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  • 1.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    A case study of a Green Flag-certified preschool in Sweden2019In: The Hungarian Educational Research Journal, ISSN 0309-7846, E-ISSN 2064-2199, Vol. 9, no 4, p. 607-627Article in journal (Refereed)
    Abstract [en]

    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.

  • 2.
    Carlhed Ydhag, Carina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Understanding the complexity in measuring student progression in European higher education2019In: The Hungarian Educational Research Journal, ISSN 0309-7846, E-ISSN 2064-2199, Vol. 9, no 2, article id 063Article in journal (Refereed)
    Abstract [en]

    This article aims to analyze student progression in European higher education (HE) using Sweden and UK as countries of reference. It presents and problematizes common ways to measure student progression (e.g., rates of dropout, completion, and retention), distinguishing between institutional departures or system departures, and the implications of the timing of the measurement, hence focusing on early and late leavers. The article also discusses general rates of student progression in different countries and the reasons for dropping out, revealing what lies behind the dropout statistics. Finally, the article also includes a critical questioning of the interests and intentions behind the data production. The article offers an orientation among the multiple definitions and measurements of student progression in HE. It deals with the value of measurements and alternative ways of measuring student progression, and with the implications for further studies on dropout and completion rates, which are politically contested issues.

  • 3.
    Wozniczka, Anna
    et al.
    University of Iceland.
    Rosvall, Per-Åke
    A Nordic model in policy and practice? The case of immigrants and refugees in rural schools in Iceland and Sweden2020In: The Hungarian Educational Research Journal, ISSN 0309-7846, E-ISSN 2064-2199Article in journal (Refereed)
    Abstract [en]

    Through a cross-national analysis of Iceland and Sweden, we investigate How are the two countries’ national and local educational systems ensuring access to education and social inclusion of immigrants and refugees? How do immigrant and refugee students talk about their agency in their classrooms, schools, and peer communities in rural contexts? Our analysis builds on fieldwork including classroom observations and interviews with immigrants (Iceland) and refugees (Sweden) aged 12–16 years, their teachers, and school principals, in four compulsory schools. The concept of ecology of equity is used to investigate power relations with regard to place and agency. The analysis also includes investigation of the politics of the teaching profession in response to students’ diversity. Findings show that although some students describe that they do not feel “othered,” the majority, especially refugee students in Sweden, do feel excluded from their peers. The Icelandic and Swedish rural schools are on their own in tackling issues of working with these students, despite the fact that their practices may lead to reinforcing inequalities between schools and regions of the two countries. In this sense, the approach of the two countries does not reflect the ideals of the Nordic welfare system.

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