries has relatively long roots, its broader and more systematic study started early in our century then gained momentum during the second half. But the formal educational systems in the Nordic countries vary to a high degree due to geographical, political and economical circumstances, and so do their histories. The three articles in this section survey studies of the history of education in Denmark, Finland and Norway, particularly during the last four decades and they tell rather different stories. The Danish contribution shows how studies have been motivated by higher educational needs for readings about the history of education and by researchers' curiosity to detect causes of occurrences and developments as well as their consequences. The second article outlines the Finnish development by means of a chronological (1940‐1960, 1960‐1980, 1980‐1990) and thematic division. Finland was influenced in this research area by Germany, but this influence lay dormant after the Second World War until the 1970s. Naturally the study of the Finnish history of education has a particular interest because of this nation's turbulent historical past and special current geographical and political position. The Norwegian article starts with a pessimistic confession that Norwegian historical pedagogy today seems to be on the defensive and marginalized, but it finds comfort in the fact that a new generation of researchers have entered the scene. The contrast between the older and the new generation in their views about research topics, trends and thematic orientations is then followed and documented throughout the article. Thus the firm documentation shows that there is a trend within the new generation to study recent history at the sacrifice of the ancient, to prefer the study of history from below instead of history from above, to choose more enthusiastically the study of social powers and structures instead of the history of ideas and persons, and to focus on the study of foreign pedagogic in order to establish a kind of standard to measure Norwegian developmental excellence against, instead of focusing on the study of foreign pedagogic per se. The article ends with viewpoints on the role that theoretical scientific reflections could play in educational history research, and it presents the contemporary scene with it's problems and promises.  相似文献   

4.
In this article, I argue that immigrant bilingual teachers and mother‐tongue teachers are not formally recognised as ‘genuine’ teachers in the Norwegian school system. Norwegian education authorities have invested considerable effort in order to strengthen the competences of bilingual teachers and to both recognise and formalise their home country education. Amongst other things, several university colleges were encouraged to provide specially designed higher education programmes for bilingual teachers in order to integrate teachers with bilingual competences into the Norwegian primary school teaching system. This paper is based on data collected in 2007–2008 during the national evaluation of this education, which is the first of its kind in Norway. Although popular amongst immigrant students, it seems that the competences to be gained by graduates of the BA degree programme are not recognised or utilised in the schools where they work. Due to low social status and an unfavourable structural position within the Norwegian school education sector, these teachers will try to distance themselves from their bilingual roles and identities. Within such a framework, the higher education that is intended to strengthen optimum bilingual tuition in the primary schools sector is, in fact, steering bilingual teachers and mother‐tongue teachers away from these more specialised and less valued professions, seeking instead, access into the more mainstream and higher status teaching jobs.  相似文献   

5.
This study explored relationships between characteristics of classroom talk exposure and immigrant first graders' acquisition of second language oral skills (vocabulary and listening comprehension) and literacy skills. Twenty‐six children (mean age = 6.10 years) with Turkish as their first language and Norwegian as their second, attending various multilingual and ethnically diverse classrooms in Norway, were videotaped during classroom conversations. Classroom talk was coded for vocabulary richness, discursive complexity and emergent phonics talk and the children's oral language and literacy skills were assessed. Classroom vocabulary richness and discursive complexity predicted the children's second language vocabulary skills and listening comprehension after controlling for maternal education, but did not predict their literacy skills. The density of emergent phonics talk did not predict target children's code‐related skills in this sample. Applied perspectives related to second language learning in multiparty settings are discussed.  相似文献   

6.
This paper aims to examine why language teaching holds a prominent position within the Swedish school system. This statement applies to foreign languages as well as to home languages (or immigrant languages) and Swedish as a second language for immigrant children and adults. The Swedish educational system (comprising the social milieu and the school milieu) is here conceived as incorporating some specific constituent features that have led to the implementation of a generous language policy. This assumption turns out to be particularly obvious in the case of immigrant education. In fact, the analysis of the Swedish educational system illuminates different stakes at several levels - commercial/economic, social, political/ ideological, historical, linguistic, educational and cultural - for language teaching as a whole.  相似文献   

7.
ABSTRACT

In countries that have developed special education (SE) provision, whether in segregated settings or ‘included’ in mainstream, racial, ethnic and immigrant minorities continue to be disproportionately represented. Explanations for placement in SE programmes continue to centre round assumptions of deficiencies in student abilities to learn and ‘behave’, their family backgrounds and communities. Many policy-makers, politicians, schools and teachers ignore or are ignorant of the historical background and social contexts in which these students are expected to learn. The article overviews some of this history and policy responses concerned with SE, low attainment and troublesome school behaviour in England, including recent evidence and current explanations for the placement of the students. A premise here is that research, policy and literature are still separating what is happening in ‘special’ education from other areas of education. This cannot continue, as world-wide moves towards inclusive education have meant that mainstream schools and colleges now incorporate (or still exclude) a range of students regarded as having learning difficulties or disabilities, and all young people are now expected to acquire some kind of qualification or be prepared for independent living.  相似文献   

8.

This paper discusses the application and effects of technocratic ideology in schooling and educational policy in the United States, and traces it up through present planning for ‘virtual libraries’ and rethinking of educational structures. This is done by reviewing the development of educational structures and policies and by looking at selected developmental/historical periods in American life when technocratic ideology was particularly influential in schooling and educational policy. Through this process the authors establish ideological connections between technocracy, education and the new educational processes that virtual libraries represent. In this analysis virtual libraries are the newest site of the extension, deepening and possible totalizing of the values of technocratic educational policy and processes.

The paper begins with a brief definition of the concept of technocracy which is placed in its historical context. An overview of the historical periods of dominant technocratic ideology in American education is then presented. The overview covers particular eras from the early nineteenth century through the 1980s, tracing the manifestations of technocracy in educational practice and policy (the early industrial era, the era of Scientific Management and social efficiency, the Sputnik era and the push for computers in education). The paper then turns to an analysis of current technocratic education reforms and the connections to the “virtual library”. The virtual library is representative of this historical technocratic pattern, and‐‐at least as currently envisioned‐‐is the next technocratic extension into education. The paper concludes with a summary analysis of this trend.  相似文献   

9.
This paper explores the academic and psychosocial outcomes of immigrant students from the former Soviet Union (FSU) in an ethnic school in Toronto. Based on interviews with the principal, teachers, students and parents, together with questionnaire responses, the paper describes school programmes and practices that contribute to FSU immigrant students' high academic achievement, within the categories of curriculum, pedagogy, discipline policy and teacher–student relationships. The creation of this ethnic school suggests that Canada's educational system has not met the needs of the immigrant group. The paper seeks to further understanding of educating FSU immigrant students, and discusses the implications of ethnic schools for educating children in a multicultural society.  相似文献   

10.
The case of the British colonial education 'lending' policy in Cyprus is very interesting, firstly, because Cyprus possessed cultural characteristics very different from those of almost all the other British colonies (African and Asian) and, secondly, because the colonial policy influenced to a great extent the post-colonial educational structures and practices in the island. This article will show that the British colonial education policy applied in Cyprus had the two main features of the colonial policy applied in almost all the other British colonies, namely, (a) it was an 'adapted education' policy and (b) it was very much dependent on the will of the governed people. There were, however, two essential differences: (a) the 'adapted education' policy was very elusive and took diverse forms, and (b) politics played a much more important role in Cyprus than in the other colonies in the formulation of this policy, both positively and negatively. The result was that the 'adapted education' policy explicitly applied during the first fifty years was later reversed and became an open and fervent policy of cultural and educational lending. The contention of the author is that this last policy was a form of implicit 'adapted education' policy .  相似文献   

11.
This paper puts forward the hypothesis that in recent decades, pupils of schools in the western world have been given a new form of individuality. This construction has been nourished by both the demand for emancipation as it was expressed in the critical sociology of education (and pedagogy) and by the neoliberal turn in education policy. It unfolds consequences of such an alliance between romantic and neoliberal individualism, and argues that some of Simmel's concepts might fruitfully be engaged to grasp important aspects of today's educational culture. Against this backdrop, the paper discusses the construction of the new individuality in regard to educational changes in control and discipline, individually adapted education and assessment and finally academic knowledge. Primarily by using examples from the Norwegian case, the paper analyses how recent opinions on these issues can be viewed as different expressions of an educational culture promoting alienation as emancipation.  相似文献   

12.
The authors investigated the relationships among multiple aspects of parental involvement (English proficiency, school involvement, control and monitoring of children), children's aspirations, and achievement in new immigrant families in the United States. They used data on immigrant parents and school-age children (N = 1,255) from the New Immigrant Survey to examine immigrant families from diverse backgrounds. Structural equation modeling analyses revealed that parental English proficiency and involvement in school education are related to children's academic achievement, cognitive development, and English language ability, directly as well as indirectly, through children's educational aspirations. Parental control and monitoring is not beneficial to immigrant children's cognitive development, although variations were found across different groups. They also observed intriguing findings regarding gender and racial or ethnic diversity. Based on their findings, they provide recommendations for the fostering of academic success and the design and implementation of educational programs and practices for immigrant children.  相似文献   

13.
进入中国特色社会主义新时代以来,我国已经全面开启建设高等教育强国新征程。在高等教育承前启后的这一历史节点,回望过去,把握发展轨迹,对谋划、选定下一段发展路径将大有裨益。本文基于对2007-2017 年间国家出台的高等教育政策文件的分析, 归纳出近十年来我国高等教育政策制定的四个特征：中央政府通过政策性文件配置资源的方式在数量比重与体制分类结构比重上占主导地位;越倾向高校内部管理的事务、越倾向由基层或市场配置的事务,中央层面的文件越趋向与多个部门协调;教育行政性审批文件仍然占据一定比重,且在学校微观管理上占据不小空间;尚未有关于教育政策评估制度的发布。认清这些特征,对未来高等教育的政策制定有重要借鉴作用。  相似文献   

14.
This article studies discourses within the accreditation of Norwegian higher education conducted by the Norwegian Agency for Quality Assurance in Education (NOKUT), using one concrete case (the accreditation of bachelor programs in nursing). Analysis of policy documents and accreditation reports are influenced by two of Foucault's concepts of power; governmentality and panopticon. The analysis provides insights into firstly, how the two forms of power are woven into the schemes used for quality control by redefining quality to be a quantifiable concept; secondly, how the supervision of quality gives privilege to specific types of knowledge; thirdly, how supervisory power is reformulated to require self-control mechanisms within higher education in terms of constant quality development and realization of unexploited potentials; and fourthly, how this power legitimates itself by making all parties guardians of quality control, deconstructing the difference between evaluator and evaluated.  相似文献   

15.
This article examines the development of Australia's bilateral aid programme to higher education in the South Pacific, specifically at the University of the South Pacific (USP). The premise is primarily historical, focusing on the important decades of USP's expansion and Australian aid policy development in the 1960s, 1970s, and 1980s. This article briefly examines current challenges for donor and recipient. Both historical and current perspectives are fundamental to understanding key issues about aid in the South Pacific. Australian aid priorities have ranged from the explicitly political and security focused, to priorities of education and welfare. This article is timely given Australia's continued influence in the South Pacific.  相似文献   

16.
《比较教育学》2012,48(4):505-523
This article explores the neo-institutional theory of global policy convergence, or ‘isomorphism’, by comparatively examining one of its most recent manifestations – the global diffusion of national standardised testing – in Australia and Japan. By understanding the particular configurations of national testing as being conditioned by both nations' institutional frameworks and historical legacies of education policy development, this study illuminates how the conditioning effects of these frameworks and legacies resulted in the divergent ways in which a policy model circulating at the transnational level became translated into assessment policies that are ‘simultaneously similar and different’. These findings are related to the concept of ‘path dependency’, emphasised in particular by political science and historical institutionalism. The theoretical conclusions drawn on this basis indicate a promising direction of comparative education research, one that recognises global convergence and national divergence as processes that simultaneously shape the globalisation of education policy. In so doing, they summarise the implications of the study for the ongoing debate on the neo-institutionalist theory in comparative education.  相似文献   

17.
This paper takes advantage of the Taiwan Assessment of Student Achievement data set to empirically evaluate whether the test score differentials between pupils with immigrant and native mothers are substantial across subjects, grades and years. Our results show that there exist test score differentials between the two groups after controlling for the students' individual characteristics and family background. The Chinese, Maths and English subjects exhibit larger test score gaps relative to Science and Society. We also find that the academic gaps between native students and pupils with mothers from Southeast Asian countries tend to widen, while the students' performance is about the same as that for native students if their mothers are from mainland China, confirming that the language proficiency of immigrant mothers significantly affects pupils' learning. Our empirical results may suggest that remedial teaching (or an equivalent preferential policy) for the lower-grade pupils with immigrant mothers might be required to create a fair environment for learning, and such a policy should take the nationality of those foreign mothers into account.  相似文献   

18.
With the conclusion of 1994, Cambodia will have ended its first year of rehabilitation under a freely elected government. Since the 1993 elections, Cambodia has moved cautiously towards a modern era and there has been considerable international effort to ensure that all sectors of the economy achieve the improvements required to achieve political and economic stability towards 2000. The education sector has been a major focus. Cambodia is ready to move into the next stage of development of the education sector-reconstruction. With the non-governmental organisations (NGOs) having provided support in this sector for over 10 years, the restoration of bilateral and multilateral aid will see a growing involvement of foreign governments and donor organisations in the restoration of the sector. This activity will need to be coordinated. Cambodia had a rapidly expanding education system before Pol Pot's Year Zero. Largely based on French colonial models and structures that system served a society very much in transition - a transition from colonial dependency to a possible so-called 'new tiger'. The current period will see a different 'system' emerge; one that is neither French nor Western nor indeed 'modern'. The transition of the education system will be predicated on an overhaul of the existing bureaucracy, training regimes and school curricula before modernisation processes are installed. This paper provides a historical backdrop for the current situation. It also examines current policy priority areas in education in Cambodia and the level of international assistance.  相似文献   

19.
This article compares further education and training (FET) policy in Britain and Norway. FET stands for the transmission of knowledge and skills to the existing workforce, as distinct from initial education and training (IET), which qualifies new entrants to work. FET policy has, in both countries, in recent years increasingly been committed to the idea of market organisation. Policy suggestions in this area seem to be guided by three different theoretical perspectives: the model of perfect competition markets, public choice perspectives and social integration perspectives, emphasising collective arrangements. The article argues that while British policy has pursued the model of autonomous markets, Norwegian policy is committed to a mixed model. The mixed model combines market organisation with collective arrangements. This is seen as an example of planned markets, a concept developed in Swedish research on health reform. The interference of labour market training in the system designed for FET complicates the evaluation of the two FET models.  相似文献   

20.
ABSTRACT

In this article, we draw from the Civic Lessons and Immigrant Youth study to present key issues and implications related to teachers' work with immigrant youth. This synthesis draws on data and analyses from over six years of work examining the experiences, skills, and roles of teachers of immigrant youth as they navigated the complex terrain of teaching topics of citizenship in settings when not all youth had formal citizenship rights. Major themes include: the significance of building trusting relationships with immigrant students; the importance of approaches to teachers' knowledge building and legitimization of their immigrant students; and, finally, the prevalence of teachers' concern with the safety of their undocumented students. Subsequently, we pose questions for the field of teacher education in an era when immigration, education, and citizenship are intersecting in complex ways. Amid over-generalized conceptions of teaching for diversity, this article contributes to understanding how experienced teachers who supported immigrant rights practiced their craft, creating affirming environments in schools.  相似文献   

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