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Wo der Anteil leistungsschwacher Schüler unter Migranten besonders hoch ist ...

„In Deutschland, Österreich, Schweiz, Belgien, Dänemark, Finnland, Luxemburg, Slowenien und Schweden ist unter Migranten und deren Nachkommen der Anteil leistungsschwacher Schüler besonders hoch. In diesen Ländern erreichen Schülerinnen und Schüler mit Migrationshintergrund mehr als doppelt so häufig wie Schüler ohne Migrationshintergrund nicht die schulischen Grundkenntnisse.“

OECD, Presseaussendung vom 19. März 2018

 

Academic underperformance among immigrant students ...

„Academic underperformance among immigrant students is particularly critical in Austria, Belgium, Denmark, Finland, Germany, Iceland, Luxembourg, Slovenia, Sweden and Switzerland.“

OECD (Hrsg.), „PISA in Focus 82“ (März 2018), S. 5

 

Finland, Singapore, Ireland and Chile: Teachers come from the upper part of the college skill distribution ...

„Teachers come from the upper part of the college skill distribution in some countries (e.g., Finland, Singapore, Ireland, and Chile) and from the lower part in others (e.g., Austria, Denmark, the Slovak Republic, and Poland).“

Univ.-Prof. Dr. Eric Hanushek u. a., „The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance“ (2018), S. 11

 

Dänemark: A mandatory assessment of language development has been introduced for all three-year-olds ...

Dänemark: „A mandatory assessment of language development has been introduced for all three-year-olds since 2010 in order to diagnose and address possible language problems before children start school at age 7.“

Dr. John Jerrim u. a., „Educational disadvantage: how does England compare?“ (2018), S. 25

 

Mandatory assessment of language development for all 3-year-olds ...

„Denmark […] introduced a mandatory assessment of language development for all 3-year-olds that aims to diagnose possible language problems before children start school. If identified as necessary, additional language training of at least 15 hours per week can take place as an integrated part of normal kindergarten activities or in separate groups. In Germany, the majority of Länder introduced screening processes to identify pre-school children in need of additional language support. These assessments are usually conducted 12 to 24 months before children’s transition to school.“

OECD (Hrsg.), „The Resilience of Students with an Immigrant Background“ (2018), S. 271

 

Investitionen in das Schulwesen im Jahr 2013 ...

Den höchsten Anteil im Primar- bis unteren Sekundarbereich wies Dänemark mit 3,4% auf.

Statistik Austria (Hrsg.), Bildung in Zahlen 2015/16 Schlüsselindikatoren und Analysen (2017), S. 92

Österreichs Politik waren Primar- bis unterer Sekundarbereich nur 2,1 % des BIP wert.

 

NEET rate is going in the wrong direction in Denmark, Finland, France and Slovakia ...

„High NEET rates close or above 20 % are still recorded in a number of countries (Croatia, Bulgaria, Italy and Romania, the latter even showing a substantial increase in 2015). There are also indications that the NEET rate is going in the wrong direction in Denmark, Finland, France and Slovakia.“

EU-Kommission (Hrsg.), „Joint Employment Report 2017“ (2017), S. 38

 

Dänemark: Special primary education for recently-arrived migrant children ...

„Since August 2016, municipalities in Denmark have the opportunity to establish special primary education for recently-arrived migrant children.“

OECD (Hrsg.), „International Migration Outlook 2017“ (2017), S. 84

 

Denmark is one of the biggest investors in education in the EU ...

„Denmark is one of biggest investors in education in the EU. General government expenditure on education as a proportion of GDP was 7.2 % in 2014 (compared to an EU average of 4.9 %).“

EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 69

 

15-year-old pupils in Denmark receive four hours of instruction per week in mathematics and 4.7 hours in language ...

„15-year-old pupils in Denmark receive four hours of instruction per week in mathematics and 4.7 hours in language, while pupils of the same age in Austria receive only 2.7 hours of weekly classroom lessons in mathematics and 2.4 hours in language.“

Univ.-Prof. Dr. Victor Lavy, „Do Differences in Schools' Instruction Time Explain International Achievement Gaps?“ in „The Economic Journal 125“ (November 2015), S. 397

 

Dänemark: A secondary education diploma does not guarantee a place in higher education ...

Dänemark: „A secondary education diploma does not guarantee a place in higher education. Admission depends on the number of 'student seats' available. For every study program at a higher education institution, a maximum number of students is set. For some studies this number is decided centrally by the ministry, for others it is set by the institution.

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 108

 

Dänemark: There are now special schools for gifted children ...

Dänemark: „There are now special schools for gifted children, called Mentiqa schools. Mentiqa schools are especially aimed at gifted students who do not feel understood, respected or challenged enough in the school environment.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 111

 

Dänemark: The government started to prioritize talent development ...

Dänemark: „In Denmark, the Nordic egalitarian tradition is strong, but attitudes towards excellence have changed in recent years. In the early 2000s, the government started to prioritize talent development.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 244

 

Special legislation about gifted and talented students has been introduced throughout Germany, Denmark, Belgium, Switzerland, and the Netherlands ...

„There are more provisions for talented and gifted students in 2014 than there were in 2000. Special legislation about gifted and talented students has been introduced throughout Germany, Denmark, Belgium, Switzerland, and the Netherlands. Special schools and/or classes are now in place in Denmark and Finland.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 271

 

Tuition fees for international students ...

„During the past decade, Denmark and Sweden (as of 2011) decided to introduce tuition fees for international students to increase the resources available for their tertiary institutions.“

OECD (Hrsg.), „Education at a Glance 2014: OECD Indicators“ (2014), S. 262

 

Sweden is not the only Nordic country where results declined ...

„While average performance in mathematics declined by 31 points in Sweden between 2003 and 2012 […], performance in Finland declined by 26 points, in Iceland by 22 points, and in Denmark by 14 points.“

OECD (Hrsg.), „Resources, Policies and Practices in Sweden’s Schooling System“ (2014), S. 26

 

Good performance in terms of low youth unemployment in countries with a long tradition of apprenticeship systems ...

„Dual schooling systems combining class-based learning with work-based apprenticeships have received significant attention. This is partly because of the good performance in terms of low youth unemployment in countries with a long tradition of apprenticeship systems – notably Austria, Denmark, Germany and Switzerland – along with evidence that apprenticeship training helps make transitions from school to work smoother even for youth who are not subsequently retained by the firm providing the training.“

Dr. Glenda Quintini u. a., „Same Same but Different: School-to-work Transitions in Emerging and Advanced Economies“ (2014), S. 27

 

Dänemark: If needed, children can receive support through additional language stimulation in their day-care facility ...

Dänemark: „A mandatory assessment of language development was introduced for all three-year-olds to diagnose possible language problems before children start school. If needed, children can receive support through additional language stimulation in their day-care facility. Children who are not enrolled in an early childhood education and care programme, but are in need of support can also receive help, and parents are required by law to accept the offer.“

OECD (Hrsg.), „Education Policy Outlook. Denmark“ (2013), S. 6

 

Eltern von im Inland geborenen Zuwandererkindern ...

„In Australien und der Schweiz sind die Eltern von drei von vier im Inland geborenen Zuwandererkindern in einem OECD-Hocheinkommensland geboren. Am geringsten ist der Anteil dieser Gruppe mit weniger als 10% in Österreich, Dänemark und den Niederlanden.“

OECD (Hrsg.), „Integration von Zuwanderern – OECD-Indikatoren 2012“ (2012)

 

In PISA 2009, about 8 % of all Danish students were excluded from the PISA test and survey due to language disabilities or special education needs ...

Dänemark: „In PISA 2009, about 8 % of all Danish students were excluded from the PISA test and survey due to language disabilities or special education needs. Most likely, some of these were immigrant students with poor Danish language skills.“

Univ.-Prof. Dr. Niels Egelund u.a., „PISA Ethnic 2009 – immigrant and native Danish students‘ results in PISA 2009“. In: Niels Egelund (Hrsg.), „Northern Lights on PISA 2009 – focus on reading“ (2012), S. 16

In Österreich, wo wesentlich mehr SchülerInnen die Unterrichtssprache nicht als Umgangssprache sprechen, wurde nicht einmal 1 % der SchülerInnen von der Testung ausgeschlossen …

 

Dänemark: No changes in reading scores from PISA 2000 to PISA 2009 ...

Dänemark: „PIRLS 2006 showed that in fourth grade, reading performance had increased with the equivalent of one school year since 1991, but no changes in reading scores from PISA 2000 to PISA 2009 have been recorded.“

Univ.-Prof. Dr. Niels Egelund, „Northern Lights on PISA 2009 – focus on reading“ (2012), S. 196

 

Approximately 8 % of students were excluded from the Danish PISA testing ...

„Approximately 8 % of students were excluded from the Danish PISA testing due to academic, social or physical disabilities. Denmark has excluded more students than any of the other 64 participating countries.“

Univ.-Prof. Dr. Niels Egelund u.a., „PISA Ethnic 2009 – immigrant and native Danish students‘ results in PISA 2009“. In: Niels Egelund (Hrsg.), „Northern Lights on PISA 2009 – focus on reading“ (2012), S. 16

In Österreich wurde nicht einmal 1 % der SchülerInnen von der Testung ausgeschlossen.

 

Dänemark: Absenteeism of a student can lead to penalties ...

Dänemark: „Absenteeism of a student triggers not only support, but can also lead to penalties such as forced examinations or loss of study grants.“

EU-Kommission (Hrsg.), „Reducing early school leaving: Efficient an Effective Policies in Europe“ (2012)

 

Unterstützung für Eltern, die ihre Berufstätigkeit unterbrechen ...

„In all of the Nordic countries, parents who make use of maternity, paternity or parental leave receive a relatively high compensation for loss of income during leave.“

Dr. Ann-Zofie Duvander u. a., „Parental leave“. In: Gíslason u. a., „Parental leave, childcare and gender equality in the Nordic countries“ (2011), S. 32

 

Highest rates of school completion for nations that operate vocational education programs ...

„The group of nations that operate vocational education programs as separate qualifications or tracks, including Germany, Austria, Denmark and the Netherlands, tend to have the highest rates of school completion.“

Univ.-Prof. Dr. Stephen Lamb, „Pathways to School Completion: An International Comparison“. In: Lamb u.a., „School Dropout and Completion“ (2011), S. 56

 

Dänemark forciert sprachliche Frühförderung ...

„A number of policy initiatives have been launched, e.g. a legal requirement on municipalities to offer language stimulation training to bilingual children from the age of three. […] The municipalities are obliged to conduct a language evaluation of all bilingual children at the age of three.“

OECD (Hrsg.), „Country Background Report for Denmark“ (2011), S. 72

 

Nach der dänischen Gesamtschule ist jeder zweite 16-Jährige mit Migrationshintergrund funktionaler Analphabet ...

„Almost 50 percent of bilingual children leave the Folkeskole without functional reading skills.“

OECD (Hrsg.), „Country Background Report for Denmark“ (2011), S. 72

 

Language screening at the age of three, such as practiced e.g. in Denmark, tends to be more effective ...

„An evaluation of early language support, however, suggests that the training period of one year may be insufficient and that language screening at the age of three, such as practiced e.g. in Denmark, tends to be more effective.“

OECD (Hrsg.), „The labour market integration of immigrants and their children in Austria“. In: „Social, Employment and Migration Working Papers“ (2011), S. 59

 

Apprenticeship schemes recently (re)introduced in Denmark, Estonia and Sweden ...

„Apprenticeship schemes have been recently (re)introduced in Denmark, Estonia and Sweden.“

Cedefop (Hrsg.), „Guiding at-risk youth through learning to work: Lessons from across Europe“ (2010), S. 123

 

In Denmark, a new apprenticeship was introduced in 2006 ...

„In Denmark, a new apprenticeship was introduced in 2006 and is now part of the government’s strategy for reducing the number of early school leavers.“

Cedefop (Hrsg.), „Guiding at-risk youth through learning to work: Lessons from across Europe“ (2010), S. 123

 

Children who are found to have a need for language development are required to participate in a language stimulation programme ...

„In Denmark, all bilingual children undergo a language screening at age 3. Children who are found to have a need for language development are required to participate in a language stimulation programme for as long as the need exists, which for many children means that they attend the programme until they start school at age 6. If they do not attend a day care facility, they are required to attend a free, 15-hour-a-week language stimulation programme.“

OECD (Hrsg.), „Review of Migrant Education; Austria“ (2010), S. 39

 

In Denmark, all children undergo language screening ...

„In Denmark, all children undergo language screening at age three and are obliged to complete a language stimulation course if professionals decide that they need it.“

OECD (Hrsg.), „Closing the Gap for Immigrant Students“ (2010), S. 51