Relevant bibliographies by topics / Education – Social aspects – Sweden

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education – Social aspects – Sweden'

Author: Grafiati
Published: 10 March 2023

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Journal articles on the topic "Education – Social aspects – Sweden"

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Söderlundh, Hedda. "Internationalization in the Higher Education Classroom: Local Policy Goals Put Into Practice." Journal of Studies in International Education 22, no. 4 (May 17, 2018): 317–33. http://dx.doi.org/10.1177/1028315318773635.

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Nowadays, most universities have policies for internationalization, and in such policies, attention is increasingly given to internationalization as an aspect of students’ learning. However, there have so far been limited efforts to study how such student-centered internationalization can be carried out in practice. This article explores linkages between policy and practice, and it reports on a case study of how local policy goals of internationalization are carried out at the classroom level in a university in Sweden. Through fine-grained analyses of classroom interactions, it is demonstrated how a teacher and his students put policy goals into practice and what aspects stimulate them to do so. More generally, the results contribute to knowledge of how internationalization of higher education can be encouraged and practiced in local learning settings in the form of social actions and how it is carried out in a certain context at a certain time.
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Vikström, Lotta. "Different Sources, Different Answers: Aspects on Women's Work in Sundsvall, Sweden, 1860–1893." Interchange 34, no. 2 (2003): 241–59. http://dx.doi.org/10.1023/b:inch.0000015903.29859.c1.

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Nordmeyer, Kristjane, Trisha Teig, and Nicole Bedera. "“Gender Utopias?”: U.S. Student Reflections on Studying Abroad in Norway and Sweden." Teaching Sociology 45, no. 4 (September 2, 2016): 324–33. http://dx.doi.org/10.1177/0092055x16667537.

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This article describes a study abroad experience in Norway and Sweden that was designed to explore gender equality in two of the world’s most gender-progressive countries. Course readings explored the work of feminist sociologists and asked students to think critically about gender equality from a cross-cultural perspective. Students met with leaders in Norway and Sweden who are involved in creating gender-progressive policy and culture, including members of parliament, representatives in the film industry, and social policy experts. Student pre-trip and post-trip responses to writing prompts and trip reflection journals demonstrated the development of an intersectional approach to thinking about gender equality. While some aspects of gender equality were anticipated before the trip, other issues of equality only became evident through our discussion with gender leaders in Scandinavia. This article shares major themes from student reflections and discusses teaching ideas for future study abroad trips.
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Nilsson, Johanna M., and Katarina S. Blume. "The Swedish textile conservators’ transformation: From the museum curator’s assistant to a profession in its own right." Journal of Professions and Organization 8, no. 2 (July 1, 2021): 168–83. http://dx.doi.org/10.1093/jpo/joab007.

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Abstract Over recent years, in Sweden, the vocation of textile conservator has been transformed from that of being regarded simply as a museum curator's assistant to becoming a profession in its own right. The members of the textile conservators association, the Swedish Association for Textile Conservation founded in 1967, played a crucial role in this transformation with the establishment of a university-based vocational education programme in 1985. The transformation is further scrutinized by considering aspects of gender where, for example, gender bias employment strategies favoured men as painting conservators, as well as social class where demarcation of women as curators was evident. This is discussed and compared with the contemporary shift of gender distribution among the employees in the museum sector that historically was largely male dominated. Social class and the effects of a university education on occupational status are considered, and the effects that education had on elderly, experienced colleagues are another important intersectional aspect. Today’s textile conservators have reached a professional status in several aspects with university education being probably the most important contributing factor. The image of the vocation has improved from that of a seamstress who performed repairs on textiles at the direction of her superior, to an academic who, on the basis of their scientific knowledge, independently performs the many tasks included in preservation, as well as conducting research to doctorate level. Despite this, it would seem that the museum community has not yet managed to take full advantage of textile conservators’ competence as researchers.
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Hermelin, Brita, and Grete Rusten. "A place-based approach to social entrepreneurship for social integration – Cases from Norway and Sweden." Local Economy: The Journal of the Local Economy Policy Unit 33, no. 4 (June 2018): 367–83. http://dx.doi.org/10.1177/0269094218777900.

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Social innovation has gained an important position in policy agendas at the international, national, and local levels. The article investigates two empirical cases of local social entrepreneurship initiatives in two comparable small towns located in Norway and in Sweden. These projects endeavour for social integration of young persons into education programmes and adult persons into work. Through these empirical cases, this article aims to conceive how place conditions the capacities and practices of social entrepreneurship. The place-based approach of the discussion shows how the interplay of local and multiscalar relations impacts social entrepreneurship initiatives. The analysis of the empirical cases involves considering the role of the local context as well as the institutional systems of the welfare states and wider policy regimes endorsing social investment strategies. The discussion employs a model for organisational arrangements focusing on capacities of learning, exploiting, and linking. The capacity of linking across organisations and sector boundaries is found to be a particularly intriguing aspect of the investigated social entrepreneurship initiatives and is something that the place-based approach of the article is able to explicate.
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Ostaszewska, Aneta. "Editor’s Introduction." Papers of Social Pedagogy 13, no. 1 (October 9, 2020): 5–8. http://dx.doi.org/10.5604/01.3001.0014.4349.

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The presented volume includes articles by authors from Czech, India, Greece, Sweden and Poland. They provide us with different aspects of social pedagogy and social issues in relation to education, law and social work. These are analytical and empirical papers conducted with a wide range of methodologies, for example, research based on surveys, legal acts analysis, ethnographic fieldwork and case studies. While discussing the issues, the authors represent the specific social and cultural backgrounds at the same time being aware of global contexts. What connects all these papers is the attitude of their authors, their pedagogical sensitivity and critical awareness in reflecting on theory and practice of social sciences. We have been collecting these articles since the beginning of 2019. With these six contributions, the Readers are offered an insight into the current state of discussion on particular topics from different perspectives. I hope you enjoy a read.
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Jarva, Erika, Kristina Mikkonen, Janicke Andersson, Anna-Maria Tuomikoski, Maria Kääriäinen, Merja Meriläinen, and Anne Oikarinen. "Aspects associated with health care professionals’ digital health competence development – a qualitative study." Finnish Journal of eHealth and eWelfare 14, no. 1 (April 14, 2022): 79–91. http://dx.doi.org/10.23996/fjhw.111771.

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Health care professionals need continuous education to maintain the competencies required to provide high-quality care; in today’s world, this means an understanding of digital health services. Insight into health care professionals’ experiences of which aspects influence their digital health competence development is therefore highly relevant. The objective of the study was to examine which aspects influence the digital health competence development of health care professionals (nursing workforce and allied health professionals). In-depth, semi-structured interviews were conducted with 20 health care professionals (Finland n=15, Sweden n=5) from various health care settings between May 2019 and July 2020. Interviews were audio-recorded, translated verbatim and analysed with inductive content analysis. Health care professionals perceive that digital health competence development is influenced by aspects related to digital health adoption, co-workers and the work community, their manager, and opportunities for continuous education and orientation. The participants agreed that digital health competence is an important part of a health care professional’s overall clinical competence. Continuous education geared towards digital health competence should be systematically designed, and potentially integrate the resources available on social media platforms. Additionally, managers and supervisors should take a stronger stance towards learning about digital health services so they can serve as role models to their employees and genuinely promote digital health competence development.
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Larsson, Sofia, David Gunnarsson, and Linda Vikdahl. "Social Participation and Mental Health in the Establishment Programme for Newly Arrived Refugees in Sweden—A Document Analysis." International Journal of Environmental Research and Public Health 19, no. 8 (April 8, 2022): 4518. http://dx.doi.org/10.3390/ijerph19084518.

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Newly arrived refugees and asylum seekers constitute a vulnerable population in terms of health and social conditions due to lived trauma and experiences of loss, as well as factors in the host country such as not speaking the language, not having employment and social exclusion. Studies have shown that many newly arrived refugees find it difficult to establish a sustainable position in the host country’s labour market due to a lack of connections, low levels of education and political, social and cultural barriers. The Swedish Public Employment Service runs an establishment programme aimed at helping newly arrived refugees to find employment quickly and manage their own livelihoods. In this study, we analyse the administrator support document used by Swedish Public Employment Service case workers in their work with the programme to explore whether and how it considers the participants’ mental health and conditions for social participation. The results show that despite newly arrived refugees being especially vulnerable in terms of mental health, little attention is paid to these aspects, the possible effects they may have on the programme, the participants’ integration into the labour market and Swedish society as a whole.
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Sjöblom, Marie, and Tamsin Meaney. "“I am part of the group, the others listen to me”: theorising productive listening in mathematical group work." Educational Studies in Mathematics 107, no. 3 (April 13, 2021): 565–81. http://dx.doi.org/10.1007/s10649-021-10051-2.

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AbstractAlthough group work is considered beneficial for problem solving, the listening that is needed for jointly solving mathematical problems is under-researched. In this article, the usefulness of two communication frameworks for understanding students’ listening is examined, using data from an educational design research study in an upper secondary mathematics classroom in Sweden. From the analysis, it was apparent that these frameworks did not provide sufficient information about the complexity of listening in this context. Consequently, a new framework, “productive listening,” is described which focuses on observable features connected to students’ ability to show willingness to listen and to request listening from others. This framework included the purpose for listening, connected to problem-solving stages, and social aspects to do with respecting the speaker’s contribution as being valuable and feeling that one’s own contribution would be listened to. These two aspects are linked to socio-mathematical norms about expecting to listen to others’ mathematical thinking and to ask clarifying questions about this thinking. By using this framework on the data from the earlier study, it was possible to better understand the complexity of listening in group work about mathematical problem solving.
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Borg, Farhana. "A case study of a Green Flag-certified preschool in Sweden." Hungarian Educational Research Journal 9, no. 4 (December 2019): 607–27. http://dx.doi.org/10.1556/063.9.2019.4.52.

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This paper presents findings from a case study intended to develop understanding of the practices within education for sustainable development at a preschool in Sweden and highlights its work with two themes: The Health of People and the Planet and Human and Animal Societies. This case study was part of a large school development project conducted by a university in collaboration with a municipality between 2017 and 2019. The preschool had two units with a total of 36 children aged 1–6 years, and 8 preschool teachers. Empirical materials were collected from observations of educational activities at two events, as well as group discussions with teachers and the preschool head teacher. Findings show that the interconnectedness of, and interdependencies between, the environmental, social, and, to some extent, economic aspects of sustainable development were present in educational practices of the preschool. They also indicate that young children, with support and encouragement from their teachers, can take responsibility for activities that are meaningful to them. In this preschool, children’s opinions were respected, and they were given the opportunity to participate in decision-making activities of relevance to their lives.
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Dissertations / Theses on the topic "Education – Social aspects – Sweden"

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Vernersson, Josef, and Al-Kilani Samer Zaid. "Education Management During COVID-19 : A Single Case Study of Swedish Higher Education Institute Jönköping University." Thesis, Jönköping University, Internationella Handelshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53090.

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Background:COVID-19 is the most discussed topic since the beginning of the year. Moreover, today's society faces various problems caused by the COVID-19 crisis requiring new knowledge and strategies since various social institutions are affected in different ways, and the education system is included between these institutions. In fact, higher education institutions witnessed a huge transition from traditional classroom-based teaching to a virtual approach and online education. While higher education may have transformed and moved to online due to COVID-19, it is unknown whether the transition resulted in a changeddirectionfor education management. Purpose:This study aims to take a deeper look into how students and teachers are affected by COVID-19 for a higher education institution in Sweden by seeking through how online platforms are used and how it is affecting the users of education. Moreover, the study aims to know what changed in management practices and grading strategies fora sustainable university education quality during pandemics and emergencies. Method:Fulfilling the purpose, qualitative research design gathering empirical data by conducting semi-structured interviews with both students and teachers and taking a single case study approach for Swedish higher education Institute (Jönköping University) using the benefit of various perspectives from different schools that Jönköping University has. Also, higher education in Sweden combines the perspective from both students and teachers as it is on the concept 'freedom with responsibility' with students mainly pursuing their studies on their own or in groups and not focusing on the teacher perspective only. Another unique asset for Sweden higher education is the possibility to access all data collected about schools and students, such as grades which are classified as secondary data. Conclusion:The results show that thetransition affected the education managementsince it impactedthe organizing and communicating. Thenresults showed some factors,such as an earlier experienceplayed a role inadapting education management changessincea new concept of teaching developed withinthis transition with adapted teaching strategies,and students responded to that byimproved learning plans. Anothermain finding ineducation management aspects is the grading strategieswhereit was found that the criteria did not change,but exams got modified,leading to changesin thegradepatternsthat can be described as unnormal. All of that was concluded in a frameworkaccording toour findings and research work.
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Löve, Jesper. "Contemporary aspects of health and performance among young adult women and men in Sweden /." Göteborg : Institute of Medicine at the Sahlgrenska Academy, University of Gothenburg, 2010. http://hdl.handle.net/2077/21941.

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De, Herdt Gorik. "Cross-curricular teaching in Sweden and Flanders." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-29104.

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Cross-curricular teaching is a teaching method in which one or more subjects are used within another subject to make clear links to those subjects. This is to attract pupils that are otherwise maybe not interested in this subject. The aim of this work is to see how this teaching practice is organised these days by asking teachers about their work from a constructivist point of view. For this work written interviews with teachers from Flanders and Sweden have been conducted to see how teachers work in an international context. The results point out that although the teaching practice is different in both regions, the way the teachers think is very similar.
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Larsson, Thomas B. "The Bronze Age metalwork in southern Sweden aspects of social and spatial organization 1800-500 B.C. /." Umeå : University of Umeå, 1986. http://catalogue.bnf.fr/ark:/12148/cb357239764.

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Fridlund, Veronika. "Play with fire, play with you sometimes : Social aspects of condom use among young people in Sweden." Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-108900.

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Although Sweden invests a great deal of money and effort in prevention work, STIs are a major problem in our society. Young people are at high risk both when it comes to unwanted pregnancies and STIs and several studies have revealed that the condom use is quite low. Condom use is a complex issue. There are often several factors that interact and affect the decision to use or not use condom. The result in this thesis shows that young people have behavioral expectation to use condom, especially for anal sex and vaginal sex with a casual partner (both known and unknown). At the same time, the condom use is low irrespective of type of partner and type of sex. Approximately 20 % of the participants never used a condom during the preceding 12 months. Most of the participants said that reason for their use or non-use was based on partner evaluation. However, our participants indicate that there often is a deeper reason why they do not use condoms. Women talk about their male partner’s resistance against condom use. Men in the other hand mention the problem with fit and feel especially problems related to erection problems when they have been drinking alcohol. One of the most interesting findings is that the participants’ view of sex affected their condom use. Those with a relaxed view (e.g., did not connect love with sex and had had more sexual partners during the past 12 months) had fewer occasions of unprotected vaginal intercourse compared with the participants with a traditional view (e.g., often associated sex with vaginal penetration).The most important thing we need to do is increase ’men’s sense of responsibility and involve them in the prevention work. It is also important that the condom counseling is individualized. It is not enough to simply speak about condom use in general; instead we need to relate condom use to sexual practice and partner type but also to the individuals’ specific condom problem.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Epub ahead of print. Paper 2: Manuscript. Paper 3: Manuscript.

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郭國全 and Kwok-chuen Kwok. "The political economy of educational investment: a review and an appraisal." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31974764.

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Rydberg, Emelie. "Deaf people and the labour market in Sweden : education - employment - economy." Doctoral thesis, Örebro universitet, Hälsoakademin, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-10389.

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This thesis focuses on deaf people’s educational attainment, position on the labour market and sources of revenue. These issues are interrelated, for instance a higher level of educational attainment seems to be associated with a lower unemployment rate and higher levels of income. The national context is Sweden and the Swedish welfare state in 2005. All studies in the thesis compare a deaf population, consisting of 2,144 persons born between 1941 and 1980 who have attended a school for the deaf in Sweden, with a general reference population, consisting of 100,000 randomly chosen persons from the total Swedish population born between 1941 and 1980. Data for all studies consisted of registered information about the persons in the year 2005. The results show that there are differences between the deaf and the reference population regarding level of educational attainment, position on the labour market and sources of revenue and disposable income, with the deaf population having a poorer position than the reference population in all areas. There are also differences between the workplaces of the deaf and the people in the reference population, and it is twice as common for people in the deaf population than for people in the reference population to have a higher level of educational attainment than is required for their occupation. These differences between the deaf and the reference population cannot be associated with differences in the independent factors, as for instance sex, age and immigration background, for which the results have been adjusted. This thesis shows that being part of the deaf population appears to be of importance. Factors in conjunction with deafness that can increase our understanding of the differences between the deaf and the reference populations in an educational context, labour market context and economic context are discussed in the thesis.
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Brännlund, Annica. "Non-market outcomes of education : the long-term impact of education on individuals' social participation and health in Sweden." Doctoral thesis, Umeå universitet, Sociologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-88369.

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In research, it is typical to analyse and discuss the utility of education in economic terms—specifically the market value of a particular degree or the financial returns associated with additional years in higher education. However, education may also generate outcomes that belong to the non-market sphere, such as open-mindedness, societal cohesion, community involvement, better health, and gender equality; yet these outcomes have received little scholarly attention. The main objective of this thesis, therefore, is to investigate the relationship between education and four non-market outcomes: agency, voice, health behaviour and psychological distress. By utilizing two longitudinal data sets, the Swedish Survey of Living Conditions and the Northern Swedish Cohort, it is possible to assess the long-term effects of education on each of these four non-market outcomes. Results clearly demonstrate that education has a critical impact on each of the outcomes of interest. Having a higher education—and in particular a university degree–enhances individuals’ agency and voice, reduces psychological distress, and improves individuals’ health behaviour. Further, results show that different academic subjects generate field-specific resources. In contrast to a market perspective, where the value of the specific field of study is assessed only in economic terms, results indicate that fields that are commonly viewed as having low market value may actually yield non-economic rewards that benefit individuals in critically important ways. Analyses also show that individual and social factors shape the extent to which education leads to positive outcomes. In terms of agency and voice, results indicate that education can compensate for social differences. Among those with a working class background, earning a university degree contributes to increasing levels of agency and voice, while no significant effects of education exist for those with a white-collar background. Results also demonstrate that the impact of education on psychological well-being differs for men and women. For men, labour market resources (i.e., being employed) was important for reducing psychological distress, while for women social resources (i.e., having a partner) was more important. Due to its use of high quality, longitudinal data, this thesis makes a significant contribution to the scholarly literature and to what we know about the impact of education attainment. A limitation of cross-sectional analyses is that it is difficult to separate causal effects from selection effects. By adopting a longitudinal approach, it is possible to control for earlier (baseline) circumstances and therefore assess the causal impact of education on individual outcomes. This strategy yields robust results that make clear the long-term effects of educational attainment on individuals.
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Ahmed, Osman Mohamoud. "Somali Parents and Parental Involvement in Compulsory Schools in Flen, Sweden." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201334.

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Departing from commonly held fact that parental involvement increases students’ academicachievement; The Swedish Schools and parents are required to have close relations with each other. However, low parental involvement becomes obvious norm in Swedish schools nowadays, especially immigrant parents. The aim of this qualitative study is to identify, from the participating parents’ perspective, the challenges that face Somali parents in their interaction with compulsory schools in Flen, Sweden. It will also elaborate on the role of mother tongue teacher as mediator in home-school interaction. The data collected through interviews with sixteen Somali parents in the city shows that understanding Swedish school system, language, parents’ education level, integration, social background, gender role, and communication methods are some of the main challenges that face these parents in their interaction with their children’s schools. Majority of the parents were socially excluded from major culture and lacked understanding towards different social, economic and organizational phenomenon in the Swedish society. The segregation resulted in parents’ disengagement from school and created distrust towards school, mother tongue teachers, social workers and authorities in general. Knowledge generated from this study may give policy makers, school, and interested institutions the needed theoretical foundation to design action plans, programs and policies in order to increase the level of participation of Somali parents.
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Kastner, Andrea Frances. "Lifelong education and social policy : ideals and realities." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28080.

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Many claims have been made about the potential of Lifelong Education, when implemented as a social policy, to bring about a more just society. However, the assumptions underlying these and similar claims have seldom been critically scrutinized. For this reason, there is in the literature a concern that the concept of the "learning society" simply means lifelong schooling and is the rhetoric of social control. In this view, the potential of Lifelong Education as a transformative force for the development of a participator}' democracy and a more equitable distribution of resources remains a Utopian vision. In this work, an analysis of the assumptions, it was expected, would bring to light the ideological position embedded in Lifelong Education as a social policy tool. This research therefore, offers a systematic critical analysis of the expected outcomes of Lifelong Education policies. This required the development of a theoretical framework which built upon: 1.) Paulston's model of social change; 2.) Rawls' and others' concepts of justice and equality; and 3.) perspectives on the role of education in society outlined by Aronowitz and Giroux. This framework was employed to analyze 1.) selected publications of UNESCO on Lifelong Education, 2.) Canadian Association for Adult Education and Canadian Commission for UNESCO documents, and 3.) contemporary Canadian federal and provincial education policies. The findings of this analysis were compared with various models of social policy. Five principle findings emerged from the study. First, the literature, for the most part, reflects a view of society characterized by homogeneit3' and consensus. The model of social change is evolutional, and avoids the structural conflict perspectives. Second, a number of assumptions are made concerning some elements of a theory of justice, but no unified comprehensive theory of justice supports the literature's claims. Third, adopted in the literature is an ideal view of the role of Lifelong Education as a means of producing change in society. The absence of a critical perspective leaves Lifelong Education in the role of reproducing inequalities in society, vulnerable to application as a mechanism of manipulation rather than emancipation. Fourth, the social policy models implied by the literature are not models which are significantly redistributive in their aims. Finally, projected normative outcomes such as "the good society", "improved quality of life", and "a more just society" lack precise definition thereby leaving unexpressed the ideological position on which they are premised. This deprives the field the means of evaluating these policies. It is argued that if the role of educators in the development of democratic active participation of citizens in the collective formation of public policy is to be taken seriously, the ideological position of Lifelong Education must be more carefully defined and developed so that citizens can reflect on its principles, compare them with alternate ideological positions, and make their choices from this more informed position.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Books on the topic "Education – Social aspects – Sweden"

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Krueger, Alan B. Education for growth in Sweden and the world. Find full text

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Krueger, Alan B. Education for growth in Sweden and the world. Cambridge, MA: National Bureau of Economic Research, 1999.

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Lane, Linda, and Michael Wallengren-Lynch, eds. Narratives of Social Work Practice and Education in Sweden. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45874-4.

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J, Ball Stephen, and Larsson Staffan, eds. The Struggle for democratic education: Equality and participation in Sweden. New York: Falmer Press, 1989.

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1949-, Olofsson Elisabet, Swedish National Committee of ICOM., and Swedish-African Museum Programme, eds. Africa Sweden =: Suède Afrique. [Stockholm]: Swedish National Committee of ICOM, 1992.

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MacBeath, John E. C. Personal and social education. Edinburgh: Scottish Academic Press, 1988.

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Education. London: Longman, 1986.

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D, Van Scotter Richard, and Van Scotter Richard D, eds. Social foundations of education. 2nd ed. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Oglesby, Carole A. Psycho-social aspects of physical education. Reston, Va: American Alliance for Health, Physical Education, Recreation, and Dance, 1987.

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Waldow, Florian. Ökonomische Strukturzyklen und internationale Diskurskonjunkturen: Zur Entwicklung der schwedischen Bildungsprogrammatik 1930-2000. Frankfurt am Main: Lang, 2007.

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Book chapters on the topic "Education – Social aspects – Sweden"

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Radišić, Jelena, and Andreas Pettersen. "Resilient and Nonresilient Students in Sweden and Norway—Investigating the Interplay Between Their Self-Beliefs and the School Environment." In Equity, Equality and Diversity in the Nordic Model of Education, 273–304. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_11.

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AbstractUsing TIMSS 2015 data and a person-centred approach, the chapter focuses on academically resilient students in Norway and Sweden in grade eight. The self-belief profiles of academically resilient students compared with the nonresilient groups (i.e., low SES/low achievement, high SES/low achievement and high SES/high achievement) are investigated. Further, we evaluated the characteristics of the classroom environment for each of the profiles. After accounting for student SES and achievement, personal characteristics, advantages and disadvantages in the classroom and the school environment, we identified distinctive student profiles that might be more prone to risk. In the context of the equality–inequality paradigm, recognition of these profiles can strengthen the possibility to reduce the gap in battling different aspects of inequality across social groups. Concurrently, although we distinguish the same student groups across Sweden and Norway, their distribution within the countries differs. The latter results contribute to the ongoing debate on the dissolution/unification of the Nordic model, especially regarding particular trends within the Swedish education system.
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Kolstø, Stein Dankert, and Mary Ratcliffe. "Social Aspects of Argumentation." In Argumentation in Science Education, 117–36. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6670-2_6.

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Sheridan, Sonja, Susanne Garvis, Pia Williams, and Elisabeth Mellgren. "Critical aspects for the preschool quality in Sweden." In Policification of Early Childhood Education and Care, 216–30. Abingdon, Oxon ; New York : Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780203730539-17.

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Maisuria, Alpesh. "Charting a History of Social Democracy." In Class Consciousness and Education in Sweden, 6–31. New York: Routledge, 2018. | Series: Routledge studies in education, neoliberalism, and Marxism; 17: Routledge, 2017. http://dx.doi.org/10.4324/9781315268682-2.

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Maisuria, Alpesh. "Theoretical and Philosophical Marxism as a Social Science." In Class Consciousness and Education in Sweden, 32–76. New York: Routledge, 2018. | Series: Routledge studies in education, neoliberalism, and Marxism; 17: Routledge, 2017. http://dx.doi.org/10.4324/9781315268682-3.

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Barreto Torres, Luana Dandara, Gabriela Farias Asmus, and Sônia Regina da Cal Seixas. "Social Engagement Aspects of Sustainability." In Encyclopedia of Sustainability in Higher Education, 1474–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_31.

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Barreto Torres, Luana Dandara, Gabriela Farias Asmus, and Sônia Regina da Cal Seixas. "Social Engagement Aspects of Sustainability." In Encyclopedia of Sustainability in Higher Education, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-63951-2_31-1.

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Themelis, Spyros. "Quantitative Aspects of Social Mobility." In Social Change and Education in Greece, 111–31. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137108616_7.

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Kjellström, Anna. "Bioarchaeological Aspects of the Early Stage of Urbanization in Sigtuna, Sweden." In Bioarchaeology and Social Theory, 119–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53417-2_6.

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Dahlin, Bo. "The Social and Political Aspects of Education." In SpringerBriefs in Education, 113–24. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58907-7_6.

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Conference papers on the topic "Education – Social aspects – Sweden"

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Wojcicka-Migasiuk, Dorota, and Andrzej Chochowski. "Social and Technical Aspects in Solar System Design." In World Renewable Energy Congress – Sweden, 8–13 May, 2011, Linköping, Sweden. Linköping University Electronic Press, 2011. http://dx.doi.org/10.3384/ecp110573830.

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"Education and social aspects." In 2018 IEEE Industrial Cyber-Physical Systems (ICPS). IEEE, 2018. http://dx.doi.org/10.1109/icphys.2018.8390753.

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"ICPS Education and Social Aspects." In 2019 IEEE International Conference on Industrial Cyber Physical Systems (ICPS). IEEE, 2019. http://dx.doi.org/10.1109/icphys.2019.8780284.

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Denchev, Stoyan, and Tereza Trencheva. "INFORMATION ENVIRONMENT - EDUCATIONAL AND SOCIAL ASPECTS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1139.

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Cortés Vásquez, Judith, Lars Mattiasson, and Katarina Scott. "CULTURAL ENTREPRENEURSHIP WITH SOCIAL IMPACT REMOTE INTERACTIVE EXPERIENCE MEXICO - SWEDEN." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0342.

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"ICPS Education and social aspects [breaker page]." In 2020 IEEE Conference on Industrial Cyberphysical Systems (ICPS). IEEE, 2020. http://dx.doi.org/10.1109/icps48405.2020.9274777.

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Yu. Guryanova, Tatyana, Lilia A. Metelkova, Elena L. Zaitseva, and Olga V. Zarubkina. "E.ZOLA’S “L’ASSOMOIR”: ASPECTS OF THE ANALYSIS." In INTCESS 2022- 9th International Conference on Education & Education of Social Sciences. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.51508/intcess.202214.

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Bednarikova, Marie. "SOCIAL WELFARE ASPECTS OF A COMPANY." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.108.

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Konyukhov, V. Yu, T. A. Oparina, R. S. Zott, and P. N. Konovalov. "Aspects of Modern Engineering Education." In Proceedings of the Internation Conference on "Humanities and Social Sciences: Novations, Problems, Prospects" (HSSNPP 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/hssnpp-19.2019.97.

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Shcolyar, Mariana, and Maria Andriushchenko. "The Topical Aspects of Foreign Student Sociocultural Adaption in Ukrainian Higher Education Institutions." In SOCIOLOGY – SOCIAL WORK AND SOCIAL WELFARE – REGULATION OF SOCIAL PROBLEMS. NDSAN (MFC - coordinator of the NDSAN), 2020. http://dx.doi.org/10.32437/sswswproceedings-2020.mams.

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Reports on the topic "Education – Social aspects – Sweden"

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VASYUKOV, O. G., V. M. BOLSHAKOVA, and P. YU NAUMOV. THEORETICAL AND PRACTICAL ASPECTS OF FORMING SOCIAL RESPONSIBILITY OF STATE CIVIL EMPLOYEES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/978-0-615-67324-0-4-12.

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Target. Currently, the development of professional values and official behavior of civil servants are relevant for training personnel for the public authority system. One of the ways to form the personality of a civil servant who is a professional is to increase the real level of his social responsibility. The article is devoted to the study of the phenomenon of social responsibility of civil servants. Method or methodology of the work. The systematic, activity-based and axiological approaches were used as methodological principles in the work. The research methods were analysis and synthesis, movement from the general to the particular, comparison and analogy, movement from the abstract to the concrete, complex generalization and classification. Results. The main results of the study include the concretization of the concept of «social responsibility of civil servants», the identification of the essential properties of social responsibility, the determination of the features of its functioning, the formulation of urgent problems for further research in this aspect. Scope of the results. The scientific results of the article can be applied when conducting psychological and pedagogical research and organizing classes in educational institutions of higher education.
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Haider, Huma. Education, Conflict, and Stability in South Sudan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.129.

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This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.
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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3244.

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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.
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Fieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.094.

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The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.
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Huynh, Diana N., and Johannes Lidmo. Nordic overview of national support initiatives in urban planning. Nordregio, December 2022. http://dx.doi.org/10.6027/pb2022:7.2001-3876.

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The Nordic countries share many cross-sectoral targets at the national level to meet ambitious environmental, social, sustainable, and innovative development goals and targets. However, in the context of spatial planning, central governments in the Nordic countries often have limited ability to influence local and regional level priorities. As the Nordic region seeks a greener, more competitive, and socially sustainable future, understanding the diversity of ongoing national interventions and mechanisms in local and regional land use and spatial planning is needed. The focus on Nordic national support initiatives is therefore to understand both the regulative and national support aspects (top-down) and the actual needs (bottom-up) to achieve national cross-sectoral targets as these relate to green and inclusive urban development. This policy brief presents a mapping of the relevant initiatives across the Nordic countries (Denmark, Finland, Iceland, Norway and Sweden).
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Birch, Izzy. Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Institutional and Monitoring Mechanisms. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/k4d.2021.005.

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The focus of this paper is on the complementary mechanisms and interventions likely to increase the effectiveness and impact of conditional cash transfer (CCT) schemes in South Asia that aim to reduce female infanticide and child marriage and promote girls’ education. The literature on the institutional aspects of these particular schemes is limited, but from this and from the wider literature on CCT programmes in similar contexts, the following institutional mechanisms are likely to enhance success: a strong information and communication strategy that enhances programme reach and coverage and ensures stakeholder awareness; advance agreements with financial institutions; a simple and flexible registration process; appropriate use of technology to strengthen access, disbursement, and oversight; adequate implementation capacity to support processes of outreach, enrolment, and monitoring; monitoring and accountability mechanisms embedded in programme design; coordination mechanisms across government across social protection schemes; an effective management information system; and the provision of quality services in the sectors for which conditions are required. There is a very limited body of evidence that explores these institutional issues as they apply to the specific CCT programmes that are the focus of this report, however, there is more available evidence of the potential impact of ‘cash-plus’ programmes, which complement the transfers with other interventions designed to enhance their results or address the structural barriers to well-being
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Kud, A. A. Figures and Tables. Reprinted from “Comprehensive сlassification of virtual assets”, A. A. Kud, 2021, International Journal of Education and Science, 4(1), 52–75. KRPOCH, 2021. http://dx.doi.org/10.26697/reprint.ijes.2021.1.6.a.kud.

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Figure. Distributed Ledger Token Accounting System. Figure. Subjects of Social Relations Based on the Decentralized Information Platform. Figure. Derivativeness of a Digital Asset. Figure. Semantic Features of the Concept of a “Digital Asset” in Economic and Legal Aspects. Figure. Derivativeness of Polyassets and Monoassets. Figure. Types of Tokenized Assets Derived from Property. Figure. Visual Representation of the Methods of Financial and Management Accounting of Property Using Various Types of Tokenized Assets. Figure. Visual Representation of the Classification of Virtual Assets Based on the Complexity of Their Nature. Table. Comparison of Properties of Various Types of Virtual Assets of the Distributed Ledger Derivative of the Original Asset. Table. Main Properties and Parameters of Types of Tokenized Assets. Table. Classification of Virtual Assets as Tools for Implementing the Methods of Financial and Management Accounting of Property.
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McGinnity, Frances, Emma Quinn, Philip J. O'Connell, Emer Smyth, Helen Russell, Bertrand Maître, Merike Darmody, and Samantha Arnold. Monitoring report on integration 2016. Edited by Alan Barrett, Frances McGinnitty, and Emma Quinn. ESRI, March 2017. http://dx.doi.org/10.26504/bkmnext330.

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This report examines migrant integration in Ireland in the areas of employment, education, social inclusion and active citizenship, and includes a special theme on migrant skills and competencies.The report presents a range of findings, including that a significant proportion of immigrants in Ireland are now Irish citizens, income poverty is higher among non-Irish groups than Irish, and employment rates are lower among African nationals than any other nationality grouping. The report uses indicators to measure different aspects of immigrant inclusion in Irish society, using the most recently available data.
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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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Haider, Huma. Mainstreaming Institutional Resilience and Systems Strengthening in Donor Policies and Programming. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.101.

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This rapid review synthesises evidence on key aspects of mainstreaming institutional resilience and systems strengthening in donor policies and programming in FCAS (Fragile and Conflict-affect States) contexts, particularly in nutrition (food security), health, WASH and the economic sector. Institutional resilience is the ability of a social system (society, community, organisation) to absorb and recover from external shocks, while positively adapting and transforming to address long-term changes and uncertainty. Investing in strong, well-functioning and adaptable social systems, such as health, education and social protection systems, can build resilience, as this help to cushion the negative economic and social effects of crises. While development actors have established guidance on how institutions can be made more effective, inclusive and accountable, there is much less literature on institutional resilience and how development actors can help to foster it. Much of the literature notes a lack of systematic evidence on applying the concept of resilience. These gaps extend to a dearth of guidance on how development actors can mainstream institutional resilience and systems strengthening into their policies and programmes. This rapid review draws on common factors discussed in the literature that are considered important to the strengthening of resilience and particular systems. These may, in turn, provide an indication of ways in which to mainstream institutional resilience and systems strengthening into development policy and programming
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