1,721,224 research outputs found
Comparing Governance and Choice of Upper Secondary School in the Nordic Countries
No full textIn this concluding chapter, we compare and sum up the findings from the respective country studies and contributions to the edited volume. Across the countries, differences are particularly pronounced in the way the systems of upper secondary education are structured, varying from Sweden’s undivided upper secondary system in one comprehensive school, which was to include everybody, to Denmark maintaining a strong division between vocational and general academic tracks. Other differences include the degrees to which privatisation has taken place and undermines the role of free public schooling and whether access to upper secondary education is a statutory right and how – in one way or another – the market changes cause significant between-school and within-school differences and promote options for social distinction. Summed up, the contributions show that access to knowledge and qualifications is unfairly distributed. The entrance tickets to inclusion and participation are more accessible to some than to others. Access and opportunities still depend on the resources students bring into the education system and the opportunity structures that surround them where they live.</p
Upper Secondary Education in the Nordic Countries:Governance and Choice
No full textEducation policies globally have seen shifts from ‘state control’ or ‘big government’ of the welfare state towards ‘governance’ and ‘efficient free markets’, where citizens become clients of the state and consumers of education. Reforms of upper secondary school in the Nordic countries widely adhere to such policies which have decentralised the governance of the schools. However, schools are also subject to general objectives and legislation. The changes lay the foundation for a new welfare model where the boundaries between the public and private sectors are blurred. As a vehicle for understanding the workings of education policies aiming to introduce market-oriented education, the Nordic countries serve in this volume as exemplary cases. They retain some features of the traditional universal welfare states and are often highlighted as model societies with high levels of happiness, social equality and democratic commitment as low levels of corruption, free education and health care for all. The key concern is to investigate and compare how the complex relationship between universal welfare policies emphasising educational access and market policies emphasising choice is handled in different local upper secondary education practices in the five Nordic countries.</p
Optagelsesprøver til idrætsklasser:Udvælgelse af talenter til eliteidræt
No full textKapitlet sætter fokus på, hvordan globaliseringen har sæt talentudvikling og dermed en stigende grad af specialisering på den uddannelsespolitiske dagsorden. Det fokuserer på de prøver, elever skal gennemgå for at blive optaget i profiltilbuddet Idrætsskoler og -klasser
Introduktion:Test som historisk og socialt fænomen
No full textKapitlet rummer en analyse af grundlæggende tematikker i relation til testdesign og testpraksis i såvel historisk som sociologisk perspektiv
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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