Transcript Background
What is the focus in Sweden? Steering system Laws and regulationsGoals Inspection framework Inspection instruments Reporting system and consequences Results Outcomes - processes SWEDEN AT A GLANCE Inhabitants: Number of municipalities: Urban population: Distancy south-north: Number of schools: Number of students: School inspectors: Regional inspection offices: 9.1 milj. 290 85 % 1567 km 7000 1.2 mij. 250 5 SOCIALISATION SOCIALISATION STEERING SYSTEM State Parliament Government LAWS AND REGULATIONS Municipalities (Commune) GOALS Laws and Regulations: Education act Curriculum Syllabuse ECONOMY Buildings Salaries School CITIZENSHIP AND DEMOCRACY IN THE REGULATIONS Fundamental values Understanding and compassion for others Objectivity and open approaches An equivalent education Rights and obligations Education shall provide the pupils with knowledge and, in cooperation with the homes, promote their harmonious development into responsible human beings and members of the community. CITIZENSHIP AND DEMOCRACY IN CURRICULUM All who work in the school should: • contribute to developing the pupils’ sense of togetherness and solidarity, and responsibility for people outside the immediate group, • in their activities contribute to the school being permeated by the spirit of solidarity between people, • actively resist discrimination and degrading treatment of individuals or groups, and • show respect for the individual pupil and carry out their daily work in democratic ways… Teachers should: … • clarify and discuss with the pupils the basic values of Swedish society and their consequences in terms of individual actions, • openly communicate and discuss different values, views and problems… REGULAR INSPECTION THEMATIC INSPECTION STUDENTS´ PROGESS TOWARDS THE GOALS LEADERSHIP INDIVIDUAL STUDENT´S RIGHTS STUDENTS´ PROGESS TOWARDS THE GOALS CITIZENSHIP AND DEMOCRACY Assessment points for Fundamental values Education anchors the respect for human rights and fundamental democratic values that the Swedish society is based on. Teacher gives students the opportunity to develop the ability to make and express informed ethical choices based on knowledge of human rights and fundamental democratic values as well as personal experiences Teacher gives students the opportunity to develop active citizenship and the ability to participate in society Safety Learning environment is characterized by security Staff works purposefully to prevent abusive treatment of students Assessment points student participation The head teacher and teachers make the objectives of education, the rights and responsibilities, clear to students and parents Education develops the students´ ability of taking personal responsibility for their learning The attitudes of the students should be clarified as far as possible so that the students have the opportunity to freely express their opinions in relation to their age and maturity The Students are giving an active influence of the training and have a real influence on the working methods, procedures and contents of teaching, and are kept informed of issues affecting them In the school there are one or more forums for consultation with students and their parents Indicators and questions Pupil participation– what form does this take and how is it ensured? - - Pupil participation in the planning of the activities? Does the teaching provide pupils with the opportunity to practice working in democratic forms? Do the pupils get to learn how to influence things here and now, in school and in society? How? Is pupil participation desirable/realistic within all areas? Information to pupils and parents? Do class councils/pupil councils/parent meetings take place? What is the purpose of class councils/pupil councils? Does the principal take part in pupil council meetings? How are the pupils encouraged to want to participate in making decisions? How do you take the pupils' views into consideration? How to you know if the pupils think they have enough influence? How do you find out? Indicators and questions All pupils' ability to voice their opinion and to speak and be heard – focus on the current situation and how lessons are planned/implemented so that this is ensured? - How is the lesson normally conducted: small groups – the entire class – individually – other? - How is an open and accepting classroom climate achieved? - How do you work so that all pupils get the same amount of attention and the same room for expression? - Are there classroom rules? How have they been developed? Variation between different classes? - What are the attitudes to gender and how does the school work with gender issues? INSTRUMENTS USED Document analysis Questionnaire Interviews (Observations) A description of the school An overall assessment An assessment of the practice of the school with motivations and evidence on a legal base Description of need for practice change A deadline for the school owners to report back to the inspectors that the practice is changed A summary of the process in the inspection CONSEQUENCES OF INSPECTION Public schools Private schools No intervention No intervention Remark (critical observation) Injunction Remark (critical observation) Injunction Sanctions: Public schools Injunction combined with penalty fine Private schools Injunction combined with penalty fine State measures for approval Withdrawal approval Temporary prohibition to operate Temporary prohibition to operate School has a purposefull work to prevent abusive acts Safety Students are given real opportunities to participate actively in planning of the training Human rights and democratic values 0 10 20 30 40 50 60 Upper secondary Fundamental values influence Safety Primary and secondary 0 10 20 30 40 50 60 70 80 100% 90% 80% 70% 60% 50% 40% Don´t know 30% Disagree 20% Disagree somewhat 10% Agree almost 0% Agree fully Grade 5 N=3252 DISCUSSION 1. Focus of Norwegian/Swedish/Scottish/Dutch approaches • different goals, structures indicators • same contents (more or less) and similarities in instruments 2. What are the main results / effects of these approaches? 3. Differences in outcomes and processes different models: output- or process-oriented 4. Feedback / reflection on different country-approaches & results THANK YOU