Nordisk ministerråd

Island 2012

Nogle bemærkninger fra Island omuddannelse i Island, udfordringer,

uddannelsesforskning i Island, PISA og nordisk samarbejde

Jón Torfi JónassonMenntavísindasvið HÍ, School of Education University of Iceland

jtj@hi.is http://www3.hi.is/~jtj/

JTJ Nordisk ministerrad mars 2012 JTJ 1

Diskussionsemner

JTJ Nordisk ministerrad mars 2012 JTJ

o Changes in the law on educationo Five year teacher educationo New curriculum extending to

three levels of the systemo Challenges

o Applicants to TE programmeso Continuing ed and

professional development, e.g. related to changes initiated by government

o Relating research to practiceo Applicants to vocational edo Dropouts from upper sec edo Education for the future

• Breytingar í lagaumhverfinu• Ný fimm ára kennaramenntun• Ný námskrá fyrir þrjú skólastig

• Áskoranir• Aðsókn að kennaranámi• Símenntun og starfsþróun,

m.a. tengt umbótum stjórnvalda

• Tengsl rannsókna og skólastarfs

• Aðsókn að verkmenntun• Brottfall úr framhaldsskóla• Menntun til framtíðar

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PISA 2009 Results: Overcoming Social Background: Equity in Learning Opportunities and Outcomes (Volume II)

JTJ Nordisk ministerrad mars 2012 JTJ 3

JTJ Nordisk ministerrad mars 2012 JTJ

Percentage of variance within and between schools Figure II.5.1

Variation in reading performance between and within schools

Expressed as a percentage of the average variance in student performance in OECD countries

Variance in student performance explained by the index of economic, social and cultural status of students and schools

Figu

re II

.5.1

Varia

tion

in re

adin

g pe

rform

ance

bet

wee

n an

d w

ithin

sch

ools

Exp

ress

ed a

s a

perc

enta

ge o

f the

var

ianc

e in

stu

dent

per

form

ance

acr

oss

OE

CD

cou

ntrie

s

100

8060

4020

020

4060

8010

0

Qat

ar

154

Bulg

aria

1

48Tr

inid

ad a

nd T

obag

o

147

Israe

l 1

44Ar

genti

na

135

Duba

i (UA

E)

131

Luxe

mbo

urg

12

4Ne

w Z

eala

nd

122

Belg

ium

1

20Ja

pan

1

16Au

stria

1

16Al

bani

a

115

Pana

ma

1

14Ur

ugua

y

114

Aust

ralia

1

13Ky

rgyz

stan

1

13Sw

eden

1

12Pe

ru

112

Sing

apor

e

110

Unite

d St

ates

1

08Ic

elan

d

106

Italy

1

06Un

ited

King

dom

1

05Gr

eece

1

05Ire

land

1

05Ge

rman

y

104

Braz

il

102

Switz

erla

nd

101

Mon

tene

gro

1

00Cz

ech

Repu

blic

9

8No

rway

9

6Ka

zakh

stan

9

6Sl

oven

ia

95

Jord

an

95

Cana

da

94

Slov

ak R

epub

lic

94

Hung

ary

9

4Ro

man

ia

94

Russ

ian

Fede

ratio

n

93

Pola

nd

92

Neth

erla

nds

91

Croa

tia

89

Spai

n

88

Port

ugal

8

7Co

lom

bia

8

7Li

thua

nia

8

6Fi

nlan

d

86

Chin

ese

Taip

ei

86

Tuni

sia

84

Mex

ico

8

3Ho

ng K

ong-

Chin

a

81

Serb

ia

81

Denm

ark

8

1Es

toni

a

80

Liec

hten

stei

n

80Ch

ile

79

Turk

ey

77

Shan

ghai

-Chi

na

74

Latv

ia

74

Kore

a

72M

acao

-Chi

na

67

Azer

baija

n

66

Thai

land

6

0In

done

sia

51

OEC

D av

erag

e65

%

OEC

D av

erag

e 42

%

Varia

tion

with

in sc

hool

sVa

riatio

n be

twee

n sc

hool

s

Tota

l var

ianc

eas

a pr

opor

tion

of th

e O

ECD

varia

nce

4

JTJ Nordisk ministerrad mars 2012 JTJ

Variation in reading performance explained by students' and schools' socio-economic background

Figure II.5.4

Expressed as a percentage of the average variance in student performance in OECD countries

Variation in reading performance explained by students' and schools' socio-economic background

Exp

ress

ed a

s a

perc

enta

ge o

f the

ave

rage

var

ianc

e in

stu

dent

per

form

ance

in O

EC

D c

ount

ries

Not

e: C

ount

ries

are

rank

ed in

asc

endi

ng o

rder

of t

he p

erce

ntag

e of

ove

rall

varia

nce

in re

adin

g pe

rform

ance

exp

lain

ed b

y th

e P

ISA

in

dex

of e

cono

mic

, soc

ial a

nd c

ultu

ral s

tatu

s of

stu

dent

s an

d sc

hool

s.

Sou

rce

: OE

CD

PIS

A 2

009

data

base

, Tab

le II

.5.2

.

Varia

tion

in re

adin

g pe

rform

ance

exp

lain

ed b

y st

uden

ts' a

nd s

choo

ls' s

ocio

-eco

nom

ic b

ackg

roun

d

Figu

re II

.5.4

010

2030

4050

6070

8090

100

Luxe

mbo

urg

Unite

d Ki

ngdo

mNe

w Z

eala

ndUn

ited

Stat

esSw

eden

Denm

ark

Urug

uay

Colo

mbi

aPo

land

Peru

Aust

ralia

Mon

tene

gro

Turk

eyLi

echt

enst

ein

Chile

Shan

ghai

-Chi

naBe

lgiu

mBu

lgar

iaCz

ech

Repu

blic

Germ

any

Sing

apor

eHu

ngar

yPo

rtug

alIre

land

Trin

idad

and

Tob

ago

Arge

ntina

Slov

ak R

epub

licO

ECD

aver

age

Alba

nia

Kore

aCh

ines

e Ta

ipei

Spai

nKy

rgyz

stan

Latv

iaBr

azil

Switz

erla

ndAu

stria

Japa

nLi

thua

nia

Serb

iaCr

oatia

Pana

ma

Israe

lCa

nada

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nia

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erla

nds

Russ

ian

Fede

ratio

nIta

lySl

oven

iaGr

eece

Kaza

khst

anRo

man

iaDu

bai (

UAE)

Mex

ico

Mac

ao-C

hina

Norw

ayFi

nlan

dIc

elan

dJo

rdan

Thai

land

Indo

nesia

Hong

Kon

g-Ch

ina

Qat

arTu

nisia

Azer

baija

n

Perc

enta

ge o

f var

ianc

e in

read

ing

perf

orm

ance

exp

lain

ed b

y the

PIS

A in

dex

of e

cono

mic

, soc

ial

and

cultu

ral s

tatu

s of s

tude

nts

and

scho

ols

Varia

tion

in p

erfo

rman

ce e

xpla

ined

by s

tude

nts'

socio

-eco

nom

icba

ckgr

ound

w

ithin

scho

ols

Varia

tion

in p

erfo

rman

ce e

xpla

ined

by

scho

ols'

socio

-eco

nom

icba

ckgr

ound

be

twee

n sc

hool

s

5

300

350

400

450

500

550

Finl

and

Hong

Kon

g-Ch

ina

Sing

apor

eCa

nada

New

Zeal

and

Aust

ralia

Net

herla

nds

Belg

ium

Nor

way

Esto

nia

Switz

erla

ndU

nite

d St

ates

Liech

tens

tein

Swed

enG

erm

any

Irela

ndFr

ance

Denm

ark

Uni

ted

King

dom

Hung

ary

OEC

D av

erag

ePo

rtug

alM

acao

-Chi

naIta

lySl

oven

iaG

reec

eSp

ain

Czec

h Re

publ

icCr

oatia

Isra

elLu

xem

bour

gAu

stria

Duba

i (U

AE)

Russ

ian

Fede

ratio

nSe

rbia

Mex

icoTr

inid

ad an

d To

bago

Braz

ilM

onte

negr

oJo

rdan

Arge

ntina

Kaza

khst

anQ

atar

Pana

ma

Azer

baija

nKy

rgyz

stan

All students Students without an immigrant background Second-generation students First-generation students

Mean score

JTJ Nordisk ministerrad mars 2012 JTJ

Reading performance, by immigrant status

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Grunnþættir nýju íslensku námskrárinnarThe basic competencies of the new Icelandic curriculum

JTJ Nordisk ministerrad mars 2012 JTJ

Læsi

Sjálfbærni

Lýðræði

Jafnrétti

Heilbrigði og velferð

Sköpun

Þessir þættir skulu fléttaðir inn í námskrár leikskóla, grunnskóla (skyldunámið) og framhaldsskóla.

  

Literacy

Sustainability

Democracy

Equality

Health and wellbeing

Creativity

These basic competencies shall characterise the curricula of playschool, compulsory education and upper secondary education.

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Diskussionsemner forts.

JTJ Nordisk ministerrad mars 2012 JTJ

o Research o PISAo Studies on educational practice in

compulsory educationo Comparative research involving the

Nordic nations: PISA, preschool, after school centres, adult education, dropout, development of HE

o Nordic co-operation o A host of projects, in particular related

to Nordplus og Nordforsko The West-Nordic cooperationo International summit on the Teacing

profession in NY, March 2012o Nordforsk, Education for Tomorrow,

the call may be this week

• Rannsóknir• PISA• Starfsháttarannsókn í grunnskólum• Samanburðarrannsóknir á NL:

PISA, leikskóli, frístundaheimili, fullorðinsfræðsla, brottfall, þróun æðri menntunar

• Norrænt samstarf• Mikill fjöldi norrænna verkefna,

sérstaklega Nordplus og Nordforsk• Vestnorræna samstarfið• International summit on the

Teacing profession í NY, mars 2012• Nordforsk, Education for

Tomorrow, auglýst nú

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JTJ Nordisk ministerrad mars 2012 JTJ

International Monetary FundFinance & Development, September 2011, Vol. 48, No. 3Andrew G. Berg and Jonathan D. Ostry

“Do societies inevitably face an invidious choice between efficient production and equitable wealth and income distribution? Are social justice and social product at war with one another?In a word, no.”

“That experience brought home the fact that sustainable economic reform is possible only when its benefits are widely shared. “

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2012 International summit on the teaching professionhttp://www.oecd.org/site/0,3407,en_21571361_49816319_1_1_1_1_1,00.html

JTJ Nordisk ministerrad mars 2012 JTJ

Fagmaður. Líta á kennarann sem fagmann, hann yrði að geta starfa sem slíkur.

Heild, kerfi. Sjá skólastarf, skólaþróun, menntun kennara og kjör þeirra sem eina heild, í einu kerfi, en ekki sundurlausir bútar sem ekki ynnu saman.

Færni þættir 21 aldarinnar yrði að rækta; gæta í því efni að mæla ekki aðeins það sem við værum vön að mæla heldur ekki síður það sem við mætum mest.

Samvinna; þeir sem kæmu að skólastarfi yrðu að vinna saman, en ekki mætti ala á ágreiningi á milli þeirra.

NL lögðu ríka áherslu á menntun yngstu barnanna. 

 

Profession, the teacher as a professional; there is no way a powerful system function well without emphasising this.

System approach; the education of young people coupled with initial and in-service education, constant innovation and reform must be seen as an integrated system.

21st century competencies are now increasingly being recognised; thus we must also make sure that we don't only measure what we can but also what we value.

Partnership between stakeholders, the different stakeholders must pull in the same direction, but not be at constant odds with each other; then system cannot work.

The Nordic countries put special emphasise on early childhood education.

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2012 International summit on the teaching professionhttp://www.oecd.org/site/0,3407,en_21571361_49816319_1_1_1_1_1,00.html

JTJ Nordisk ministerrad mars 2012 JTJ

Glærur – presentation used by Andreas Schleicher http://prezi.com/nkd9pummteys/istp-2012-international-summit-of-the-teaching-profession/ 

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ECNAIS conference Warsaw nov 2011 JTJJTJ Nordisk ministerrad mars 2012 JTJ 12