Titlebook: Governance and Choice of Upper Secondary Education in the Nordic Countries; Access and Fairness Annette Rasmussen,Marianne Dovemark Book 20

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https://doi.org/10.1007/978-3-030-20595-9se public spending on the privileged students and institutions. Furthermore, the policy is contradictory to the workings of democracy since the ‘free choice’ is not open to all students but depends on location and resources. It is seen to lead to an increased polarisation, which poses a threat to un

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Mangroves as a Carbon Sink/Stocks,education in the Reykjavik metropolitan area in 2014, and then data on their standardised grades and progress at upper secondary schools were collected. The results show a pattern of school composition where some schools can select high-achieving students who tend to have a stronger social backgroun

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https://doi.org/10.1007/978-3-030-45734-1ations is unfairly distributed. The entrance tickets to inclusion and participation are more accessible to some than to others. Access and opportunities still depend on the resources students bring into the education system and the opportunity structures that surround them where they live.

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Social Inclusion and Equality in Access: Comparing Vocational Education in Sweden and Denmarkon constitute a basic dilemma for education policy. Education policies in Sweden and Denmark represent two different answers to this dilemma, and the chapter considers the strengths and weaknesses of these answers. The reasons for the limited success of recent reforms are explored, and some of the o

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Revisiting Just Education for Students Last in Line – A Norwegian Perspectivecognition, and curricular justice, become pertinent, which is discussed in three parts: (1) . (2) ., and (3) . The study concludes that alternative programmes do not solve a problem but rather call attention to institutionalised constructions of student diversity as deviance, not affording them equa