| 41. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Strengths and Weaknesses in the Swedish and Swiss Education Systems
- 2009
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 8:1, s. 54-68
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Tidskriftsartikel (refereegranskat)abstract
- Sweden and Switzerland are among the wealthiest countries in the world, but also two countries with different approaches to how to provide welfare. Sweden has followed a social democratic welfare model and Switzerland a liberal model. This has implications for how the education systems have been organised. The Programme for International Student Assessment (PISA) study makes it possible to compare the achievements of students in reading and mathematics. Students in Switzerland are significantly better than Swedish students in mathematics. In reading, Swedish students are significantly better than Swiss students. In both countries, girls are better readers than boys. The gender difference in reading is larger in Sweden than in Switzerland. Boys are better than girls in mathematics. The gender difference in mathematics is smaller in Sweden than in Switzerland. The difference in reading between natives and non-natives is considerably lower in Sweden than in Switzerland. Sweden is among those countries where the variance between schools is very low. In Switzerland the variation in student performance among schools is higher than the average in the Organisation for Economic Cooperation and Development. Both education systems may be regarded to be of high quality in an international perspective. The Swedish system has, with the exception of the gender gap in reading, produced a system that seems to have a higher degree of equity than the Swiss system.
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| 42. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
-
Strengths and Weaknesses in the Swedish and Swiss Education Systems : a comparative analysis based on PISA data
- 2009
-
Ingår i: European Educational Research Journal. - Oxford, United Kingdom : Symposium Journals Ltd. - 1474-9041. ; 1:1, s. 54-68
-
Tidskriftsartikel (refereegranskat)abstract
- Sweden and Switzerland are among the wealthiest countries in the world, but also two countries with different approaches to how to provide welfare. Sweden has followed a social democratic welfare model and Switzerland a liberal model. This has implications for how the education systems have been organised. The Programme for International Student Assessment (PISA) study makes it possible to compare the achievements of students in reading and mathematics. Students in Switzerland are significantly better than Swedish students in mathematics. In reading, Swedish students are significantly better than Swiss students. In both countries, girls are better readers than boys. The gender difference in reading is larger in Sweden than in Switzerland. Boys are better than girls in mathematics. The gender difference in mathematics is smaller in Sweden than in Switzerland. The difference in reading between natives and non-natives is considerably lower in Sweden than in Switzerland. Sweden is among those countries where the variance between schools is very low. In Switzerland the variation in student performance among schools is higher than the average in the Organisation for Economic Cooperation and Development. Both education systems may be regarded to be of high quality in an international perspective. The Swedish system has, with the exception of the gender gap in reading, produced a system that seems to have a higher degree of equity than the Swiss system.
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| 43. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
-
Student self-assessment and reading
- 2008
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Konferensbidrag (refereegranskat)abstract
- It is interesting to examine students´ self-assessment and reading for two reasons. One reason is to get an idea about how reliable students self-assessment is and another reason is that self-assessment in itself is an important skill needed as a part of the competence to learn as such. During the period 1997- 1999 were 20,000 students in grade 3 and 15,000 students in grade 8 in Stockholm tested in reading. The students had to complete a reading test, but also complete a questionnaire in which, among other questions, students were asked to make a self-assessment of their reading skills. The younger students were also asked to make a self-assessment of their reading based on how they judged their ability to read subtitles on TV. The surveys included all students in grade 3 and 8 in Stockholm in these years. Participation in the survey was compulsory for all schools with students in these grades. The paper will examine the correlation between results on the reading test and the students´ self-assessment of their reading skills. These correlations will be further analysed taking age, gender and other variables into consideration.
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| 44. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Svenska elevers läsning
- 2012
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Ingår i: Svenskämnet i går, i dag, i morgon. - Stockholm : Svensklärarföreningen. - 9789127429659
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Bokkapitel (populärvet., debatt m.m.)
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| 45. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
-
Svenska resultat i internationell jämförelse
- 2018
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Ingår i: PISA under 15 år – resultat och trender. - Stockholm : Natur och kultur. - 9789127819818 ; , s. 161-169
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 46. |
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| 47. |
|
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| 48. |
- Fredriksson, Ulf, 1954-
(författare)
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Teachers and Their Situation in Europe
- 2010
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Ingår i: Education and Development in the Context of Globalization. - New York : Nova Science Publishers, Inc.. - 9781617285080 ; , s. 147-172
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 49. |
- Fredriksson, Ulf, 1954-
(författare)
-
Teachers' salaries in comparison with other occupational groups
- 2008
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this study is to analyse whether UBS provides internationally comparable information on how teachers' salaries stand in relation to the salaries of other occupational groups. On the basis of an overview of existing international data, UBS is identified as the only source that provides comparable information on teachers' salaries in relations to other occupational groups. This information is contained in Prices and Earnings Around the Globe, a study published every three years by the Union Bank of Switzerland (UBS). This study has been conducted since 1971 and provides, among other things, information on the salaries of a number of professions, among them primary teachers. The data from UBS make it possible to compare teachers’ salaries with those of other occupational groups in twelve cities in the EU, EEA and Candidate Countries during the period 1979 to 2006. The data do not reveal any specific trends in the relationship of teachers’ salaries to the salaries of other occupations. In the comparison of various occupational groups in 29 cities across the EU, EEA and Candidate Countries, it is found that while teaching is one of the best-paid occupations in some cities, it is one of the worst paid in others. Generally teachers are paid less than engineers and product managers, but in most cities they are better paid than building labourers and female factory workers. This type of comparison opens up new angles in the debate on how to attract young people to the teaching profession. An example of the added value of this type of comparison is the case of teachers’ salaries in Turkey, which seem favourable when considered in relation to GDP. However, in Istanbul 9 out of 14 compared occupations in 2006 are better paid than teaching. The present data from UBS have at least three weaknesses: 1) the UBS data have not been collected with the purpose of making this type of comparison; 2) it may be of greater interest to compare teaching solely with professions which require a similar length of education; 3) the UBS data have not been collected from an appropriate, randomly selected number of workplaces. In spite of these problems it may be of general interest to collect this type of information on regular basis. If there were an interest in continuing to collect this type of data, it could be done in two ways: either by using the existing UBS data, with its advantages and disadvantages, or by employing more formal channels to obtain the necessary information. The purpose of this study is to analyse whether UBS provides internationally comparable information on how teachers' salaries stand in relation to the salaries of other occupational groups. On the basis of an overview of existing international data, UBS is identified as the only source that provides comparable information on teachers' salaries in relations to other occupational groups. This information is contained in Prices and Earnings Around the Globe, a study published every three years by the Union Bank of Switzerland (UBS). This study has been conducted since 1971 and provides, among other things, information on the salaries of a number of professions, among them primary teachers. The data from UBS make it possible to compare teachers; salaries with those of other occupational groups in twelve cities in the EU, EEA and Candidate Countries during the period 1979 to 2006. The data do not reveal any specific trends in the relationship of teachers; salaries to the salaries of other occupations. In the comparison of various occupational groups in 29 cities across the EU, EEA and Candidate Countries, it is found that while teaching is one of the best-paid occupations in some cities, it is one of the worst paid in others. Generally teachers are paid less than engineers and product managers, but in most cities they are better paid than building labourers and female factory workers. This type of comparison opens up new angles in the debate on how to attract young people to the teaching profession. An example of the added value of this type of comparison is the case of teachers; salaries in Turkey, which seem favourable when considered in relation to GDP. However, in Istanbul 9 out of 14 compared occupations in 2006 are better paid than teaching. The present data from UBS have at least three weaknesses: 1) the UBS data have not been collected with the purpose of making this type of comparison; 2) it may be of greater interest to compare teaching solely with professions which require a similar length of education; 3) the UBS data have not been collected from an appropriate, randomly selected number of workplaces. In spite of these problems it may be of general interest to collect this type of information on regular basis. If there were an interest in continuing to collect this type of data, it could be done in two ways: either by using the existing UBS data, with its advantages and disadvantages, or by employing more formal channels to obtain the necessary information.
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| 50. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Vad kan vi lära av PISA?
- 2018
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Ingår i: PISA under 15 år – resultat och trender. - Stockholm : Natur och kultur. - 9789127819818 ; , s. 170-177
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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