Nordisk ministerråd Island 2012

1. Nordisk ministerrådIsland 2012 Noglebemærkningerfra Island om uddannelsei Island, udfordringer, uddannelsesforskningi Island, PISA ognordisksamarbejde Jón Torfi Jónasson MenntavísindasviðHÍ, School of Education University of Iceland jtj@hi.is http://www3.hi.is/~jtj/ JTJ Nordisk ministerrad mars 2012 JTJ

2. Diskussionsemner • Breytingar í lagaumhverfinu • Ný fimm ára kennaramenntun • Ný námskrá fyrir þrjú skólastig • Áskoranir • Aðsókn að kennaranámi • Símenntun og starfsþróun, m.a. tengt umbótum stjórnvalda • Tengsl rannsókna og skólastarfs • Aðsókn að verkmenntun • Brottfall úr framhaldsskóla • Menntun til framtíðar • Changes in the law on education • Five year teacher education • New curriculum extending to three levels of the system • Challenges • Applicants to TE programmes • Continuing ed and professional development, e.g. related to changes initiated by government • Relating research to practice • Applicants to vocational ed • Dropouts from upper sec ed • Education for the future JTJ Nordisk ministerrad mars 2012 JTJ

3. PISA 2009 Results: Overcoming Social Background: Equity in Learning Opportunities and Outcomes (Volume II) JTJ Nordisk ministerrad mars 2012 JTJ

4. Percentage of variancewithin and betweenschools JTJ Nordisk ministerrad mars 2012 JTJ

5. Variation in reading performance explained by students' and schools' socio-economic background JTJ Nordisk ministerrad mars 2012 JTJ

6. Reading performance, by immigrant status JTJ Nordisk ministerrad mars 2012 JTJ

7. Grunnþættir nýju íslensku námskrárinnarThe basic competencies of the new Icelandic curriculum Literacy Sustainability Democracy Equality Health and wellbeing Creativity These basic competencies shall characterise the curricula of playschool, compulsory education and upper secondary education. Læsi Sjálfbærni Lýðræði Jafnrétti Heilbrigði og velferð Sköpun Þessir þættir skulu fléttaðir inn í námskrár leikskóla, grunnskóla (skyldunámið) og framhaldsskóla. JTJ Nordisk ministerrad mars 2012 JTJ

8. Diskussionsemner forts. • Research • PISA • Studies on educational practice in compulsory education • Comparative research involving the Nordic nations: PISA, preschool, after school centres, adult education, dropout, development of HE • Nordic co-operation • A host of projects, in particular related to NordplusogNordforsk • The West-Nordic cooperation • InternationalsummitontheTeacingprofession in NY, March 2012 • Nordforsk, Education for Tomorrow, thecallmaybethisweek • Rannsóknir • PISA • Starfsháttarannsókn í grunnskólum • Samanburðarrannsóknir á NL: PISA, leikskóli, frístundaheimili, fullorðinsfræðsla, brottfall, þróun æðri menntunar • Norrænt samstarf • Mikill fjöldi norrænna verkefna, sérstaklega Nordplus og Nordforsk • Vestnorræna samstarfið • InternationalsummitontheTeacingprofession í NY, mars 2012 • Nordforsk, Education for Tomorrow, auglýst nú JTJ Nordisk ministerrad mars 2012 JTJ

9. International Monetary FundFinance & Development, September 2011, Vol. 48, No. 3Andrew G. Berg and Jonathan D. Ostry “Do societies inevitably face an invidious choice between efficient production and equitable wealth and income distribution? Are social justice and social product at war with one another? In a word, no.” “That experience brought home the fact that sustainable economic reform is possible only when its benefits are widely shared. “ JTJ Nordisk ministerrad mars 2012 JTJ

10. 2012 International summit on the teaching professionhttp://www.oecd.org/site/0,3407,en_21571361_49816319_1_1_1_1_1,00.html Profession, the teacher as a professional; there is no way a powerful system function well without emphasising this. System approach; the education of young people coupled with initial and in-service education, constant innovation and reform must be seen as an integrated system. 21st century competencies are now increasingly being recognised; thus we must also make sure that we don't only measure what we can but also what we value. Partnership between stakeholders, the different stakeholders must pull in the same direction, but not be at constant odds with each other; then system cannot work. The Nordic countries put special emphasise on early childhood education. Fagmaður. Líta á kennarann sem fagmann, hann yrði að geta starfa sem slíkur. Heild, kerfi. Sjá skólastarf, skólaþróun, menntun kennara og kjör þeirra sem eina heild, í einu kerfi, en ekki sundurlausir bútar sem ekki ynnu saman. Færni þættir 21 aldarinnar yrði að rækta; gæta í því efni að mæla ekki aðeins það sem við værum vön að mæla heldur ekki síður það sem við mætum mest. Samvinna; þeir sem kæmu að skólastarfi yrðu að vinna saman, en ekki mætti ala á ágreiningi á milli þeirra. NL lögðu ríka áherslu á menntun yngstu barnanna. JTJ Nordisk ministerrad mars 2012 JTJ

11. 2012 International summit on the teaching professionhttp://www.oecd.org/site/0,3407,en_21571361_49816319_1_1_1_1_1,00.html Glærur – presentationusedby Andreas Schleicherhttp://prezi.com/nkd9pummteys/istp-2012-international-summit-of-the-teaching-profession/ JTJ Nordisk ministerrad mars 2012 JTJ

12. Mange tak for jerestålmodighed Kærar þakkir ECNAIS conference Warsaw nov 2011 JTJ JTJ Nordisk ministerrad mars 2012 JTJ