瑞典.NET大学剖析——一种基于互联网的远程高等教育推进模式

瑞典_NET大学(The swedish Net university)是瑞典政府在21世纪初为进一步推进本国基于瓦联网的远程高等教育而建立的一所机构.是一种典型的入口模式的国家虚拟大学.由于它的建立和运作,瑞典高等教育的远程课程数迅速增加,注册远程课程的学生数也有较大程度的增加.本文分析了瑞典.NET大学的产生背景、投资模式和运作方式及这种入口模式的国家虚拟大学的特点,认为瑞典.NET大学是在关键时期起到关键作用的基于互联网的远程高等教育推进模式之一.     

从教育公平的视角看瑞典第三级教育大众化政策

本文从历史的视角回顾了20世纪70年代瑞典高等教育大众化初期第三级教育体系建立的情况,并从教育公平的角度总结了瑞典大众化政策的典型方面。通过对瑞典第三级教育大众化政策的历史、措施、经验与问题的考察,为我国的高等教育大众化进程提供政策上的参考和借鉴。     

芬兰瑞典的教育概况与特色

一、教育概况芬兰和瑞典的社会制度、经济发展和文化背景为教育提供了坚实的基础和深刻影响,从而形成了独具特色的北欧教育模式。1.中等教育体系芬兰与瑞典两国的中等教育体系有一定的差异。芬兰在高中教育阶段仍保留双轨制度,即有为学生进入大学提供准备的普通高中教育与为学生就业服务的职业技术教育两种学校。而瑞典在20世纪90年代,这种双轨的高中教育已为综合高中所替代。芬兰在全国实行全民免费教育,包括学前教育,而后是9年义务教育。九年后学生分流,按成绩,根据教师的建议选择到不同中学学习,成绩好的进入高中,其余进入职业学校学习。…     

瑞典高等教育机构导读

在北欧国家中，瑞典高等教育的实力较为雄厚，拥有数所世界上一流的大学。据统计，目前瑞典共有高等院校40余所，分布在全国15个城镇。最著名的综合性大学有斯德哥尔摩大学、乌普萨拉大学、隆德大学、哥德堡大学、于默奥大学和林雪平大学等，每所大学都设有众多院系，招有数万名学生。     

瑞典高等教育质量保障体系及启示

瑞典全称瑞典王国（The King-dom of Sweden）,位于北欧斯堪的纳维亚半岛,国土面积44.99万平方公里,人口912万（2007年2月）。瑞典的高等教育在上世纪得到了迅猛发展,全国共有39所高等教育机构,分为两类：一类是历史比较悠久、可以授予任何等级学位的传统大学,共计19所;另一类是1997年《高等教育法》颁布后建立起来的只能授予学士学位的新大学,共计20所,所有大学均由政府资助。瑞典20—29岁年龄段人口中,接受过各级各类教育的比例明显较高,瑞典人接受高等教育的比例达28％,在世界经合组织国家中位居第四。     

瑞典师范教育及几点启示

一个国家的师资水平决定其总体教育水平。瑞典高教改革将绝大多数师范院校合并到普通学院或大学,实行单一体制,使其高校、高中、九年义务制学校等师资培训具有鲜明的特点：植根于高等教育,提高了办学效益;享有较大的自主权;坚持高标准,保证教育质量;各级学校师资学历较高,队伍相对稳定;双专业制使师范学员一专多能,有利于双向选择。了解瑞典师范教育对我国师资培养很有裨益。     

瑞典高等教育质量保障体系的演进历程、逻辑理路与价值取向

结合瑞典高等教育政策与时代背景,对其构建与完善高等教育质量保障体系的实践进行梳理和分析。研究发现,瑞典高等教育质量保障体系的演进可分为三个阶段：2009—2010年为起步探索期,所实施的第一次质量保障体系刚满一年即被废止;2011—2016年为矛盾冲突期,所实施的第二次质量保障体系被欧洲高等教育质量保障协会批评,也引发国内大学反对;2017—2022年为反思改善期,所实施的第三次质量保障体系实现融入欧洲与保持本国特色之间的平衡。演进历程呈现出清晰的逻辑理路,即评价理念从依靠外力监察转向注重内部提升,学生参与从流于形式转向全过程参与,评价视角从教育管理部门的单一视角转向多元。这体现出其注重平衡、尊重主体性与恪守创新理念等价值取向。     

瑞典从教育入手提高公民科学素质

据联合国等国际权威机构统计,只有900万人口的瑞典是世界上公民科学素质最高的国家之一。瑞典之所以能在经济、科技等领域创造出令人瞩目的成就,成为世界上最发达的国家之一,一套成功的教育体系无疑是提高全民科学素质的重要因素。     

博洛尼亚进程的瑞典大学灵活教育发展模式

实施博洛尼亚进程以来,瑞典大学灵活教育发展模式颇具特点。瑞典大学的灵活教育模式涵盖了以攻读学位为目的国际化灵活教育和基于自主学习的灵活教育。在这一过程中瑞典建立了灵活学习中心和大学网络联盟两个灵活学习机构对灵活教育进行管理,以此服务于终身学习体系的构建,而基于灵活教育的终身学习体系的构建离不开个人学习帐户的支持。借鉴瑞典高校经验,为了促进我国灵活教育的发展,我国高校可尝试构建高校人才逆向供应链、实行灵活多变的学分体系、建立高校个人学习账户、推行大学网络联盟模式,同时加强高校教学与科研的国际化语境。     

瑞典的教育券计划述评

瑞典教育券计划实施18年来成效显著。本文介绍了该计划实施的背景、具体做法、主要成绩和经验,以及家长和学生对该计划的态度。本文认为,教育券计划正促使瑞典国内教育市场变得富有活力和潜力,促使瑞典基础教育在世界范围内变得富有竞争力。     

Differential Prediction of Study Success Across Academic Programs in the Swedish Context: The Validity of Grades and Tests as Selection Instruments for Higher Education

The purpose of the study is to investigate the predictive validity of criterion- and norm-referenced grades and the Swedish Scholastic Aptitude Test (SweSAT) and, in particular, possible differences in the prediction of achievement in higher education across academic programs. The analyses were based on credit points obtained by 164,106 Swedish students during the years 1993 to 2001. Two-level modeling with randomly varying slopes with academic program as cluster variable was used. The results provide means and variances of the slopes across the different programs. Variability in the slopes because of program subject area was also investigated. The results indicate that the validity of grades, irrespective of grading system, is stronger in comparison with SweSAT scores. The results also indicate considerable differences in predictive power across programs for the SweSAT, whereas there are much smaller differences for norm-referenced grades and relatively modest differences for criterion-referenced grades. The impact of program subject area on the variability of prediction was substantial for SweSAT scores.     

Different Grounds for Admission: Its effects on recruitment and achievement in medical education

The purpose of this study is to examine effects of the admission system to higher education on background diversity of students and study efficiency. By using data from a longitudinal project, the students admitted to medical education on different admission grounds are compared. The results indicate that admissions based on upper secondary grades best promote the goal of diversity. In addition, those students perform nearly as well as those admitted via step‐wise procedures. The step‐wise procedures promote study efficiency, but tend to favour applicants with upper‐middle‐class and Swedish backgrounds compared to those admitted via grades. Those admitted on the basis of SweSAT scores perform more poorly than those admitted via grades and step‐wise procedures. Furthermore, the results indicate that admission via SweSAT scores contradict rather than promote the goals of increasing social, educational, and national diversity in higher education.     

欧洲跨国网络课程学习体验与反思——以瑞典斯德哥尔摩大学“基于ICT的协作交流”课程为对象

近年来欧洲一些国家提供跨校、跨国的学位课程越来越多,以网络课程为依托的课程共享已成为欧洲跨国高等教育的主要模式之一。笔者亲历了由瑞典斯德哥尔摩大学等校共同开设的“基于ICT的协作交流”课程的学习过程。该课程的学习目标是锻炼学习者在多元文化情况下的沟通能力和协作能力。课程主要采用通过网络的个人自学和小组团队学习相结合的方式。笔者总结完成全球性课程的原因主要是,政府对网络学习的重视,拥有发达的信息技术基础设施,拥有成熟的具有较高信息素养的远程学习者,学校对教学各环节的精心组织和设计。当然,全球性课程建设根本保障是欧洲高等教育一体化的发展,成功实施了欧洲学分转换系统,鼓励欧洲各国大学利用各自优势,共同建立世界一流的网络课程。     

Frühpädagogische Ausbildungskonzepte in drei nordischen Ländern

In Germany, policy drives in recent years to implement first-time offcial early childhood curricula, coupled with new legislation guaranteeing entitlement by 2013 to a place in early childhood provision not only for three to six year olds but also for one and two year olds, are challenging the traditional parameters of professional work in early childhood services. Despite a flurry of initiatives by individual higher education institutions to introduce new forms of professional education/training for key workers, the required and desired professional profile is far from being clear. As one possibility of moving the discussion forward, this paper looks at current study routes and professional profiles of the core practitioners in early childhood centres in Denmark, Finland and Sweden. In each of these three Nordic countries the higher education study route leads to a bachelor degree. However. the professional profiles in each country differ considerably, ranging from a social pedagogy professional working outside the education system (Denmark), to an early childhood professional working both within a social welfare and education framework (Finland), or an early childhood and primary school professional operating within the education system (Sweden). Debating these varying profiles could be one way of clarifying both policy goals and the content of new higher education level initiatives in Germany.     

Prediction of Academic Performance by Means of the Swedish Scholastic Assessment Test

This article reviews ten predictive validity studies of the Swedish Scholastic Assessment Test (SweSAT). A primary result is that the predictive validity of the SweSAT seems to be highly dependent upon the study programme being examined; that is, the predictive validity is better at some programmes than others. When compared with the upper‐secondary school grade point average, the predictive validity of the SweSAT seems to be fairly good, but there are major differences between study programmes in this case as well. However, it is suggested that the validity of the results is to some extent threatened by methodological issues. A general conclusion is, therefore, that there is room for improving the test itself, as well as the way that predictive validity studies are carried out.     

The Influence of Sex,Education and Age on Test Scores on the Swedish Scholastic Aptitude Test

This study describes the effects of sex, education and age on the total test score on the Swedish Scholastic Aptitude Test (SweSA T), a test used in the selection process to colleges and universities in Sweden since 1977. Its use has so far been limited to one of four quota groups consisting of applicants 25 years or older and with more than four years of work experience. Statistical methods used in this study are regression models with dummy variables and estimated with a corner‐point parameterization. The results indicate rather genuine differences in every variable studied. Test takers with a higher education obtain a higher mean score than those with a lower education and older test takers obtain a higher mean score on the subtests vocabulary (WORD) and general information (GI) than younger persons. The mean test score for men is higher than the corresponding score for women, even if differences in education and age are controlled for. Finally some statistical problems related to the analysis of data of this type are discussed.     

瑞典发展终身学习的策略分析

瑞典是世界上终身学习比较发达的国家之一。瑞典终身学习的发展与成人教育有着很深厚的渊源。本介绍并分析了瑞典终身学习的发展及现状，重点对瑞典当前推行终身学习的成人教育五年行动计划、高级职业教育和个人学习帐户等进行了分析和评述。     

Labour Market Influence on Recruitment to Higher Education – Gender and Class Perspectives

The hypothesis that an economic recession in society leads to class equalisation in the recruitment of new students to higher education is tested, using data from Sweden. The 1990s is a period suitable for these analyses, as the recession started in 1991, reached the highest unemployment level in 1993; finally, at the end of the decade the labour market recovered. Multivariate, binary logistic regressions of entry into higher education are performed with gender divided analyses. Register data from Sweden comprising the total population in the age range 18–21 years from six cohorts are analysed. When the labour market was the most difficult, more young students from lower classes entered higher education. When the labour market recovered, men from lower classes tended to abandon higher education. However, women from lower classes continued to increase their involvement. The result indicate that the Swedish Scholastic Assessment Test, works in favour of men from higher classes through repeated test taking. The hypothesis about the influence from the labour market was supported for the group of men, while results were less clear for women. The results indicate that future research must carefully consider gender aspects.     

Separating Quantitative and Analytic Dimensions in the Swedish Scholastic Aptitude Test (SweSAT)

The aim of the present study was to further investigate the properties of a “quantitative” factor previously identified in the “diagrams, tables and maps” subtest of SweSAT. The analyses were carried out with a structural equation modelling technique on the spring 1991 version of SweSAT with 19‐year‐old test takers and were replicated on four ensuing versions of the test (n?=?14,431–19,597). The “quantitative” factor was successfully separated from the analytic, problem‐solving dimension with regard to the first test, whereas the results of replications were somewhat less clear‐cut.     

Patterns of subsidies to higher education in Europe

The patterns of government subsidies to higher education in France, Germany, Netherlands, Sweden, and the United Kingdom (UK) are compared and contrasted. The subsidies are subsequently evaluated in the light of stated policy objectives, with particular attention to the objectives of efficiency and equity. Two extreme models of financing are considered; one in which public subsidy covers 100 per cent of the private costs of higher education, including income forgone by students, the other in which public subsidy to students is kept at a minimum. The study concludes that the ideal package from the standpoint of efficiency and equity is (1) a grants system in the last few years of secondary education; (2) a system of fees equal to about 30–50 per cent of institutional incomes and (3) an income contingent loan scheme (or graduate tax) for both undergraduate and postgraduate students.The research for this paper was sponsored by the United States Education Policy Research Center for Higher Education and Society under HEW Contract No. 300-76-0026. The views expressed are not necessarily those of the Center. Our thanks are due to J. Froomkin for valuable comments on an earlier draft.