| 51. |
- Fredriksson, Ulf, 1954-
(author)
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Allt sämre skolresultat
- 2015
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In: Socionomen. - 0283-1929. ; :1, s. 26-31
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Journal article (pop. science, debate, etc.)
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| 52. |
- Fredriksson, Ulf
(author)
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Changes of education policies within the European Union in the light of globalisation.
- 2003
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In: European Educational Research Journal. - 1474-9041. ; 2:4, s. 522-546
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Journal article (peer-reviewed)abstract
- Education issues have traditionally not played a central role within the European Union. This has gradually started to change in recent years. At the Lisbon European Council on 23-24 March 2000, the heads of states and governments of the European Union member countries set out a new strategic objective for the coming decade; "Becoming the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion". This implies major changes and education will be among the areas affected. Two questions can be raised in relation to this development: 1) How can a European education policy be created within the existing framework of the European Union? 2) What could be the content of such an education policy? A new method of working called the �open method of co-ordination� has been developed. A critical concept in this context is �benchmarking�. Another new approach is to initiate what is referred to as processes. How are these methods working in practice and what implications will they have for the development of educational policies? The content of a European educational policy depends to a large extent on what kind of agreements could be produced within the context of the new working methods. One example of such initiatives is the European Report on Quality of Education. Linked to this is "the concrete future objectives of education systems" which was approved by the Stockholm European Council of March 2001. Using an examination of how the European Union is trying to find new methods for co-operation in the field of education and how elements of a European education policy can be found in present initiatives, it is possible to explore some scenarios setting out how the work of the European Union and a European education policy can develop.
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| 53. |
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| 54. |
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| 55. |
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| 56. |
- Fredriksson, Ulf, 1954-, et al.
(author)
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Do Students Correctly Estimate Their Reading Ability? : A Study of Stockholm Students in Grades 3 and 8
- 2011
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In: Reading Psychology. - Washington, D.C : Hemisphere Publishing Corp.. - 0270-2711 .- 1521-0685. ; 32:4, s. 301-321
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Journal article (peer-reviewed)abstract
- Data from a survey in Stockholm are used to look at differences between how students´ self-concepts and self-efficacy relate to actual reading skills, differences between how boys and girls estimate their reading, and differences between how older and younger students estimate their reading. A quarter of the students made correct self-assessmmments of their reading. A majority overestimated their skills. The ability to self-assess reading skills among boys and girls seems to depend on how they are asked. There was only a small difference in favor of older students when students in Grades 3 and 8 were compared.
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| 57. |
- Fredriksson, Ulf
(author)
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Education For All and Consultations with Teacher Unions : Report on the questionnaire on the participation of teacher unions in the EFA process.
- 2003
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Reports (other academic/artistic)abstract
- The paper explores to which extent teacher unions have been involved in discussions, consultations and negotiations with goverments in relation to initiatives taken to achieve education for all (EFA). The paper deals with three questions: 1) Whether teacher unions were aware of the existence of EFA (Education For All) forums in their countries and if their answers were yes, to which extent they had participated in the National EFA Forums. 2) Whether teacher unions were aware of the existence of National EFA Plans or the active work to establish such a plan. If their answers were yes, in what ways had they participated in consultations on the National EFA Plan. 3) Whether the teacher unions had taken any initiative related to EFA. Based on answers given by teacher unions to a questionnaire it is concluded that many unions have not been involved in the EFA process in an appropriate way.
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| 58. |
- Fredriksson, Ulf
(author)
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Education International and the Implementation and Monitoring of the Rights of the Child
- 2001
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In: Understanding Children's Rights. - Ghent : University of Ghent.
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Book chapter (other academic/artistic)abstract
- Education International (EI) is a world-wide trade union organisation of education personnel, whose 26 million members represent all sectors of education from early childhood education to university. As an organisation of teachers EI has a strong interest in the implementation and monitoring of the rights of children, specifically the right to education. Through its contacts with international intergovernmental organisations such as UNESCO, ILO and the World Bank, EI is following the development in the education sector world wide and promoting education for all. During recent years EI has been involved in two important campaigns related to children�s rights. EI has been campaigning against child labour with the objective of eliminating child labour and promoting education for all. This campaign has also been co-ordinated with other organisations through co-operation within the Global March against Child Labour. One important achievement of the campaign has been the adoption of the ILO Convention No. 182 which contains clear references to the importance of providing free basic education. EI has launched the Global Campaign for Education together with Action Aid and Oxfam International in partnership with civil society networks throughout the South and the Global March. Since 2000 the Global Campaign for Education has organised every year a Global Action Week to highlight the need of education for all and to put pressure on governments and international donor agencies. EI believes there is an urgent need to increase the efforts world wide to improve enrolment figures and to improve the quality of education. This can only be done through increased investment in education and through public education. To improve enrolment and the quality of education, it is necessary to improve the status of teachers.
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