英国格林尼治论文代写:瑞典国家教育

Keywords:英国格林尼治论文代写

瑞典国家教育局制定性别平等的目标，开发课程为此为了克服性别不平等在早期的年龄。（教育，2011）因此，致力于发展个人，使他们能够做出理性的选择和高等教育选择，而不受其性别身份的影响。考虑到劳工组织对瑞典劳动力市场的观察，这一点很重要。（安德松，2012，12月28日）男女平等是瑞典的教育体系的重要组成部分，在下面的段落中特别注意了义务教育。义务教育设想为7岁和16岁之间的儿童提供九年义务教育，虽然孩子有权开始他们的义务教育从6岁或在特殊情况下，在8岁的时候。（学校，2011）他们都是合作教育。目前义务教育是由1985的教育法和后来的修正案所规定的，义务教育课程是根据个人的情况和需要，进行同等教育的。为此目的，学生的背景，早期的经验，语言和知识给予适当的考虑。鼓励学校作出审慎的努力，确保人人享有平等权利，不论性别如何。例如，性别差异的感知是通过对男女学生进行处理和评估以及对他们的期望来构建的。在这里，学校承担主要责任，反对这种导致性别差异感知的行动。（强制性学校课程）因此，学校应采取行动反对传统的性别角色，从而使学生发展自己的能力和兴趣，而不考虑他们的性别特征。
英国格林尼治论文代写:瑞典国家教育
Swedens National Agency for Education sets goals for gender equality, it develops curriculum towards this end with the intent to overcome gender inequality at an early age. (Education, 2011) Thus working towards development of individuals who will be able to make rational carries and higher education choices, and not be influenced by their sexual identity. It is important taking into context ILO's observation on Sweden's labour market, which claims it to be the most gender segregated. (Andersson, 2012, December 28) Gender equality is an important part of Swedish education system, in the following paragraphs particular attention has been given to compulsory school system.The compulsory school education envisages for providing compulsory nine years of school education to children aged between 7 and 16 years, although children have the right to begin their compulsory education from age 6 or in special cases at the age of 8. (school, 2011) They are all co-educational. Presently the compulsory school education is regulated by Education Act of 1985 and the subsequent amendments.The curriculum of compulsory school envisions for an equivalent education, based on individual's circumstances and needs. Towards this end pupil's background, earlier experiences, language and knowledge are given due consideration. Schools are encouraged to make deliberate attempt towards ensuring equal rights for all, irrespective of gender. For example the perception of gender differences are constructed through the ways in which male and female pupils are treated and assessed and expectations placed on them. Here in lays the primary responsibility with the schools to act against such moves which result in building of perception of gender differences. (Curriculum for the compulsory school) Thus the schools are expected to act against the traditional gender roles, and thus enable the pupil to develop their own abilities and interest which doesn't takes account of their sexual identity.