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1.
《International Journal of Educational Research》2003,39(3):283-291
Judging by their literacy proficiency scores, Nordic countries stand out from others. Their consistently high scores are intriguing and make their populations interesting benchmarks for other countries that participated in the International Adult Literacy Survey. This article addresses the question of whether there are any specific ‘Nordic’ ways of planning and implementing adult education policies. Are there any features that define a common approach to adult education, one that sets the Nordic countries apart from other advanced regions in Europe and North America?Beyond the general pattern, specific sub-groups of the population are explored, and especially the groups ‘at-risk’, i.e. those that score low on literacy proficiency scales, have the least education, are old or unemployed. All Nordic countries are included in the analysis: Denmark, Finland, Norway, and Sweden participated in the original IALS survey, whereas Iceland collected comparable data on adult education participation in a separate survey.That Nordic countries have a comparatively high level of participation in adult education is a fact that leaves no room for discussion. However, if not only the rate of participation but also volume is considered then the Nordic countries appear more similar to others. What sets the Nordic countries apart is the level of public support for adult education for the low-skilled population. More generally, it would seem that public support for disadvantaged groups is the main defining characteristic of Nordic countries. 相似文献
2.
John Airey Karen M. Lauridsen Anne Räsänen Linus Salö Vera Schwach 《Higher Education》2017,73(4):561-576
Recently, in the wake of the Bologna Declaration and similar international initiatives, there has been a rapid increase in the number of university courses and programmes taught through the medium of English. Surveys have consistently shown the Nordic countries to be at the forefront of this trend towards English-medium instruction (EMI). In this paper, we discuss the introduction of EMI in four Nordic countries (Denmark, Finland, Norway and Sweden). We present the educational setting and the EMI debate in each of these countries and summarize relevant research findings. We then make some tentative suggestions for the introduction of EMI in higher education in other countries. In particular, we are interested in university language policies and their relevance for the day-to-day work of faculty. We problematize one-size-fits-all university language policies, suggesting that in order for policies to be seen as relevant they need to be flexible enough to take into account disciplinary differences. In this respect, we make some specific suggestions about the content of university language policies and EMI course syllabuses. Here we recommend that university language policies should encourage the discussion of disciplinary literacy goals and require course syllabuses to detail disciplinary-specific language-learning outcomes. 相似文献
3.
Denmark, Sweden, Norway, Finland and Iceland: these are the Nordic countries, the Five Swans. This article covers main Nordic
guidance issues with characteristic examples from the various countries under the headings of Professionalisation, Guidance
Policies, Activities, Staff and professional background, Linkages, and Materials and ICT.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
4.
“北欧模式”又称“斯堪的纳维亚模式”,是北欧瑞典、芬兰、丹麦、挪威、冰岛五个国家针对于社会保障所采取的“高福利、高消费、高税收”的社会保障模式。这种模式在近些年来不断地促进北欧五国经济的持续增长,使其成为世界上贫富差距最小的地区。当然作为社会保障的一个重要的组成部分,成人教育在北欧也施行得相当的成功,其特点和经验也值得我国借鉴。 相似文献
5.
Sondra Cuban 《International Journal of Lifelong Education》2013,32(3):255-271
The researcher analysed two women’s uses of popular culture texts on the island of Hawai’i. They read these texts in order to learn about, and manage, their health problems. These vernacular texts were different from the institutional texts that were prescribed to them by their doctors, as well as the commercial ones that were in the literacy programme they attended. Their uses of these self‐help texts reflected the staunchly religious community where they lived, as well as the post‐welfare society, with pressures to solve their own problems. The researcher used ethnographic methods to learn about these issues. These popular materials provided the women with relaxation and meaning, which fit with their communities of practice. The study points to the value of knowing about learners’ social practices for policymaking and the importance of incorporating these types of texts into programmes. 相似文献
6.
Mathematical literacy includes learning to read and write different types of mathematical texts as part of purposeful mathematical meaning making. Thus in this article, we describe how learning to read and write mathematical texts (proof text, algorithmic text, algebraic/symbolic text, and visual text) supports the development of students' mathematical literacy. Explicit instruction about how to engage with each text type helps to build students' awareness of the function of mathematical texts and of how to leverage them to support the doing of mathematics. Teachers and leaders can use this discussion of mathematical text types to organize and conceptualize instruction within a disciplinary literacy orientation. 相似文献
7.
In this paper we have set out to search for similarities and differences between the Nordic countries concerning patterns of competencies defined as scientific literacy in the Programme for International Student Assessment (PISA) study. The first part focuses on gender differences concerning the two types of competencies, understanding of scientific concepts versus skills in scientific reasoning, based on analyses of sum scores of groups of items. The second part focuses on differences and similarities between countries based on item‐by‐item analyses. Correlations between each Nordic country (as well as the Nordic group as a whole) and every other country have been used to look for a Nordic pattern. In the last part cluster analysis has been used to see how countries establish clusters and whether these clusters represent meaningful groups in a geographical, cultural or political context. 相似文献
8.
The article presents the literacy achievement of Norwegian minority students, their reading habits, and their enjoyment of reading based on the Programme for International Student Assessment (PISA) 2000 study. Aspects of their family background and attitudes towards school are related to literacy achievement results. A comparison between Denmark, Sweden, Norway and Germany shows that the achievement gap between majority and minority students is larger in Denmark and Germany than in Norway and Sweden. A more detailed presentation of the Norwegian reading results shows that 35% of the Norwegian minority students perform at a level indicating that they are able to read in a technical sense, but they are unlikely to be able to use reading as an independent tool in acquiring knowledge and skills. The minority students' responses to questions about socio‐economic family background, reading habits, learning strategies and school motivation give a complex picture of their situation in Norwegian schools. The results indicate that there is some potential for equalising differences between minority students and majority students. 相似文献
9.
This study investigates how reading achievement relates to student and school characteristics in countries with different reading scores at the fourth grade level. Data comes from the Progress in International Reading Literacy Study (PIRLS) 2011 for Denmark, Sweden, and France and the multilevel analysis includes two levels: student/home and schools. The school effectiveness and the home literacy models informed the selection of the independent variables. Results show that students’ early literacy skills, home literacy practices and resources, and reading behavior are associated with reading scores in all countries. Furthermore, across different countries there are student/home universals and school particulars that explain variation in reading achievement. Educational policies should address home and school literacy skills and practices, school climate, and school composition to improve students’ reading ability. 相似文献
10.
The possibilities to measure literacy during the 19th century are limited. Signatures in marriage registers are sometimes regarded as an international standard, but they are not available for all countries. In international studies, other indicators are used with the implicit assumption that they are comparable to signature rates. That could be extremely misleading. The article presents five different estimates of literacy from various sources in southern Sweden for the period 1820‐1860, that vary from 8‐10% up to 85‐90%. The conclusion is that different sources capture different literacies; a fact which should be much more taken notice of in international comparisons. The paper ends with a plea for closer collaboration between literacy researchers in different countries. 相似文献
11.
Maurud, 0. 1976. Reciprocal Compreheasion of Neighbour Languages in Scandinavia. An Investigation of How Well People in Denmark, Norway and Sweden Understand Each Other's Written and Spoken Languages. Scand. J. educ. Res. 20, 49‐72. Soldiers in the three countries were exposed to spoken and written texts in the two other Scandinavian languages and their comprehension was tested by asking them questions about the contents and by asking them to translate certain central words in the texts into their own language. Questions about certain important non‐linguistic factors such as education level, domicile, travels to the other Scandinavian countries, reading in the other Scandinavian languages, exposure to radio and television programs from the other Scandinavian countries, own estimation of other Scandinavian language comprehension and attitudes towards these languages were also included. The answers to these questions were used to throw light on the results of the language test. 相似文献
12.
MARGIT LEA MYKLEBUST 《European Journal of Engineering Education》1996,21(3):309-316
The Nordic forum for computer-aided higher education organizes universities and colleges in the Nordic countries of Norway, Sweden, Denmark and Finland. This organization has its own newsletter, 1995 being its sixth year. Being editor of this newsletter brings me in contact with the main activities within the field of computer-aided learning in these countries. I have had the opportunity to see the good and the bad in these early years of computer aid in higher education. Many experiments over the years have given the needed basis for development of policies for universities and colleges so that they can meet modern students in the near future. It is becoming more and more important to acknowledge the future students' need for a university which is tuned in on education for the future. 相似文献
13.
《欧洲教育》2013,45(4):102-111
1. By the agreement on Nordic cultural cooperation that came into force in 1972, the Nordic countries - Denmark, Finland, Iceland, Norway, and Sweden - pledged themselves to close cooperation in three main spheres: education, research, and general cultural work. The object of the agreement is to strengthen and intensify cultural cooperation in the widest sense among the parties to it, with a view to further developing of the Nordic cultural fellowship and increasing the total effect of these countries' investment in education, research, and other cultural activity by means of common planning, coordination, collaboration, and specialization. 相似文献
14.
This article gives an overview of the research training systems in Denmark, Finland, Norway and Sweden with emphasis on the structure, organisation, time span of the degree, completion rates, labour market and internationalisation of postgraduate education. Even though the various national research training systems in the Nordic countries seem to be becoming more similar, there are still differences in their organisational models. In addition, the article compares the Nordic doctoral systems with those of the USA, the UK, Germany and France-the four countries which traditionally have been the most important recipients of Nordic students seeking research training abroad. The model of the US 'graduate school' has been the inspiration and basis for many European initiatives to improve doctoral degree education. In all these countries such schools have been introduced, but often in a modified form and to a limited extent. The main conclusion is that the trend is towards a common international PhD where the content, breadth, length and quality are equivalent. 相似文献
15.
北欧高等教育质量评估制度比较研究——寻求高校内外部需求的平衡 总被引：9，自引：0，他引：9
过去十年，北欧四国分别建立了各具特色的高教质量评估制度。高教质量评估既是政府质量要求的反映，也得到了高等教育界的理解和积极响应。文章试图通过瑞典、苏兰、挪威和丹麦四个国家高教质量评估制度的介绍，以具体说明质量评估的组织、实施和效益。尽管各国在质量保障上所采取的手段不一，但有一点是共同的：那就是北欧四国在高教质量保证上确保的高等学校内外部的双重要求，达到了二者的平衡，从而有利于在评估者与被评估者之间建立专业互信。 相似文献
16.
Girls’ schools in the early modern era were largely run by nuns and can therefore be distinguished as Catholic institutions of learning. These schools flourished in the Catholic parts of Europe since the turn of the seventeenth century. Despite their focus on religious education, elementary skills such as reading, writing and sometimes arithmetic were taught as well. Based on curricula, didactical methods and the texts used in class, the article analyses the practices of literacy in Catholic girls’ schools in seventeenth and eighteenth century Germany. As the intentions of school founders and teachers reveal, the acquisition of literacy by the female population was not an end in itself. It rather served the denominational, gender- and class-specific socialisation of the girls. Nevertheless, learning to read and write enabled the girls to participate in the literate culture of their times. The impact of schooling on female literacy can be measured by correlating literacy rates and data on school attendance. Compared to coeducational schools where girls often only learned to read, whereas the boys were also taught writing, girls’ schools proved to be the better alternative. 相似文献
17.
John Yandell 《Changing English: An International Journal of English Teaching》2005,12(2):219-226
What happens when London secondary school students read literary texts in the classroom? Is the model of literacy, and of development in literacy, that is offered in official policy documents adequate to encompass the ways in which students read? If not, what gets left out of such policy‐derived accounts? And what part is played in such readings by students' knowledge of other texts, and of the world beyond the classroom? This paper seeks to address these questions through a series of snapshots of reading within different classrooms across London. 相似文献
18.
The Nordic Education Model was an important part of the social democratic welfare state for many years in the second half of the 20th century. Since the millennium, transnational agencies have drawn education from the realm of politics into a global market place by advocating strategies such as efficiency, competition, decentralisation, governing by detailed objectives, control, privatisation, and profile schools. This article gives brief accounts of major trends in current school development policies, discourses, and practices in Denmark, Norway, and Sweden since the millennium, and explores how the values of the Nordic model are affected by the new policies. It is argued that the Nordic model still exists as the predominant system for the large majority of Scandinavian children at a national level, but that a number of new technologies aiming to increase the efficiency of teaching and learning are gradually undermining the main values of the Nordic model. 相似文献
19.
Moira Nelson 《比较教育学》2010,46(4):463-486
In his article ‘Globalisation, the Learning Society, and Comparative Education’, Peter Jarvis recommends lifelong learning in the period of globalisation as a topic ripe for scholarly research. In particular, he argues for the examination of the extent of lifelong learning around the world and its relation to different levels of employment. This article contributes to this line of inquiry by analysing how education policies facilitate adjustment to economic change and examining how advanced industrialised countries (AICs) compare in their promotion. Principal component analysis is used to construct indices for education systems that reflect these two objectives, and the results reveal considerable cross‐national variation. The Nordic countries appear well‐positioned to cope with changed skill needs. A closer look at the cases of Denmark and Italy portrays how a national education system can facilitate or hinder adaptation, respectively. 相似文献
20.
Joyce Purdy 《Literacy》2008,42(1):44-51
In Canada, as in other anglophone countries, classrooms are becoming more diverse as the number of English language learners (ELLs) increases. More and more teachers are faced with the task of meeting the needs of culturally and linguistically diverse students. In this article, I share excerpts of dialogue between ELL students, native English‐speaking children and their teacher during guided reading events. Excerpts will illustrate how conversations around texts during reading activities can shape and extend the construction of meaning for the benefit of all, but especially for ELL students. Based on Vygotsky's (1986) proposition that learning is socially situated, I suggest four ways for teachers to structure meaningful conversations: through questioning, teaching vocabulary, engaging in collaborative talk and recognising that the culture and identity of the child are important to literacy learning. 相似文献