Equity, Equality and Diversity in the Nordic Model of Education—Contributions from Large-Scale Studies
Abstract In education, the ‘Nordic model’ refers to the similarities and shared aims of the education systems developed in the five Nordic countries—Denmark, Finland, Iceland, Sweden and Norway—after World War II. Traditionally, there have always been many similarities and links between the Nordic c...
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crspringernat:10.1007/978-3-030-61648-9_1 2024-03-10T08:35:33+00:00 Equity, Equality and Diversity in the Nordic Model of Education—Contributions from Large-Scale Studies Frønes, Tove Stjern Pettersen, Andreas Radišić, Jelena Buchholtz, Nils Universitetet i Oslo 2020 http://dx.doi.org/10.1007/978-3-030-61648-9_1 https://link.springer.com/content/pdf/10.1007/978-3-030-61648-9_1 unknown Springer International Publishing https://creativecommons.org/licenses/by/4.0 https://creativecommons.org/licenses/by/4.0 https://creativecommons.org/licenses/by/4.0 https://creativecommons.org/licenses/by/4.0 Equity, Equality and Diversity in the Nordic Model of Education page 1-10 ISBN 9783030616472 9783030616489 book-chapter 2020 crspringernat https://doi.org/10.1007/978-3-030-61648-9_1 2024-02-13T22:13:22Z Abstract In education, the ‘Nordic model’ refers to the similarities and shared aims of the education systems developed in the five Nordic countries—Denmark, Finland, Iceland, Sweden and Norway—after World War II. Traditionally, there have always been many similarities and links between the Nordic countries through their historical connections and geographical proximity. The common experience of solidarity and political oppression during World War II also created the basis for a common political orientation in the postwar period, which was also reflected in the education systems during the development of the countries’ economies and their establishment of welfare states. At the same time, this very process has been strongly supported by social-democratic governance in these countries in the 1960s and 1970s (Blossing, Imsen, & Moos, 2014). The model is based on a concept of Education for All , where equity, equal opportunities and inclusion are consistently cited as the goal of schooling and orientation (Blossing et al., 2014; Telhaug, Mediås, & Aasen, 2006). This corresponds to the egalitarian idea of a classless society, which is characterised by individual democratic participation, solidarity and mutual respect and appreciation for all. This idea was manifested in, for example, major reallocations of economic resources through the tax systems and free schooling for all, which arose out of the principle that parents’ lack of economic resources should not prevent children from obtaining a good quality education. The equalisation of structural inequalities and creation of equity was—and still is—the task of the education system in the Nordic countries. Worldwide, especially within the Nordic countries, the view is being shared that the education system should be fair and provide access and opportunities for further education, regardless of where someone lives, the status of the parental home, where someone comes from, what ethnic background someone has, what age or gender someone is, what skills one has ... Book Part Iceland Springer Nature Norway Aasen ENVELOPE(12.742,12.742,66.052,66.052) 1 10 Cham |
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Springer Nature |
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crspringernat |
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unknown |
description |
Abstract In education, the ‘Nordic model’ refers to the similarities and shared aims of the education systems developed in the five Nordic countries—Denmark, Finland, Iceland, Sweden and Norway—after World War II. Traditionally, there have always been many similarities and links between the Nordic countries through their historical connections and geographical proximity. The common experience of solidarity and political oppression during World War II also created the basis for a common political orientation in the postwar period, which was also reflected in the education systems during the development of the countries’ economies and their establishment of welfare states. At the same time, this very process has been strongly supported by social-democratic governance in these countries in the 1960s and 1970s (Blossing, Imsen, & Moos, 2014). The model is based on a concept of Education for All , where equity, equal opportunities and inclusion are consistently cited as the goal of schooling and orientation (Blossing et al., 2014; Telhaug, Mediås, & Aasen, 2006). This corresponds to the egalitarian idea of a classless society, which is characterised by individual democratic participation, solidarity and mutual respect and appreciation for all. This idea was manifested in, for example, major reallocations of economic resources through the tax systems and free schooling for all, which arose out of the principle that parents’ lack of economic resources should not prevent children from obtaining a good quality education. The equalisation of structural inequalities and creation of equity was—and still is—the task of the education system in the Nordic countries. Worldwide, especially within the Nordic countries, the view is being shared that the education system should be fair and provide access and opportunities for further education, regardless of where someone lives, the status of the parental home, where someone comes from, what ethnic background someone has, what age or gender someone is, what skills one has ... |
author2 |
Universitetet i Oslo |
format |
Book Part |
author |
Frønes, Tove Stjern Pettersen, Andreas Radišić, Jelena Buchholtz, Nils |
spellingShingle |
Frønes, Tove Stjern Pettersen, Andreas Radišić, Jelena Buchholtz, Nils Equity, Equality and Diversity in the Nordic Model of Education—Contributions from Large-Scale Studies |
author_facet |
Frønes, Tove Stjern Pettersen, Andreas Radišić, Jelena Buchholtz, Nils |
author_sort |
Frønes, Tove Stjern |
title |
Equity, Equality and Diversity in the Nordic Model of Education—Contributions from Large-Scale Studies |
title_short |
Equity, Equality and Diversity in the Nordic Model of Education—Contributions from Large-Scale Studies |
title_full |
Equity, Equality and Diversity in the Nordic Model of Education—Contributions from Large-Scale Studies |
title_fullStr |
Equity, Equality and Diversity in the Nordic Model of Education—Contributions from Large-Scale Studies |
title_full_unstemmed |
Equity, Equality and Diversity in the Nordic Model of Education—Contributions from Large-Scale Studies |
title_sort |
equity, equality and diversity in the nordic model of education—contributions from large-scale studies |
publisher |
Springer International Publishing |
publishDate |
2020 |
url |
http://dx.doi.org/10.1007/978-3-030-61648-9_1 https://link.springer.com/content/pdf/10.1007/978-3-030-61648-9_1 |
long_lat |
ENVELOPE(12.742,12.742,66.052,66.052) |
geographic |
Norway Aasen |
geographic_facet |
Norway Aasen |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Equity, Equality and Diversity in the Nordic Model of Education page 1-10 ISBN 9783030616472 9783030616489 |
op_rights |
https://creativecommons.org/licenses/by/4.0 https://creativecommons.org/licenses/by/4.0 https://creativecommons.org/licenses/by/4.0 https://creativecommons.org/licenses/by/4.0 |
op_doi |
https://doi.org/10.1007/978-3-030-61648-9_1 |
container_start_page |
1 |
op_container_end_page |
10 |
op_publisher_place |
Cham |
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1793131961576849408 |