| 1. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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A Comparative Study of Curriculums for Education for Sustainable Development (ESD) in Sweden and Japan
- 2020
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Ingår i: Sustainability. - : MDPI AG. - 2071-1050. ; 12:3
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Tidskriftsartikel (refereegranskat)abstract
- This study examined the curriculums and implementation of Education for Sustainable Development (ESD) in upper secondary schools in Japan and Sweden and examined and compared the policies and cases of ESD practice. The comparison showed that ESD is present in the national curriculums of both countries, but is emphasized differently. In Sweden, it is more a matter of mentioning ESD as part of the principles that guide education, while in Japan, the integration of ESD into the subject syllabus is emphasized. The schools visited strove to implement ESD in their work. ESD is not an exclusive approach in addition to other school activities, but rather a central part of the schools´ work. Many issues are included under the umbrella of ESD, not only environmental issues. International contacts are one of the most important elements of the work, but this does not exclude local engagement. In fact, the schools have established impressive networks. Project work is an important approach in supporting students’ learning about sustainable development. A prerequisite for the successful work of the schools, which all have a certain reputation in the field of ESD, is the dedication of the teachers and the equally dedicated principals who support the work.
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| 2. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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A Decade of International and Comparative Education Research at the Department of Education, Stockholm University : Challenges and Achievements [Ett decennium av internationell och jämförande pedagogisk forskning vid institutionen för pedagogik och didaktik, Stockholms universitet: Utmaningar och resultat]
- 2022
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Ingår i: The Department of Education at Stockholm University. - Stockholm : Bokförlaget Atlas. - 9789174450385 ; , s. 95-120
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Bokkapitel (refereegranskat)abstract
- The research group on International and Comparative Education builds on earlier traditions in the field from Stockholm University and is nowadays an integrated part of the Department of Education. This chapter begins with a retrospective view of the history of international and comparative education at Stockholm University. It describes the development of this research field at the Department of Education and the work with partner organisations, universities and colleagues. The chapter will also touch on the Master’s Program in International and Comparative Education. The current function of international and comparative education at the department in 2021 will be described and discussed as the group continues to develop research with local, national and international scholars, research organisations, colleagues and other educational actors.
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| 3. |
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| 4. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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School absenteeism among students in Germany, Japan, Sweden, and the United Kingdom: : A comparative study using PISA data
- 2023
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Ingår i: Nordic Journal of Comparative and International Education (NJCIE). - 2535-4051. ; 7:1
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Tidskriftsartikel (refereegranskat)abstract
- School absenteeism is a challenge in many countries. Still, there are few comparisons between countries, which is partly due to a lack of shared definitions of concepts. This article makes use of PISA data to compare self-reported student absenteeism in Germany, Japan, Sweden, and the United Kingdom (UK). Three data sets are used, from 2012, 2015, and 2018. The self-reported absenteeism, which is referred to as truancy in the PISA studies, was measured as having skipped a whole school day at least once in the two full weeks before students completed the PISA student questionnaire.The results show great variation between the studied countries, from 24.4% in the UK in 2015 to 1.5% in Japan in 2012. The percentage of students who reported having skipped school is much higher in the UK than in the other three countries. The differences between the countries concerning the percentage of students reporting having been absent from school are significant for all years, except between Sweden and Germany in 2015. Germany and the UK have a similar pattern in development, with the highest percentages in 2015, while Sweden and Japan have small (albeit not significant) increases from 2012 to 2018. The UK is the only country where the changes between 2012 and 2015 as well as between 2015 and 2018 were significant.It is not possible to see any obvious patterns between the countries that might be linked to differences related to their welfare regimes, education systems, or values. To find such patterns, it may be necessary either to include more countries in a study or to conduct more in-depth studies on each country.
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| 5. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Which students skip school? A comparative study of sociodemographic factors and student absenteeism using PISA data
- 2024
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Ingår i: PLOS ONE. - 1932-6203. ; 19:5
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Tidskriftsartikel (refereegranskat)abstract
- This article explores which students–with regard to gender, socio-economic background and migration background–skip school in Germany, Japan, Sweden and the United Kingdom (UK) according to PISA data. Students who skip school are observed in many countries, but there is not much systematic research that studies this across countries. Comparable data is to a large extent missing. PISA data offers an opportunity to use comparable data. In PISA, students were asked in 2018, 2015 and 2012 whether they had skipped school a whole day in the last two weeks prior to their completion of the PISA student questionnaire. Patterns of how absence relates to sociodemographic factors vary in countries and school systems. In the comparison between the four countries the UK stands out as having a higher percentage of students who have reported that they have skipped school than in the other countries. This does not seem to be related to any specific group of students. Japan also stands out with a lower percentage of students who have reported that they have skipped school. According to PISA data, skipping school is more related to socio-economic background than any other of the variables studied. The socio-economic background seems to be related to skipping school in all three PISA studies in Sweden and the UK. Gender seems not to be an important factor in the four countries. In Sweden and Germany there is a lower percentage of non-immigrant students who report that they have skipped school than first-and second-generation immigrant students. In the UK the figures are more ambiguous. When the percentages of students skipping school are compared over time and in the countries, it is difficult to find any trends, but the data only covered three measurements during a period of six years, which may be too short a time span to see trends.
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| 6. |
- Kreitz-Sandberg, Susanne, 1961-, et al.
(författare)
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Comparative Perspectives on School Attendance, Absenteeism, and Preventive Measures in Europe and Beyond
- 2023
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Ingår i: European Education. - 1056-4934 .- 1944-7086. ; 55:3-4, s. 137-147
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Tidskriftsartikel (refereegranskat)abstract
- There is growing concern in many countries about school absenteeism with its wide range of topics and challenges. International comparative studies on school attendance are rare. Methods, actors’ perspectives, theoretical stance and approaches to comparison also vary in the field. We want to shed new light on school attendance, absenteeism, and prevention for counteracting related problems. We propose new research questions to the study of attendance, absenteeism, and preventive measures in international and comparative research.
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| 7. |
- Kreitz-Sandberg, Susanne, et al.
(författare)
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‘We have our lessons in Teams’ – Strategies chosen in Swedish schools during the COVID-19 pandemic and consequences for students in upper secondary education
- 2022
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Ingår i: Tertium Comparationis Journal für International und Interkulturell Vergleichende Erziehungswissenschaft. - : Waxmann. - 0947-9732 .- 1434-1697. ; 28:3, s. 250-273
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden during the COVID-19 pandemic, compulsory schools were generally kept open but upper secondary schools closed and turned instead to distance education for a time during the spring term 2020. This article investigates the strategies chosen in Swedish schools, with special focus on the consequences of these decisions for students in upper secondary education. The study, built on interviews with a group of 15- to 19-year-old youths, contributes through a student perspective on learning from home during remote education. The article analyzes the strategy in the Swedish education sector during the pandemic, and describes how a group of upper secondary students perceived the shift to digital and remote teaching during the pandemic with regard to the availability of the digital infrastructure and to studying under the new conditions of distance and remote education. Possible lessons to learn from the pandemic in Sweden could be that students are better technically prepared to work with computers, but less prepared to work independently.
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