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- Fredriksson, Ulf, 1954-
(författare)
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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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- Hoskins, Bryony, et al.
(författare)
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Learning to learn : What is it and can it be measured?
- 2008
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Measuring Learning to learn is part of a process to establish and monitor the learning processes and outcomes needed to facilitate the development of lifelong learning in Europe. This report highlights the European political developments that have taken place which have placed learning to learn as a political priority within the Lisbon 2010 Education and Training process. It connects these with the move to a competence based approach that emphasises the testing of a holistic and real-world based capability that includes values, attitudes, knowledge and skills.The report analyses how the competence learning to learn has been defined. It highlights different understandings which have been developed from within the social-cultural and cognitive psychological paradigms. It investigates the European definition of learning to learn and how it relates to these epistemological positions. The report also establishes what learning is not by visiting concepts such as intelligence, problem-solving and learning strategies.In a second step the report investigates how learning to learn can be measured. 3 national tests that are combined within the European test are explained: the University of Helsinki test, the Bristol University test and the Dutch test. The European framework is then described and preliminary evaluation of the European learning to learn pre-pilot is briefly given. Existing international tests, in particular PISA, are analysed to see if these tests cover the definition. The results described are that these tests do not cover the full range of aspects of learning to learn and tend only to use the affective questions as explanatory variables for the test results rather than one dimension of the measurable outcomes. Finally, future directions for research to improve the conceptual basis of the European learning to learn test are proposed which highlights the need for more interdisciplinary research in the field of learning.
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- Oskarsson, Magnus, 1962-, et al.
(författare)
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PISA 2015 - Bakgrund och metoder med exempel
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- År 2015 genomfördes för sjätte gången OECD:s internationella kunskaps-undersökning PISA (Programme for International Student Assessment). Studien har sedan 2000 genomförts vart tredje år och undersöker 15-åriga elevers kunskaper i naturvetenskap, läsförståelse och matematik. PISA syftar också till att öka förståelsen för orsakerna till och konsekvenserna av observerade skillnader i kunskaper.Vid varje mätning turas de tre kunskapsområdena om att vara huvud-område. I PISA 2015 är naturvetenskap huvudområde för andra gången. Innehållet i PISA utformas utifrån ett ramverk som uppdateras varje gång kunskapsområdet är huvudområde. Denna rapport beskriver ramverket för naturvetenskap, läsförståelse och matematik och är en svensk sammanfattning av PISA 2015 Assessment and Analytical Framework. Science, Reading, Mathematic and Financial Literacy, som tagits fram av OECD. Rapporten innehåller också exempel på provuppgifter till eleverna. Rapporten är en bilaga till Skolverkets rapport 450, PISA 2015. 15-åringars kunskaper i naturvetenskap, läsförståelse och matematik, där några av de viktigaste resultaten från PISA 2015 presenteras med fokus på Sverige.Författarna till denna rapport är de forskare som ansvarat för naturveten-skap, läsförståelse och matematik i PISA 2015.Eva Lundgren på Skolverket har det övergripande ansvaret för PISA i Sverige. På Skolverkets uppdrag har PISA 2015 genomförts av Mittuniversitetet i samarbete med Stockholms universitet. Mittuniversitetet har haft det operativa ansvaret och även ansvarat för naturvetenskap medan Stockholms universitet ansvarat för matematik och läsförståelse. Magnus Oskarsson har varit nationell projektledare och har tillsammans med Maria Lundgren och Lena Lenner ansvarat för studiens praktiska genomförande. Magnus Oskarsson har också tillsammans med Nina Eliasson och K-G Karlsson ansvarat för naturvetenskap. Ulf Fredriksson och Maria Rasmusson har ansvarat för läsförståelse, samt Astrid Pettersson och Samuel Sollerman ansvarat för matematik.Skolverket vill rikta ett stort tack till alla som arbetat med PISA 2015 och framför allt till de cirka 5 500 elever som deltagit och till deras lärare och rektorer!
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