北欧四国图书馆法发展历程及现状分析与研究

回顾北欧四国即丹麦、芬兰、挪威及瑞典图书馆法的发展历程,并从9个方面对4部法典进行比较研究,包括:①图书馆性质;②图书馆经费来源;③图书馆服务标准;④图书馆资源建设;⑤专业人员任职;⑥图书馆发展与布局;⑦图书馆的管理体制;⑧图书馆资源共享建设;⑨图书馆法执行力度。在此基础上发现北欧四国的图书馆法具有宏观规划性、优秀的特殊用户群服务、图书馆事业资金获得有力保障及政府在图书馆事业中的责任明确4个特点。     

瑞典中小学教师制度改革新举措:教师注册制度

瑞典对教育的重视和投入享誉世界,但近年基础教育的质量并不尽如人意,其重要原因之一是教师制度缺乏约束及激励机制.瑞典政府试图通过教师注册制度提高教师职业的准入标准、专业发展的阶段性标准,强调教师的“学”、“教”一致,并引进约束及激励机制提高教师队伍整体质量、防止教师职业倦怠.瑞典的教师注册制度对我国教师制度,特别是教师注册制度的改革和发展具有重要的借鉴价值.     

瑞典终身学习的发展历程及推进措施

本文在回顾瑞典终身学习发展历程的基础上,分析了瑞典近年来终身学习的推进措施及其特点.     

中瑞大学生教学评价比较研究

利用问卷调查法,收集中国和瑞典高校学生对瑞典高校教学质量评估数据,综合利用相关分析、主因子分析法对中瑞学生的调查数据进行定量和定性分析。结果显示:①在课程学习、文献阅读、论文写作以及学习与娱乐时间上,中国大学生的评价得分整体上高于瑞典大学生;②年龄、教师印象、课程丰度、绩点期待、考试紧张程度以及论文兴趣是影响课程学习和教学评价的关键因子。     

The Swedish national principal training programme: a programme in constant change

ABSTRACT

In the mid-1970s, a systematic national principal training programme was introduced in Sweden. The aim was to guarantee better-equipped principals in their mission to lead and develop schools in accordance with national steering documents. Since then, the programme has been subjected to changes, but its focus has remained the same. The three-year programme is currently directed at already-employed principals whose efforts are estimated to consume about 20% of their working time. Six universities provide the programme with content that corresponds to thirty higher-education credits. Consequently, the academy has to balance its fundamental role as a critical independent institution and its mission to provide an education that is crucial in the educational steering system. This article presents an historical overview of the programme’s development as well as the current programme’s design and challenges, and it discusses the expected future demands for change.     

A cross-cultural examination of use of corporal punishment on children: a focus on Sweden and the United States

It appears that Sweden and the United States may be a study in contrasts regarding the sanction and use of corporal punishment on children. A 1979 study of American parents noted that 81% of them employed corporal punishment with children. A different study done in Sweden in 1978 noted that only 26% of parents used corporal punishment with children. What points to the differences in these parenting patterns within the two countries? In addition, a 1977 U.S. Supreme Court case entitled Ingraham vs. Wright ruled that “schools are empowered to carry out corporal punishment.” This court case involved two high school boys in Florida who had been repeatedly struck with wooden paddles. In contrast, Sweden had statutes which prohibited corporal punishment of children in their secondary schools as early as the 1920s. In 1957, the country passed a law which defined corporal punishment as unacceptable for small children in the schools. Then, in 1979, the Swedish government passed a statute prohibiting corporal punishment by parents. Are there differences in the way the two countries view law and its uses? Or, do the cultures sanction violence in general or just violence against children in different ways? This article examines some of the similarities and differences found in American and Swedish treatment of children and proposes what appear to be extreme differences in the way the countries and their people approach corporal punishment.     

Voices in the Wilderness: Counselling Gifted Students in a Swedish Egalitarian Setting

An egalitarian setting; that is, a setting established on an ideological and cultural basis, in which individual differences traditionally is a sensitive and often problematic issue, the counseling of gifted individuals present a particular problem. Sweden provides the setting in which the current study was carried out. This qualitative case study focuses on how one highly gifted individual—a 27-year-old male—has experienced his school years and university training and how successful counselling for him was construed. The case is argued to be fairly typical, and it is also suggested that Received Mentorship might be the only way to counsel a gifted individual in a forbidding egalitarian setting. The article concludes by proposing a number of recommendations for counselors who work in similar settings.     

瑞典、芬兰职业教育改革及启示

瑞典与芬兰的职业教育改革都努力将教育工作者与职业生活中的代表结合起来,发展创新的职业场所学习方式。我国职教改革应借鉴其先进的理念和做法,进一步深化校企合作,突出技术教育与科研、生产的一体化;教学中要引入工程项目,使学生通过项目学习提高解决实际问题的能力;职业教育要突破正规教育的束缚,扩展到继续教育中;政府要发挥好统筹、协调作用,为发展职教提供多方面支持。     

Teachers’ work in complex times: the ‘fast policy’ of Swedish school reform

This paper analyses recent educational reforms on teachers’ work in Sweden following the 2010 Education Act, and up to the School Commission Report released in April 2017. We draw upon key policy texts and associated documents from the Ministry of Education, and the Swedish National Agency for Education (Skolverket). We consider the background to the reforms, their relations with one another and how they have played out in the Swedish educational policy context. We argue that these reforms exhibit features of ‘fast policy’ in terms of how they have taken on an increasingly centralised and neoliberal character, and the rapid-fire way they have been directed at teachers as individuals, rather than broader schooling structures. We show how the fast policy reforms have recentralised schooling and teachers’ work—effectively de-professionalising educators.     

‘Governments base performance-based funding on global rankings indicators’: A global trend in higher education finance or a global rankings literature fiction? A comparative analysis of four performance-based funding programs

For nearly two decades now, the rankings literature has continued to suggest that governments are adopting performance-based funding models which prioritize criteria favored by global rankings. This study examines this assertion by analyzing the performance-based funding programs of Austria, Denmark, Finland, and Sweden. The study finds that the orientation of performance-based funding on global rankings is weaker than it is commonly assumed. Except for Finland, the funding volume universities raise from this orientation is not substantial to influence the institutional performance. The study also analyzes the recent structural changes to performance-based funding in each jurisdiction. Policy implications are provided in the conclusion for higher education systems revising their performance-based funding or considering a shift to performance-based accountability.