No description available.

Denna c-uppsats syftar till att undersöka huruvida Sverige har haft en stabilare utveckling på grund av att vi stått utanför EMU. För detta syfte genomför vi en komparativ jämförelse med Finland, där olika ekonomiska variabler presenteras för Sverige och Finland för att kunna urskilja hur utvecklingen har varit perioden 1990-2019. Vidare konstrueras även en indexserie för att kunna urskilja hur en svensk utveckling hade kunnat se ut ifall Sverige varit medlem i EMU från dess etablering. Med indexserien och en modell som isolerar växelkursens inverkan på BNP undersöks hur stor påverkan växelkursen har på BNP. Detta genererar en möjlighet till att skapa ett kontrafaktiskt scenario där det kan jämföras hur Sverige hade kunnat ha en annorlunda BNP-utveckling om Sverige infört euron som valuta i januari år 1999. Resultatet visar att Sverige har haft en stabilare utveckling utanför EMU, huvudsakligen till följd av att den svenska kronan bidrog till att stabilisera BNP under den globala finanskrisen år 2009.

No description available.

Bakgrunden till denna rapport är de goda resultat som de finländska eleverna fick i matematikdelen i PISA 2003 - en undersökning som genomfördes för att kartlägga 15- åringars kunskaper i ämnet. Syftet med vår studie är att finna några faktorer som ligger bakom de finländska elevernas framgångar i matematik. De metoder som användes för att finna dessa faktorer var intervjuer och observationer på två skolor i Finland. Med hjälp av denna undersökning och litteraturstudier fann vi följande faktorer som möjligen ligger bakom deras goda resultat: samhällets syn på skolan, lärarutbildningen i Finland, arbetssätt, undervisningsgrupper med få eller inga invandrarelever, tidiga betyg, antalet undervisningstimmar i matematik, elever med fördjupade matematikkunskaper och tidig stödundervisning.

Under flera års tid har den internationella undersökningen PISA visat att finska elever har bäst resultat i naturvetenskap, matematik och läsförståelse. Dessa resultat gjorde att vi begav oss till Finland för att ta reda på vilka faktorer som ligger bakom de finska elevernas goda prestationer i naturvetenskap. Med hjälp av lärarintervjuer, enkätstudier samt observationer ville vi få svar på våra frågor. Studien visar på flera möjliga framgångsfaktorer bl.a. lärarutbildningens utformning, goda resurser samt läroplanens tydliga målformuleringar.

No description available.

There have been debates on the big differences in mathematics knowledge concerning pupils in Sweden and Finland. Especially, one common issue in the discussions of education is the Pisa test results, which take up in the media. In the Pisa research the Finnish pupils get through well year after year. Because of the discussions about the distinct school systems in Sweden and Finland, I found it interesting to investigate the divergence of the curriculums in these two countries. The main research questions asked were, what are the main differences and similarities in the Swedish and Finnish curriculums in primary school? Such as, is the assignment of primary school similar in Sweden and Finland? In my study I analyzed and compared by means of the curriculum especially mathe-matics teaching in primary schools in grade three in Sweden and in grade two Fin-land. I have concentrated on the knowledge differences and similarities in these two curriculums. I have as well studied how tasks of the schools and the values affect in curriculums. I have looked for the answers to my main questions by conducting a text analysis of the Swedish and the Finnish curriculums. The results indicate that in the Swedish and the Finnish curriculums there are similari-ties in the general curriculum as well in the democracy as in the assignment of the school. Several differences have also been found out concerning mathematics such as discrepancy between the objectives. Also another divergence can also be found out; The curriculum of the Finnish primary school is more detailed and legible than the curriculum of the Swedish primary school. Furthermore, my results show that level of mathematics in the primary school in grade three in Sweden is almost the same as the level in grade two in Finland which leads to another disparity in the mathematics edu-cation in these two countries.

This study is comparing curriculums in Physical Education between Sweden and Finland. The comparison was done based on former curriculums and previous research. Results from previous research showed differences between countries and curriculums. The aim of the study was to find out if and why there were differences between the current curriculums based on goals and sports. The method was a literature analysis. The results showed that there were differences between the curriculums, but also similarities. The curriculums were similar in structure and subjects, but different in the content of the subjects. The goals for the students were also different between countries and curriculums. The discussion was about the results and future studies on the area. The study could have been made in another way and as a result of this- other results.

Since English is increasingly being taught worldwide, questions about the importance of teaching context continue to grow. But studies of EFL (English as a foreign language) educational systems in various contexts are rare. This holistic study was intended to describe and analyze one European setting where English is taught as a foreign language, to uncover the underlying assumptions and needs that drive EFL education, to hear teacher and student voices about the confidence they have in the system, and to identify factors in the layers of context that make this system unique.The study relies mainly on qualitative methods, but uses also some quantitative data to support and/or refute information obtained through qualitative research methods. The ethnographic field work was conducted on location in Finland from January to December of 1992.The findings indicate that the Finnish EFL education system is unique because of various social, political, and linguistic factors that are characteristic of the nation itself. Several factors contribute to the effectiveness of the system, such as highly qualified instructors, excellent instructional materials, and up-to-date teaching methods. More importantly, however, it is Finland's commitment to quality foreign language education that seems to be decisively instrumental in achieving the expected results. Thus, the nation as a whole invests in the development and research of foreign language education. It appears that the key to the relative success of the English education system in Finland involves just the right combination of interrelated factors and level of confidence found at every layer of the context.Since most EFL systems consist of the same universal elements' (teachers, students, materials, methods, etc.), the study proposes an EFL Contextual System Model, which is applicable to other settings. The Model can be used to analyze and interpret the parts and interrelationships of EFL systems in various educational contexts.By learning about the EFL context in Finland, the worldwide TESOL (teaching English to speakers of other languages) community can gain a better understanding of the importance and function of the broader teaching/learning context itself and draw parallels between EFL educational systems in various nations. / Department of English

Thesis (doctoral)--Jyväskylän yliopisto, 1998. / Extra t.p. with thesis statement inserted. Includes bibliographical references (p. 145-159).