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This edited volume scrutinises the Nordic dimension within education and how this notion affects, frames and sets direction for school and education in policy, practice and educational research. The book interrogates what unites and divides Denmark, Finland, Iceland, Norway and Sweden and analyses how the notion of the Nordic dimension has become conceptualised and institutionalised in different educational settings. Comparative studies of national education policies and practice across these five small North European countries – and Scotland as a case beyond – explore how the Nordic dimension relates to national, regional and transnational collaborations. Further, the book queries the degree to which what are typically considered Nordic approaches to social welfare, gender equality, diversity and international outlook have, in actual fact, affected education. Ultimately, the book explores the realities and myths associated with the idea of the Nordic dimension, and in relation to the wider context of integration within the European region. The book will be of interest to researchers, scholars and postgraduate students working in international and comparative education; education policy and politics; teaching and learning; and in European cultural studies.
This open access book is the first account of the whole diversity of teacher education in the Nordic region: Norway, Sweden, Finland, Denmark, Iceland, Greenland, the Faroe Islands, the Åland Islands and Sápmi (where the Sámi people live). Today, large parts of the world are looking to the Nordic model of social organization, and interest in the Nordic comprehensive school system and teacher education arrangements is no exception. A good education is a key to prosperity and well-being. And the quality of students’ education is undoubtedly linked to the quality of their teachers’ education. While teacher education in the Nordic region is globally admired, it also faces new challenges. The leading scholars writing in this volume discuss the challenges and opportunities that professional environments are facing. By providing solid portraits of each area as well as analyses across the region, this book will be a great resource to students, academics in teacher education and schooling as well as social scientists and policy-makers inside and outside the Nordic region. This is an open access book.
"This edited volume scrutinises the Nordic dimension within education and how this notion affects, frames and sets direction for school and education in policy, practice and educational research. The book interrogates what unites and divides Denmark, Finland, Iceland, Norway, and Sweden, and analyses how the notion of the Nordic dimension has become conceptualized and institutionalized in different educational settings. Comparative studies of national education policies and practice across these five small North European countries - and Scotland as a case beyond - explore how the Nordic dimension relates to national, regional and transnational collaborations. Further, the book queries the degree to which what are typically considered Nordic approaches to social welfare, gender equality, diversity and international outlook have, in actual fact, affected education. Ultimately, the book explores the realities and myths associated with the idea of the Nordic dimension, and in relation to the wider context of integration within the European region. The book will be of interest to researchers, scholars, and postgraduate students working in international and comparative education; education policy and politics; teaching and learning; and in European Cultural Studies"--
Backed by a range of case studies and recent developments in human rights education research, Nordic Perspectives on Human Rights Education guides readers through an analysis of educational inequities and identifies how internationally agreed-upon human rights standards may inform social justice practices within schools. In an age characterised by authoritarianism and extremism, but also social and climate justice movements, this book provides a critical analysis of current practice within schools. Contributing authors also discuss how a human rights framework may improve practice, supporting intersectional thinking and more sustainable learning environments, while also empowering teachers to confidently navigate issues of gender, national identity and minority rights. Divided into three distinct sections, chapters invite readers to consider: The context behind human rights education (HRE) Rights-based approaches to teaching and education International dialogue and how we may learn from the approaches of other countries. Drawing on research from the Nordic region, and discussing its implications elsewhere, this volume is an essential resource for scholars developing theory and practice in human rights education, social studies, citizenship education and international and comparative education.
Im Fokus des Sammelbandes stehen Untersuchungen zur Anerkennung von nonformalem und informellem Wissen. Durch eine Validierung sollen neue Zugänge zum Arbeitsmarkt eröffnet und die Zusammenarbeit und Mobilität innerhalb der EU gestärkt werden. Hier setzt das Erasmus+-Projekt EffectVPL ("Effectiveness of VPL Policies und Programmes for Labour Market Inclusion and Mobility - Individual and Employer Perspectives", 2017-2019) an, dessen Ergebnisse in diesem Band vorgestellt werden. Ausgangspunkt des Projekts zum lebenslangen Lernen war die mangelhafte Anerkennung von Lernerfahrungen, die außerhalb institutioneller Kontexte gewonnen wurden. Im ersten Teil des Bandes werden die theoretischen Grundlagen vorgestellt, bevor die Autor:innen im zweiten Teil empirische Ergebnisse zu Untersuchungen in Polen, Dänemark, der Türkei und Deutschland präsentieren. Abschließend wurde ein Trainingsmodul entwickelt, das die Projektergebnisse für Lehrende in Europa aufbereitet.
Dance has been connected to the practices and ideologies that have shaped notions of a Nordic region for more than a century and it is ingrained into the culture and society of the region. This book investigates different dance phenomena that have either engaged with or dismantled notions of Nordicness. Looking to the motion of dancers and dance forms between different locations, organizations and networks of individuals, its authors discuss social dancing, as well as historical processes associated with collaborations in folk dance and theatre dance. They consider how similarities and differences between the Nordic countries may be discerned, for instance in patterns of reception at the arrival of dance forms from outside the Nordic countries - and vice versa, how dance from the Nordic countries is received in other parts of the world, as seen for example in the Nordic Cool Festival at the Kennedy Centre in 2013. The book opens a rare window into Nordic culture seen through the prism of dance. While it grants the reader new insights into the critical role of dance in the formation and imagining of a region, it also raises questions about the interplay between dance practices and politics.
In many ways, education mirrors society by reflecting changing and emergent goals and values as well as by contributing to both the reproduction and production of particular life forms. In the context of the formative project «Europe, » education is called upon to play an increasingly central role, one that is responsive to particular images of the European Union and to its aspirations and goals. The widespread conviction is that education and training will re-invigorate ailing economies, and that, in the context of globalization, national and regional competitiveness will only prevail if there is a qualitative continued improvement in human capital. This volume critically examines such claims, considering the ways in which learning is being constructed across Europe and the implications this has for notions of democratic citizenship and education.
Dr Eva Johansson is Professor of Education at the Department of Early Childhood Education, University of Stavanger, Norway. Dr Johanna Einarsdottir is a Professor of Early Childhood Education and the Dean of School of Education at the University of Iceland.
Vocational Education in the Nordic Countries: The Historical Evolution is the first of two books that disseminate new and systematic knowledge on the strengths and weaknesses of the different models of vocational education and training (VET) in four Nordic countries. Vocational education in Europe has resisted standardisation to a higher degree than other fields of education, and during the last decade, there has been a growth in international, comparative VET research. While the Nordic countries provide an ideal case for comparative education studies, the literature in English on the Nordic VET systems is at present very limited. This first book provides thorough examinations of VET in Sweden, Denmark, Norway and Finland over 150 years. Each section examines the historical evolution of VET at upper secondary level in one of the four Nordic countries. Contributors also analyse how each country have tried to reform their respective VET systems, and compare the paths which each nation has taken. The book explores what can be learned from the diversity of the VET-systems in the Nordic countries, which otherwise have many similarities and share a common heritage in education policy. This volume will help strengthen the knowledge base required for transnational policy learning, and for developing vocational education internationally for the future. It will be of interest to researchers, academics and postgraduate students involved in the study of vocational education, educational studies and educational policy, education planners and teachers educators.
This book focuses on quality work in higher education, and examines the relationship between the organizational and pedagogical dimensions of quality work in higher education. Bringing together different disciplinary traditions, including educational science, sociology, and organisational studies, it addresses the following principal research question: How is quality work carried out in higher education? The book addresses a wide variety of academic, administrative and leadership practices that are involved in quality work in higher education institutions. The chapters in this book examine core issues crucial in the design and content of study programs, such as modes of teaching, learning and curricula design, as well as institutional practices regarding assessment and quality enhancement. The introductory and concluding chapter present an overarching focus on quality work as a lens to analyse intentional activities within higher education institutions directed at how study programmes and courses are designed, governed, and operated.