School achievement and health development in the Nordic countries

Page 5

Preface Socio-economic differences in health have been a widely discussed topic for the last few decades. In the Nordic countries, education plays a particularly important role in explaining health outcomes. This report aims to highlight knowledge gaps and describe the need for research to better understand the connections between education, health, and equality. A trend in the Nordic countries is that men, as a group, fall behind when it comes to educational achievement and health outcomes. The Norwegian report Nye sjanser – bedre læring Kjønnsforskjeller i skoleprestasjoner og utdanningsløp, written by an expert committee led by the Director General for the Norwegian Institute of Public Health, Camilla Stoltenberg, shows that there are significant gender differences in educational achievement. At the end of elementary school (grundskolan), Norwegian girls have better grades than boys in all subjects except sports. There are also significant differences in the adult population when it comes to higher education. In Norway, 57 per cent of women aged 30–39 have a higher education; the corresponding rate for men is 40 per cent. A similar pattern can be found in all the Nordic countries. Based on the findings in the Norwegian report, the Nordic research institution Nordforsk conducted the seminar Myths and facts: Gender gaps in Nordic educational achievement on 15 January 2020. The purpose of the seminar was to discuss the need for research on how gender differences in educational achievement will affect Nordic health, welfare, and working life in the future. The main conclusions of this report were presented and discussed at the seminar, together with the findings from the Norwegian report 'Nye sjanser – bedre læring Kjønnsforskjeller i skoleprestasjoner og utdanningsløp'. Due to the coronavirus pandemic, the plan for a Nordic research programme in the field of health, education, and equality was put on hold. However, the pandemic has not diminished the need for knowledge in this field, rather the opposite. At the Nordic Welfare Centre, we hope that this report will nurture the discussion in the post-pandemic era, which we hope is soon to come. Stockholm, April 2021

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References

37min
pages 107-135

Conclusions

2min
pages 104-106

Knowledge gaps and concerns

2min
pages 95-96

Towards a summary

4min
pages 101-103

5. A provisional list of knowledge gaps and concerns

5min
pages 97-100

What can we do?

13min
pages 89-94

Increased mental health problems and decreasing school achievement among adolescents: a Nordic challenge

6min
pages 86-88

countries

6min
pages 83-85

4. Health development and school achievement

8min
pages 79-82

Knowledge gaps and concerns

4min
pages 69-71

Migration background

1min
page 76

Segregation

2min
page 75

Knowledge gaps and concerns

1min
page 78

3. Socioeconomic inequalities in school achievement

5min
pages 72-74

Physical activity, gender, and school achievement

6min
pages 66-68

School: a setting for both gender and human bodies

4min
pages 64-65

On the political agenda

6min
pages 61-63

Knowledge gaps and concerns

2min
pages 58-59

School achievement according to PISA

1min
page 46

1. School achievement

1min
page 45

NordForsk investing in Education for Tomorrow

5min
pages 40-42

Knowledge gaps and concerns

1min
pages 43-44

Nordic localism

4min
pages 38-39

Equal opportunities and vulnerability

2min
page 37

Iceland

2min
page 36

Norway

2min
page 34

Sweden

4min
pages 32-33

Knowledge gaps and concerns

2min
pages 28-29

Specialisation and going beyond disciplinary borders

4min
pages 22-23

Preface

1min
pages 5-6

Clearing houses and brokerage units

4min
pages 17-19

Aims

2min
pages 13-14

The position of scientific knowledge threatened

8min
pages 24-27

Background

6min
pages 10-12

Executive summary

4min
pages 7-9
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