„In Schweden sind die Gemeinden verpflichtet, Kindern, die erst seit kurzer Zeit im Land leben, einen FBBE-Platz (Anm.: FBBE = frühkindliche Betreuung, Bildung und Erziehung) zur Verfügung zu stellen, unabhängig davon, ob ihre Eltern oder Erziehungsberechtigten dies formell beantragt haben.“
OECD (Hrsg.), Bildung auf einen Blick 2024 (2024), S. 154.

„Die OECD-Länder mit verfügbaren Daten investieren 0,9 % ihres BIP in Bildungsgänge im Elementarbereich. Zu den Ländern, die am meisten in diesen Bereich investieren, zählen Island (2 %), Norwegen (1,9 %) und Schweden (1,7 %).“
OECD (Hrsg.), Bildung auf einen Blick 2024 (2024), S. 272.
In Österreich erhält der Elementarbereich Mittel in Höhe von 0,8 % des BIP. (Quelle: OECD (Hrsg.), Bildung auf einen Blick 2024 (2024), Tabelle C2.1.)

„Im Jahr 2022/2023 erhielten mindestens 80 % der inländischen Bildungsteilnehmenden in Australien, Dänemark, England (Vereinigtes Königreich), Schweden und den Vereinigten Staaten öffentliche finanzielle Unterstützung in Form von Bildungsdarlehen, Stipendien oder Zuschüssen. In Finnland, Litauen, Neuseeland und Norwegen lag der Anteil zwischen 50 und 75 %; in Kanada, Frankreich, Italien, Rumänien und Spanien bei 30-45 %.“
OECD (Hrsg.), Bildung auf einen Blick 2024 (2024), S. 321.

„Der Anteil der Geflüchteten, die angeben, über fortgeschrittene Kenntnisse der Sprache des Aufnahmelandes zu verfügen, ist in Deutschland zwar größer als in Österreich oder den Niederlanden, gegenüber den nordischen Ländern, die massiv in strukturierte Integrationsprogramme investiert haben, weist Deutschland jedoch nach wie vor einen Rückstand auf.“
OECD (Hrsg.), Stand der Integration von Eingewanderten – Deutschland (2024), S. 19f.

„Für die europäischen Staaten gibt die EU-Benchmark Lebenslanges Lernen (LLL) Auskunft über die Beteiligung der 25- bis 64-jährigen Wohnbevölkerung an Aus- und Weiterbildung in den letzten vier Wochen vor der Befragung. Österreich lag im Jahresdurchschnitt 2022 mit einer Beteiligungsquote von 15,8 % über dem EU22-Durchschnitt von 15,2 %. Einen Spitzenwert von 36,2 % erzielte Schweden, gefolgt von Dänemark (27,9 %), den Niederlanden (26,4 %) und Finnland (25,2 %).“
Statistik Austria (Hrsg.), Bildung in Zahlen 2022/23. Schlüsselindikatoren und Analysen (2024), S. 74.

„A greater percentage of the variance in achievement is explained by the number of books at home in 2019 compared to 2011. This indicates a decrease in equity in the Nordic countries during this time period, and that students’ home backgrounds matter more and more to their achievements.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 12.

„Teachers are the heart and key of student learning, and Sweden has invested substantially in teacher education and professional development.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 13.

„The disturbing picture emerging from our findings of negative trends for both achievements and equity in the Nordic countries, suggests that it is critical to examine how teachers may promote learning and equity in the Nordic countries.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 13.

„The distribution of mathematics achievement per student group reveals that SES (Anm.: SES = socioeconomic status) is clearly related to achievement in all Nordic countries.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 241.

„The Nordic countries strive to provide equal learning opportunities for all students. However, the reality looks quite different both in Denmark, Finland, Norway, and Sweden.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 244.

„The SES (Anm.: SES = socioeconomic status) and ethnic context of classrooms explained 62% of the mathematics achievement variation in Finland, followed by 58 percent in Denmark, 52 percent in Sweden and 44% in Norway.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 259.

„No limit is placed on the length of language training for immigrants in Sweden, all of whom are eligible if they have a residence permit.“
OECD (Hrsg.), Skills and Labour Market Integration of Immigrants and their Children in Iceland (2024), S. 53.

„Germany’s introductory language course requires 600-900 hours of training, Sweden offers 525 hours on average across migrant categories, and in Denmark refugees are entitled to 1 800 hours of instruction time. On average across the OECD, humanitarian migrants are entitled to 1 100 hours of language training, whereas other migrants are offered just over 600 hours on average.“
OECD (Hrsg.), Skills and Labour Market Integration of Immigrants and their Children in Iceland (2024), S. 53.

„Im Bereich der Lesekompetenz erzielen die Schüler/innen ohne Migrationshintergrund aus 23 der 28 OECD-/EU-Länder signifikant höhere Leistungen als Jugendliche mit Migrationshintergrund. Die größten Leistungsunterschiede finden sich in Finnland (–92), Schweden (–81), Deutschland (–67) und Island (–65).“
IQS (Hrsg.), PISA 2022. Kompetenzen in Mathematik, Lesen und Naturwissenschaft am Ende der Pflichtschulzeit im internationalen Vergleich (2023), S. 85.

„Mit im Durchschnitt mehr als 55 Punkten ist der Vorsprung der Schüler*innen ohne Migrationshintergrund in Mathematik vor Berücksichtigung der anderen Hintergrundfaktoren in sieben europäischen Ländern – Belgien, Deutschland, Finnland, den Niederlanden, Österreich, Schweden und Slowenien – am größten. Dieser beträchtliche Abstand erklärt sich zum Teil aus sozioökonomischen Unterschieden […] Wird diesen Unterschieden Rechnung getragen, verringert sich der Migrationseffekt in Belgien, den Niederlanden, Österreich und Slowenien um mehr als die Hälfte und in Deutschland, Finnland und Schweden um mehr als ein Drittel. […] Der verbleibende Leistungsabstand kann großenteils auf Sprachbarrieren zurückgeführt werden. In diesen sieben Ländern ist bei 60–85 % der Schüler*innen mit Migrationshintergrund die Testsprache nicht mit der Familiensprache identisch. Wird dies zusätzlich zum sozioökonomischen Status berücksichtigt, ist in Deutschland, den Niederlanden, Österreich und Slowenien der Migrationseffekt nicht mehr statistisch signifikant; in Finnland (29 Punkte), Schweden (27 Punkte) und Belgien (17 Punkte) bleibt allerdings eine hohe Punktzahldifferenz bestehen.“
OECD (Hrsg.), PISA 2022 Ergebnisse, Band I. Lernstände und Bildungsgerechtigkeit (2023), S. 225f.

„Für die europäischen Staaten gibt die EU-Benchmark Lebenslanges Lernen (LLL) Auskunft über die Beteiligung der 25- bis 64-jährigen Wohnbevölkerung an Aus- und Weiterbildung in den letzten vier Wochen vor der Befragung. […] Österreich lag im Jahresdurchschnitt 2021 mit einer Beteiligungsquote von 14,6 % leicht über dem EU22-Durchschnitt von 13,9 %. Einen Spitzenwert von 34,7 % erzielte Schweden, gefolgt von Finnland (30,5 %), den Niederlanden (26,6 %) und Dänemark (22,3 %).
Statistik Austria (Hrsg.), Bildung in Zahlen 2021/22. Schlüsselindikatoren und Analysen (2023), S. 72.

„Der höchste Anteil im Primar- bis unteren Sekundarbereich war mit 2,8 % in Schweden zu finden. Im oberen Sekundar- bis nichttertiären Postsekundarbereich wies Belgien mit 1,6 % des Bruttoinlandsprodukts die höchsten Ausgaben auf. Österreichs Ausgaben lagen in diesen Bereichen bei 2,0 % bzw. 0,9 % und damit unter dem EU22-Durchschnitt von 2,2 % bzw. 1,0 %.“
Statistik Austria (Hrsg.), Bildung in Zahlen 2021/22. Schlüsselindikatoren und Analysen (2023), S. 92.

„Compared to the other EU-27 countries, in 2021 Sweden had the fourth highest rate of unemployment of young people aged 15 to 24. This shows that there is a need to promote participation in VET (Anm.: VET = Vocational Education and Training), considering also that 89.5 % of VET graduates aged 20 to 34 years were in employment in 2021, compared to the EU-27 average of 80.5 %.“
Cedefop (Hrsg.), Vocational education and training in Sweden (2023), S. 21.

Schweden: „The head teachers have the responsibility in upper secondary education to provide guidance and counselling to learners prior to the time when they need to make any study choices in school, and before choosing their future education paths and professions. Counselling is provided to learners both individually and in group sessions.“
Cedefop (Hrsg.), Vocational education and training in Sweden (2023), S. 69.

„For several years the Swedish education system has suffered from a lack of teachers, especially VET teachers; there is a risk that this situation is going to worsen. According to the teacher’s union, the average age of upper secondary teachers in Sweden is 40 years, which means that a fairly large proportion of teachers are aged between 55 and 65.“
Cedefop (Hrsg.), Vocational education and training in Sweden (2023), S. 73.

„Some EU countries undertake specific measures to enhance access to ECEC (Anm.: ECEC = early childhood education and care) for disadvantaged groups or children who do not speak the language of instruction at home. For instance, in Sweden, municipalities must offer a place in ECEC to children who have lived in the country for a short time, even if their guardians have not applied for it. […] In Lithuania, as of 2022, participation in ECEC is mandatory for children from families at social risk.“
EU-Kommission (Hrsg.), Education and Training Monitor 2023 (2023), S. 24.

„Six EU countries (France, Belgium, Denmark, Ireland, Sweden, and Spain) have reached the EU-level 2030 target of 96% participation of children aged 3 and above in ECEC (Anm.: ECEC = early childhood education and care).“
EU-Kommission (Hrsg.), Education and Training Monitor 2023 (2023), S. 27.
Im EU-Durchschnitt waren es 2021 92,5 %, in Österreich 89,0 %. (Quelle: Eurostat-Datenbank, Abfrage vom 12. Jänner 2024.)

„Adult learning is negligible in Bulgaria (1.4%), Greece (3.5%), and Croatia (4.4%), whereas at the other extreme Sweden (36.2%), Denmark (27.9%), the Netherlands (26.4%), and Finland (25.2%) stand out.“
EU-Kommission (Hrsg.), Education and Training Monitor 2023 (2023), S. 65.
In Österreich sind es 15,8 %. (Quelle, ibidem, Figure 36; Stand 2022.)

„Only seven EU Member States (Denmark, Germany, Estonia, Latvia, Slovenia, Finland and Sweden) as well as Norway guarantee a place in ECEC for each child from an early age (6–18 months), often immediately after the end of childcare leave. […] Therefore, when considering the differences in the starting age of the guaranteed place in ECEC, it is important to take into account another important family policy measure, namely the length of childcare leave.“
EU-Kommission (Hrsg.), Structural indicators for monitoring education and training systems in Europe – 2023. Early childhood education and care (2023), S. 5f.

„In OECD countries, most national students entering tertiary education enrol in a programme at Bachelor’s or equivalent level. At this level, public institutions do not charge tuition fees to national students in Denmark, Estonia (only for programmes taught in Estonian), Finland, Norway, Sweden and Türkiye. In a similar number of countries, tuition fees are low or moderate, with an average cost to students of under USD 3,000. In the rest of the OECD, tuition fees are high or very high, ranging from around USD 4,000 to over USD 8,000 per year. These costs are highest in England (United Kingdom), where they exceed USD 12,000, which is considered even more expensive than in the US.“
Univ.-Prof. Dr. Hatidža Jahić u. a., Alternative financing models and student loans in higher education (2023), S. 8.

„Across the EU, the immigrant unemployment rate (12 %) is twice that of the native-born, peaking at a factor of three in Sweden.“
OECD (Hrsg.), Indicators of Immigrant Integration 2023 (2023), S. 80.
In Österreich sind 4,7 % der im Land geborenen und 11,3 % der im Ausland geborenen 15- bis 64-Jährigen arbeitslos. (Stand 2021; Quelle: ibidem, S. 81.)

„In 2011, the Swedish government raised the entrance requirements for the main upper secondary education programmes by setting minimum grades that students need to achieve at the end of lower secondary education to enter the main upper secondary programmes. Today around 15 % of each cohort does not reach the grade threshold for the main upper secondary programmes. Introductory programmes are provided for these students to help them strengthen their foundational skills. […] Only half of the students who attend the introductory programme manage to complete it and enter one of the main upper secondary programmes within five years.“
Camilla Stronati, The design of upper secondary education across OECD countries (2023), S. 27.

„In several OECD countries with available data (Denmark, Finland, France, Norway, Sweden and the United States) non-immigrant students achieved higher upper secondary completion rates compared to students with an immigrant background. However, there were differences within immigrant cohorts. First-generation immigrants had generally lower completion rates compared to second-generation immigrants.“
Samo Varsik u. a., Intersectionality in education: Rationale and practices to address the needs of students’ intersecting identities (2023), S. 32f.

„In Finnland und Schweden belaufen sich die Bildungsgebühren für Bildungsteilnehmer in Masterbildungsgängen an öffentlichen Bildungseinrichtungen, die nicht aus der EU/dem EWR kommen, auf rund 13.000 US-Dollar jährlich, während für inländische Bildungsteilnehmer (bzw. EU-/EWR-Bildungsteilnehmer) keine Bildungsgebühren anfallen. In Frankreich fallen 4.800 US-Dollar mehr an und in Lettland (staatlich subventionierte private Bildungseinrichtungen) 2.700 US-Dollar, während dieser Unterschied in Österreich und Ungarn weniger als 1.000 US-Dollar ausmacht.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 377.

„While Sweden added more centralisation measures in the early 2000s to combat the perceived decline of the education system, Finland has avoided this, highlighting teachers’ high social status and autonomy.“
Dr. Jennifer Chung, Research-informed teacher education, teacher autonomy and teacher agency: the example of Finland (2022), S. 3.

„Several European countries apply lower or no fees for EEA (Anm.: EEA = European Economic Area) students but apply increased fees for those from outside the EEA. In Denmark, Finland and Sweden, higher education is tuition-free for nationals and EEA citizens, but international students from outside EEA countries are charged. While this policy has been in place for over a decade in Denmark (2006/07) and Sweden (2011), it was introduced only in 2017 in Finland. Similarly, France introduced a fee regime at public universities, which, as of 2019, applies different tuition fees to European and non-European students. From the start of the 2019/20 academic year, annual fees for a bachelor’s and master’s degrees increased more than 15-fold to EUR 2 770 for bachelor’s and EUR 3 770 for master’s annually for international students. In international comparison as shown above, they are nevertheless low.“
OECD (Hrsg.), International Migration Outlook 2022 (2022), S. 157.
Anm.: Die EEA besteht aus den 27 EU-Staaten plus Island, Norwegen und Liechtenstein.

„A variety of studies point to a deterioration of educational equity in Sweden and increasing school segregation with respect to achievement and socioeconomic composition.“
Deborah Elin Siebecke, M. Sc., u. a., Does the material well‑being at schools successfully compensate for socioeconomic disadvantages? In: Large-scale Assessments in Education (2022), 10:11, S. 1.

„It could be argued that Sweden, which once had the reputation of having one of the most equal school systems in the world, can no longer be seen as such. Rather, recent studies have drawn the picture of a school system with increasing inequity and a compensatory mission that is lacking. Results from international large-scale assessments show clear socioeconomic disparities in student outcomes in Sweden.“
Deborah Elin Siebecke, M. Sc., u. a., Does the material well‑being at schools successfully compensate for socioeconomic disadvantages? In: Large-scale Assessments in Education (2022), 10:11, S. 2.

Schweden: „The student composition of schools has become increasingly homogenous, with students with similar socioeconomic or migration backgrounds gathering at the same schools.“
Deborah Elin Siebecke, M. Sc., u. a., Does the material well‑being at schools successfully compensate for socioeconomic disadvantages? In: Large-scale Assessments in Education (2022), 10:11, S. 3.

Schweden: „Results from PISA and other studies indicate that the socioeconomic background of a student is strongly related to their achievement.“
Deborah Elin Siebecke, M. Sc., u. a., Does the material well‑being at schools successfully compensate for socioeconomic disadvantages? In: Large-scale Assessments in Education (2022), 10:11, S. 3.

„Among the Member States for which data are available for 2020, Poland’s migrant population aged 25-54 born in another EU Member State had the highest share of completed tertiary education (67.9 %), followed by Estonia (65.0 %) and Sweden (62.4 %).“
Eurostat, Presseaussendung vom 7. Juli 2021.

In 2019, Austria (8.3 %), Denmark (8.2 %) and France (8.0 %) recorded the highest ratios to GDP devoted to health among EU Member States. […] For education, the highest shares were registered in Sweden (6.9 %), Denmark (6.3 %), Belgium (6.2 %) and Estonia (6.0 %).“
Eurostat online am 26. Februar 2021.
Dem Bildungswesen wurden im Jahr 2019 in Österreich nur 4,8 % des BIP gewidmet. (Quelle: ibidem)

„Im 20. Jahrhundert ging in einer Reihe von Ländern die höhere Bildung von Frauen mit niedrigerer Kinderzahl einher. In Österreich blieben in den Geburtsjahrgängen 1955 bis 1960 rund 14 % der Frauen mit niedriger Ausbildung kinderlos, während Frauen mit Abitur oder höherem Bildungsabschluss öfters kinderlos blieben (unter Hochschulabsolventinnen knapp 30 %). Derartige Unterschiede werden auch in Deutschland beobachtet, nicht aber etwa in Frankreich oder Schweden, wo sich die Vereinbarkeit von Familie und Beruf als weniger schwierig gestaltet.“
BKA (Hrsg.), 6. Österreichischer Familienbericht 2009-2019 (2021), S. 96f.

„In Finnland und Schweden gibt es Zulassungsbeschränkungen für viele Bildungsgänge und Fächergruppen, was dazu führt, dass mehr als 60 % der Bewerber abgelehnt werden.“
OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), S. 223.

„In Finnland und Schweden belaufen sich die Bildungsgebühren für Bildungsteilnehmer in Bachelorbildungsgängen, die nicht aus der EU/dem EWR kommen, auf rund 13.000 US-Dollar jährlich, während für inländische Bildungsteilnehmer keine Bildungsgebühren anfallen.“
OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), S. 335.

„While Alberta (Canada), Chile, Iceland, New Zealand and Sweden employ more than two pedagogical support staff for every ten teachers, there is less than one pedagogical support staff position for every twenty teachers in Austria, Belgium, Colombia and Italy. In a number of school systems, the presence of pedagogical support staff has increased significantly over recent years, notably in the Czech Republic, Denmark, Finland, Sweden, and the Slovak Republic.“
Luka Boeskens, MSC, u. a., Not enough hours in the Day: Policies that shape teachers‘ use of time (2021), S. 71.

„In Sweden […] migrant youth undergo an assessment of their level of academic knowledge within two months of arrival. Based on this assessment, the school decides on the student’s grade and placement in either introductory (separate) or regular classes. Further, the school designs an individual education plan covering Swedish language and core academic subjects. The transition to mainstream education follows on a subject-by-subject basis.“
OECD (Hrsg.), Young People with Migrant Parents (2021), S. 26.

„In Sweden, 29 of 30 municipalities contained strongly segregated lower secondary schools; in 16, segregation appeared to have been largely driven by school choice. Children of foreign-born and/or less educated parents were almost exclusively in municipal schools, while Swedish-born and well-educated parents had opted out of municipal schools, choosing independent schools.“
UNESCO (Hrsg.), Non-state actors in education (2021), S. 49.

„In Austria, Germany, Iceland, Norway, Sweden and Switzerland, the unemployment rate of young adults aged 25–34 years with a vocational secondary or post-secondary non-tertiary qualification is less than half that of people with a corresponding general qualification.“
UNESCO (Hrsg.), Non-state actors in education (2021), S. 182.

„Of the ten countries where reading performance declined over time, most witnessed the steepest declines among their weakest students. In particular, mean performance declined, and performance gaps widened, in Australia, Finland, Iceland, Korea, the Netherlands, the Slovak Republic and Sweden.“
OECD (Hrsg.), PISA in Focus 103 (Jänner 2020), S. 2.

„In Australia, Costa Rica, Finland, Iceland, Korea, the Netherlands, the Slovak Republic, Thailand and Sweden, performance remained stable over time among the highest-performing students, but performance declined among the lowest-performing students.“
OECD (Hrsg.), PISA in Focus 103 (Jänner 2020), S. 5.

„In vielen OECD-Ländern ist inzwischen die Teilnahme an FBBE-Angeboten (Anm.: FBBE = frühkindliche Bildung, Betreuung und Erziehung) ab 2 Jahren die Regel. 2018 nahmen im Durchschnitt der OECD-Länder 46 % der 2-Jährigen an FBBE-Angeboten teil. In Belgien, Dänemark, Island, der Republik Korea, Norwegen und Schweden sind es mindestens 80 %.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 206.

„In Finnland und Schweden gibt es Zulassungsbeschränkungen für viele Bildungsgänge und Fächergruppen, was dazu führt, dass mehr als 60 % der Bewerber abgelehnt werden.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 248.

„In Schweden belaufen sich die Bildungsgebühren für Bildungsteilnehmer in Bachelorbildungsgängen, die nicht aus der EU kommen, auf 14.900 US-Dollar jährlich, während für inländische Bildungsteilnehmer und Bürger von EU-Ländern keine Bildungsgebühren anfallen.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 405.

„The proportion of underachievers in reading among pupils with a migrant background is much higher than for pupils without a migrant background in many EU Member States. […] The situation is usually worse for pupils born abroad (their underachievement rate exceeds 50 % in Greece, Germany, the Netherlands and Sweden) than for native-born pupils with parents born abroad.“
EU-Kommission (Hrsg.), Education and Training Monitor 2020 (2020), S. 64.

Schweden: „International students coming from outside EU/EFTA/EEA pay fees. Higher education institutions determine the amount of the fees, based on the principle of full-cost coverage.“
EU-Kommission (Hrsg.), National Student Fee and Support Systems in European Higher Education 2020/21 (2020), S. 79.

Dänemark, Schweden und Norwegen: „There are large gender differences in the average reading performance in all three countries, disfavouring boys, especially low-performing boys from low SES home backgrounds. We find a huge and stable gap between minority and majority students’ reading achievement, even when corrected for SES.“
Dr. Tove Stjern Frønes u. a., Equity and Diversity in Reading Comprehension – A Case Study of PISA 2000–2018. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 305.

Dänemark, Schweden und Norwegen: „In all three countries, newly arrived students are typically enrolled in school introduction programmes, most commonly after some time and after obtaining a residence permit. Most of these student programmes last for up to 2 years and have intensive language training.“
Dr. Tove Stjern Frønes u. a., Equity and Diversity in Reading Comprehension – A Case Study of PISA 2000–2018. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 325.

„In Norway, a study revealed a lack of certified teachers in schools with high proportions of minority students and students with special needs. Researchers identified a similar pattern in Sweden.“
Univ.-Prof. Dr. Trude Nilsen u. a., Teachers’ Role in Enhancing Equity – A Multilevel Structural Equation Modelling with Mediated Moderation. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 177.

„Sweden continues to devote particular attention to the language acquisition of immigrants. A recent governmental initiative intends to improve the knowledge of the Swedish language for non-working parents with young children.“
OECD (Hrsg.), International Migration Outlook 2020 (2020), S. 97.

„Parents’ reading enjoyment contributes significantly to children’s reading achievement as measured in all four PIRLS cycles in all Nordic countries.“
Univ.-Prof. Dr. Hildegunn Støle u. a., The Importance of Parents’ Own Reading for 10-Year Old Students’ Reading Achievement in the Nordic Countries. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 377.

„About three in 10 students (32 %) rated cannabis to be easily obtainable. […] On average, the perceived availability of other illicit drugs was relatively low, with the proportions of students reporting easy access being 14 % for ecstasy, 13 % for cocaine, 10 % for amphetamine and 8.5 % for methamphetamine. Illicit drugs were perceived to be more easily available overall in Austria, Bulgaria, Sweden and Denmark than elsewhere in Europe.“
The ESPAD Group (Hrsg.), ESPAD Report 2019 (2020), S. 36.

„In 2018, across OECD countries, the average compulsory instruction time per pupil in lower secondary school ranged from 766 hours per year in Slovenia and Sweden to 1,200 hours per year in Denmark.“
UNICEF (Hrsg.), Worlds of Influence. Understanding What Shapes Child Well-being in Rich Countries (2020), S. 20.

„Ein von der Europäischen Kommission durchgeführter Vergleich zeigt, dass vor allem jene Länder eigene Vorbereitungsklassen eingeführt haben, die auch besonders viele Flüchtlinge bei sich aufgenommen haben. Dazu zählen skandinavische Staaten wie Schweden oder Dänemark, aber auch Deutschland.“
BMBWF (Hrsg.), Deutschförderklassen und Deutschförderkurse (2019), S. 6.

„Im internationalen Vergleich sind die Bildungsausgaben in den nordischen Ländern Dänemark, Finnland, Norwegen und Schweden mit jeweils mehr als 7 % des BIP deutlich höher als in Österreich.“
BMBWF (Hrsg.), „Nationaler Bildungsbericht Österreich 2018. Band 1“ (2019), S. 27

„Im Zeitraum von 2000 bis 2014 wurde ihr Anteil von 5,7 % auf 7,2 % erhöht. Damit liegen die staatlichen Bildungsausgaben Finnlands auf einem ähnlichen Niveau wie bei den anderen nordischen Staaten Dänemark (7,6 %), Schweden (7,7 %) und Norwegen (7,7 %).“
BMBWF (Hrsg.), „Nationaler Bildungsbericht Österreich 2018. Band 1“ (2019), S. 36
Österreichs Bildungswesen musste sich hingegen mit 5,4 % begnügen.

„In der EU zählt Österreich zu den Ländern mit dem höchsten Anteil an MigrantInnen. […] In Luxemburg war 2018 der Anteil der zugewanderten Personen (1. Generation) am höchsten (46,5 %), gefolgt von Zypern (21,0 %), Österreich (19,2 %) und Schweden (18,5 %). Hingegen wiesen die mittel- und osteuropäischen Länder, aber auch Finnland, sehr geringe Anteile an MigrantInnen der 1. Generation auf, wobei für Polen mit einem Anteil von 1,8 % statistisch der geringste Wert festzustellen war.“
Expertenrat für Integration (Hrsg.), Integrationsbericht 2019 (2019), S. 18.

„Von den 9.761 Kindern in ganz Österreich, die im Herbst 2018 in einer Deutschförderklasse anfingen, konnten 1.524 (16 %) nach einem Semester in den Regelunterricht wechseln. […] Ein von der Europäischen Kommission veröffentlichter Bericht zeigt, dass insbesondere jene Länder ‚Vorbereitungsklassen‘/Sprachförderklassen eingeführt haben, die so wie Österreich in den letzten Jahren viele Flüchtlinge aufgenommen haben (z.B. Schweden, Dänemark, Deutschland).“
Expertenrat für Integration (Hrsg.), Integrationsbericht 2019 (2019), S. 38.

„In diesen 3 Ländern verlangen öffentliche Bildungseinrichtungen von ausländischen Bildungsteilnehmern im Durchschnitt 13.900 US-Dollar mehr pro Jahr als von inländischen.“
OECD (Hrsg.), „Bildung auf einen Blick 2019“ (2019), S. 365

„In manchen Ländern kann es […] erhebliche Unterschiede bei den Bildungsgebühren für inländische und ausländische Bildungsteilnehmer geben. So erheben öffentliche Bildungseinrichtungen in Australien, Kanada und den Vereinigten Staaten beispielsweise für Bildungsgänge auf Bachelorniveau 13.900 US-Dollar mehr pro Jahr von ausländischen als von inländischen Bildungsteilnehmern. […] In Schweden werden von inländischen und EU-Bildungsteilnehmern keine Bildungsgebühren erhoben, wohingegen Bildungsteilnehmer von außerhalb der EU für einen Bildungsgang auf Bachelorniveau mehr als 14.500 US-Dollar bezahlen müssen.“
OECD (Hrsg.), Bildung auf einen Blick 2019 (2019), S. 369.

„Der mittlere sozioökonomische berufliche Status (HISEI) liegt in Deutschland mit 51.8 Punkten in der Nähe des OECD-Durchschnitts von 52.4 Punkten. […] Besonders hoch und signifikant über dem OECD-Mittelwert liegt der mittlere sozioökonomische berufliche Status in den skandinavischen Staaten (Norwegen, Island, Dänemark, Schweden und Finnland) sowie in Israel. Der mittlere HISEI Norwegens stellt mit 61.6 Punkten den höchsten der OECD-Staaten dar. Ebenfalls sehr hohe Mittelwerte finden sich im Vereinigten Königreich, in Kanada, Neuseeland und Australien. In 13 OECD-Staaten liegt der mittlere sozioökonomische berufliche Status signifikant unter dem OECD-Durchschnitt, beispielsweise in Tschechien, in der Slowakei, in Chile, Kolumbien und Mexiko.“
Univ.-Prof. Dr. Kristina Reiss u.a., PISA 2018. Grundbildung im internationalen Vergleich (2019), S. 136.
Österreich gehört mit nur 50,8 Punkten zu den 13 OECD-Staaten, die sich signifikant unter dem OECD-Durchschnitt befinden. (Quelle: ibidem, Abbildung 6.1.)

Schweden: „It has become common practice in recent years to group students by ability within comprehensive compulsory schools.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 296

„Today, there are eight hundred 'independent' schools across Sweden; many of them run by profit-seeking companies. Twelve percent of compulsory school students and 24 percent of senior high school students attend independent schools.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 297

„The schools system of Finland and Sweden are, in reality, more different than a first impression might suggest. One difference is that the teaching profession in Sweden does not appear to have the same high social status as in Finland. Swedish teachers report low levels of job satisfaction. In a survey carried out by the Swedish teaching union, almost nine out of ten primary school teachers reported that their workload is too high and administrative tasks eat up too much valuable teaching time. One in three teachers in Sweden report that they 'probably' or 'definitely' will not continue working in schools until they retire. The low status and low satisfaction of teachers also translates into difficulties in recruiting them.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 297

„Sweden’s education system has enjoyed an international reputation for valuing equality highly. In recent years, however, a situation with falling school results and increased differences between social groups has led to questioning of the standard and legitimacy of the formal school system.“
Univ.-Prof. Dr. Stina Hallsén u. a., Teacher or friend? – consumer narratives on private supplementary tutoring in Sweden as policy enactment. In: Journal of Education Policy, 34:5 (2019), S. 632.

„According to Eurostat, EU member states received over 1.2 million first-time asylum applications in 2015, more than double that of the previous year. Four states – Germany, Hungary, Sweden and Austria – received around two-thirds of the EU's asylum applications in 2015, with Hungary, Sweden and Austria being the top recipients of asylum applications per capita.“

Univ.-Prof. Dr. Anthony Heath u. a., „How do Europeans differ in their attitudes to immigration?“ (2019), S. 16

„Public expenditures on tertiary education are above 1.8 % of GDP in Austria, Finland, Norway and Sweden (in comparison to the OECD average of 1.2 %), which allows universities in these countries to charge low or no tuition fees.“
OECD (Hrsg.), Government at a Glance 2019 (2019), S. 180.

„The most attractive OECD countries for highly qualified workers are Australia, Sweden, Switzerland, New Zealand and Canada, which offer favourable labour market conditions and an excellent skills environment for highly skilled workers in general.“
OECD (Hrsg.), „How do OECD countries compare in their attractiveness for talented migrants?“ (2019), S. 1

PISA 2018: „Chronic truancy and, to a lesser extent, lateness have such adverse effects on learning that school systems around the globe are constantly devising strategies to tackle them. […] The countries and economies where fewer students had skipped a whole day of school were also the countries/economies with higher average reading performance, such as Beijing, Shanghai, Jiangsu and Zhejiang (China), Estonia, Finland, Hong Kong (China), Japan, Korea, Macao (China), Singapore, Sweden and Chinese Taipei.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 76

„The largest differences in favour of second-generation immigrant students compared with first-generation immigrants were observed in Germany, Israel, Portugal, Slovenia and Sweden.“
OECD (Hrsg.), „PISA 2018 Results. Where All Students Can Succeed“ (2019), S. 184

PISA 2018: „Immigrant students in Denmark, Estonia, Finland, Iceland, Lebanon and Sweden were more than twice as likely as their non-immigrant peers to score below proficiency Level 2 in reading, even after accounting for students’ and schools’ socio-economic profile.“
OECD (Hrsg.), „PISA 2018 Results. Where All Students Can Succeed“ (2019), S. 186

„A recent OECD study on indicators of talent attractiveness places Canada in fifth position – after Australia, Sweden, Switzerland and New Zealand – among OECD countries for its overall attractiveness to workers with masters/doctoral degrees.“
OECD (Hrsg.), Recruiting Immigrant Workers: Canada 2019 (2019), S. 153.

„Migrant students enrolled in compulsory education in Sweden are often concentrated in certain schools partly due to the freedom to choose what school to attend. Parents with resources tend to send their children to the best school available while options are more limited for disadvantaged, immigrant families who are forced to choose schools based on location and availability of financial aid.“
OECD (Hrsg.), Unlocking the Potential of Migrants (2019), S. 129.

„There are considerable differences in the presence of different types of staff across school systems. There are more than two pedagogical support staff per ten teachers in Alberta (Canada), Chile, Iceland, New Zealand and Sweden, but there is less than one pedagogical support staff position for every twenty teachers in Austria, Belgium, Colombia and Italy.“
OECD (Hrsg.), Working and Learning Together (2019), S. 41.

„The average library size in Norway was 212 and in Sweden it was 210, in contrast to 192 in Denmark and 162 in Finland. Estonians grew up with 218 books on average and the Czechs with 204.“
Dr. Joanna Sikora u. a., „Scholarly culture: How books in adolescence enhance adult literacy, numeracy and technology skills in 31 societies“. In: „Social Science Research“ 77 (2019), S. 6
In Österreichs Haushalten gab es im Mittel nur 131 Bücher.

„Parental choice of school has been part of the English education system since 1988 and is similarly well established in countries such as the United States, Chile, Sweden, and increasingly across Europe.“
Univ.-Prof. Dr. Deborah Wilson u. a., School choice and equality of opportunity (2019), S. 4.

„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 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

„Die Gebührenunterschiede für ausländische Bildungsteilnehmer an öffentlichen Bildungseinrichtungen betragen in Australien, Kanada, Neuseeland und Schweden im Durchschnitt mehr als 7.500 US-Dollar pro Jahr.“

OECD (Hrsg.), „Bildung auf einen Blick 2018, OECD-Indikatoren“ (2018), S. 375

„In Sweden, less than 10 percent of Swedish teachers believe that teaching is valued in their society, more than one in four teachers in Sweden have seriously considered changing professions, and one in five teachers has been subject to violence or threats in their workplace during the past year.“
Asia Society (Hrsg.), New Challenges and opportunities (2018), S. 29.

„During the school year 2016/2017, 15 % of comprehensive school students in Sweden attended a free school. Free schools, which are licensed by the Swedish National Schools Inspectorate, can be established by a broad variety of actors, including non-profit and for-profit organisations. […] In 2016 the two largest Swedish education companies, AcadeMedia and the English school, were listed on the Stockholm stock exchange. In 2013 one of the biggest school chains in Sweden went bankrupt, overnight leaving thousands of students without schools.“
Univ.-Prof. Dr. Marianne Dovemark u. a., Deregulation, privatisation and marketisation of Nordic comprehensive education. In: Education Inquiry 2018, Vol. 9, No. 1, S. 127f.

„Sweden has the strongest elements of private market forces: 80 % of its private schools are limited companies, which are allowed to profit. These profits amount to such a sum that the two largest companies have been listed on the Stockholm stock exchange since 2016.“
Univ.-Prof. Dr. Marianne Dovemark u. a., Deregulation, privatisation and marketisation of Nordic comprehensive education. In: Education Inquiry 2018, Vol. 9, No. 1, S. 129.

„Sweden is among the countries that invest most in education. General government expenditure on education was among the highest in the EU in 2016, as a proportion both of GDP (6.6 %) and of total general government expenditure (13.4 %). Education expenditure, at constant prices, increased by 17 % during 2012-2016.“
EU-Kommission, Education and Training Monitor 2018 (2018), S. 280.

„Most commonly, fees for international students are unregulated, which means that higher education institutions may set their own fees for this category of learners (e.g. the Flemish Community of Belgium, Denmark, Hungary, Poland, Portugal, Sweden, the United Kingdom, Serbia and the former Yugoslav Republic of Macedonia).“

EU-Kommission (Hrsg.), „National Student Fee and Support Systems in European Higher Education – 2018/19“ (2018), S. 17

„There is a significant and positive relationship between the educational attainment of parents and their children in Sweden.“

OECD (Hrsg.), „Catching Up? Country Studies on Intergenerational Mobility and Children of Immigrants“ (2018), S. 122

„There are […] important differences between destination countries, with Canada, Sweden and the United Kingdom being particularly likely to have 'positively selected' immigrants.“

OECD (Hrsg.), „Catching Up? Country Studies on Intergenerational Mobility and Children of Immigrants“ (2018), S. 151

„First degree tertiary programmes are selective in Sweden: about 60 % of applicants are rejected, the highest proportion across OECD countries with available data.“

OECD (Hrsg.), „Education at a Glance 2018. Country Note Sweden“ (2018), S. 3

„A number of OECD countries have introduced policy changes to encourage migrants to undertake further education to attain the levels needed for long-term employability in the host-country labour market. In Sweden, since January 2018, the government has introduced the requirement that all newly-arrived migrants who are considered to be in need of education and training undertake such education on a full-time basis.“

OECD (Hrsg.), „International Migration Outlook 2018“ (2018), S. 111

„Regions attracting the highest share of highly educated migrants are mostly located in Canada, Australia, Northern Europe and Switzerland. […] In the United Kingdom, Ireland, Norway and Sweden, most regions display larger shares of highly-educated among the foreign-born than among the nativeborn population. In all regions of Australia and most regions of Canada, the share of foreign-born with tertiary education is higher than that of natives by at least 10 percentage points.“

OECD (Hrsg.), „Regions and Cities at a Glance 2018“ (2018), S. 84

„The native-born children of immigrants are more likely than their peers with no migrant background to drop out early in two-fifths of countries, particularly in longstanding European destinations and the Nordic countries. Shares exceed 13 % in Sweden, Austria and Spain. The widest gaps in drop-out rates between pupils of foreign- and native-born parents are in Austria and Slovenia. […] In Switzerland, Austria and Slovenia, young people with a non-EU background are more than twice as likely to drop out as their peers of native-born parentage.“

OECD (Hrsg.), „Settling In 2018“ (2018), S. 198

„Since 2016, Sweden has implemented a policy whereby diagnostic tests on students’ previous schooling and their level of academic knowledge are conducted within two months of the student’s arrival at school. Subsequently, additional tests are conducted in different school subjects. No more than two months after the student is enrolled in a school, the principal makes a decision regarding his or her grade and placement in either introductory (separate) or regular class.“

OECD (Hrsg.), „The Resilience of Students with an Immigrant Background“ (2018), S. 272

„Sweden invests heavily in education, with general government expenditure on education among the highest in the EU.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2017“ (2017), S. 18

Österreichs Politik war das Bildungswesen nur 9,6 % des Budgets wert. (Quelle: ibidem, S. 47

„In Dänemark, Finnland, Island und Schweden gibt die jüngere Altersgruppe tendenziell häufiger an, unter Depressionen zu leiden, als die ältere, und zwar unabhängig vom Bildungsstand. […] Laut dem OECD-Bericht ‚Fit Mind, Fit Job‘ setzen die meisten psychischen Erkrankungen früh ein, oft vor Erreichen des 14. Lebensjahrs.“

OECD (Hrsg.), „Bildung auf einen Blick 2017“ (2017), S. 169

„Der Unterschied bei den Erfolgsquoten zwischen Schülern ohne Migrationshintergrund und Schülern mit Migrationshintergrund der ersten Generation beträgt in Finnland, den Niederlanden, Norwegen und Schweden mehr als 10 Prozentpunkte – obwohl weniger als 5 Prozent der Anfängerkohorte in Finnland einen Migrationshintergrund der ersten Generation aufweisen.“

OECD (Hrsg.), „Bildung auf einen Blick 2017“ (2017), S. 192

„In vielen Ländern zahlen internationale Bildungsteilnehmer im Tertiärbereich höhere Bildungsgebühren als inländische Bildungsteilnehmer. Die Differenz ist in Australien und Kanada besonders groß. Hier bezahlen internationale Bildungsteilnehmer im Tertiärbereich dreimal so viel wie inländische Bildungsteilnehmer, ebenso in Schweden, wo internationale Bildungsteilnehmer jährlich zwischen 9.000 US-Dollar (öffentliche Einrichtungen) und 10.400 US-Dollar (private Einrichtungen) bezahlen, während sich inländische Bildungsteilnehmer kostenlos einschreiben konnen.“

OECD (Hrsg.), „Bildung auf einen Blick 2017“ (2017), S. 368

„Unemployment rates of first-generation immigrants exceed unemployment rates of natives by 50 to 100 percent in Croatia, France, Finland and Germany. The relative gap between people with and without immigrant background is especially high in Luxemburg (127 %), Sweden (188 %), Austria (203 %) and Belgium (221 %).“

Prof. Dr. Holger Bonin, „The Potential Economic Benefits of Education of Migrants in the EU“ (2017), S. 27

„The prevalence of bullying varies considerably across Europe. Lithuania, Belgium, Estonia, Austria and Latvia are some of the countries with relatively high victimisation rates between around 20 % and 30 %, compared to the lower rates of Denmark, Sweden, Czech Republic, Croatia, Italy and Spain below 10 %.“

NESET (Hrsg.), „How to Prevent and Tackle Bullying and School Violence“ (2017), S. 6

„The learning environment in Swedish classrooms is positive in terms of student-teacher relations, but it could be more conducive to learning. Teachers report low job satisfaction, and fewer teachers than in other OECD countries would choose their profession again.“

OECD (Hrsg.), „Education Policy Outlook. Sweden“ (2017), S. 4

„National evidence shows that only 52 % of students who migrated after the age of 7 qualify for a national programme at upper secondary level. The share drops to 28 % of students among those who arrived at age 12-15 (in their last four years of compulsory schooling), compared to the national average of close to 90 %.“

OECD (Hrsg.), „Education Policy Outlook. Sweden“ (2017), S. 7

Schweden: „In Sweden, newly arrived students are defined as students aged 7-18, who have migrated to Sweden and do not have a basic knowledge of Swedish. These students are considered as newly arrived for up to four years after starting in a Swedish school. […] Newly arrived students can initially be taught in separate introductory classes if necessary, but should be in mainstream classes as much as language proficiency allows. Placements in introductory classes should be terminated after a maximum of two years.“

OECD (Hrsg.), „Education Policy Outlook. Sweden“ (2017), S. 8

Schweden: „There is an effort to make adult education accessible and, within the public education and training system, it is free of charge for Swedish citizens and some cases of non-Swedish residents (e.g. citizens from the European Union or Switzerland).“

OECD (Hrsg.), „Education Policy Outlook. Sweden“ (2017), S. 9

„Only 5 % of Swedish teachers considered that the teaching profession is valued in society (compared to the TALIS average of 30.9 %), and only 53.4 % reported they would choose to work as teachers if they could decide again.“

OECD (Hrsg.), „Education Policy Outlook. Sweden“ (2017), S. 11

„Schweden ist nicht nur immer mehr im Niveau gesunken, die Migrantenkinder in Schweden zeigen für 2012 wie die in Finnland niedrigere Leistungen und eine größere Leistungsdifferenz zu den Einheimischen als in Deutschland.“

Univ.-Prof. Dr. Hartmut Esser, Frankfurter Allgemeine Zeitung online am 24. Oktober 2016

„Im integrationserfahrenen Schweden ist es in den letzten zwanzig Jahren annähernd zu einer Vordopplung der Sonderklassen für Kinder mit geistiger Behinderung gekommen.“

Univ.-Prof. Dr. Bernd Ahrbeck, „Inklusion“ (2016), S. 123

„In den skandinavischen Staaten Finnland, Schweden oder Norwegen sowie der Schweiz oder Kanada liegt der sozioökonomische Status signifikant über dem OECD-Mittelwert.“

Univ.-Prof. Dr. Kristina Reiss u. a., „PISA 2015. Eine Studie zwischen Kontinuität und Innovation“ (2016), S. 291f

Schweden: „Disadvantage is transmitted across generations. NEET rates are higher for young people whose parents themselves have low educational attainment.“

OECD (Hrsg.), „Investing in Youth: Sweden“ (2016), S. 21

„For employed youth in Sweden, involuntary part-time work and temporary employment are common. One in eight young Swedish workers would like to work full-time hours, but cannot find a full-time job.“

OECD (Hrsg.), „Investing in Youth: Sweden“ (2016), S. 33

In Österreich trifft dies nur auf etwa jeden dreißigsten jungen Menschen zu.

„Between 2000 and 2012, Sweden’s PISA performance dropped from close to the OECD average to significantly below average, the most significant decline of any OECD country.“

OECD (Hrsg.), „Investing in Youth: Sweden“ (2016), S. 52

Schweden: „OECD found that, compared to their Swedish-born peers, immigrant students had weaker educational outcomes on average at all levels of education. Differences in socio-economic background and speaking a different language at home accounted for a substantial part of the gap at age 15.“

OECD (Hrsg.), „Investing in Youth: Sweden“ (2016), S. 64

„Of the 110 000 new entrants into upper secondary school in 2011, only 69 % obtained an upper secondary diploma within four years, one year after the end of the regular programme duration. […] Those with less educated parents are less likely to complete: 79 % of all youth whose parents have at least some post-secondary education graduate within four years, compared to only 40% of those whose parents only have compulsory education.“

OECD (Hrsg.), „Investing in Youth: Sweden“ (2016), S. 123f

„Low upper secondary completion rates in Sweden are connected to poor learning outcomes at the compulsory school level. […] Swedish students achieve comparatively low scores in literacy and numeracy at the end of compulsory school, which makes for a difficult start into upper secondary school.“

OECD (Hrsg.), „Investing in Youth: Sweden“ (2016), S. 124

„In countries with lower level upper secondary tracks, such as Austria, Germany and Switzerland, around 90% of all young people aged 25-34 have completed an upper secondary degree, compared to only 82 % in Sweden.“

OECD (Hrsg.), „Investing in Youth: Sweden“ (2016), S. 137

„In Sweden, a country in which education vouchers have been readily available since the early 1990s, it appears that an important means for private schools to attract voucher students involves grade inflation. That is, a school appears more attractive if students perceive that it is easier to make better grades on teacher-grades tests.“

Mercedes Schneider, „School Choice. The End of Public Education?“ (2016), S. 35

„Even though vouchers to attend private schools are readily available to all Swedish students, as of 2014, only 14 % of Swedish parents of 15-years-old students elected to use vouchers.“

Mercedes Schneider, „School Choice. The End of Public Education?“ (2016), S. 36

„Sweden experienced the most rapid decline of all OECD countries in the performance of 15 year-olds, as measured in the OECD’s Programme for International Student Assessment (PISA) survey.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 278

Schweden: „General government expenditure on education was among the highest in the EU in 2014, both as a proportion of GDP (6.6 %) and as a proportion of total general government expenditure (12.7 %).“

EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 277

Schweden: „The study allowance can be withdrawn in response to repeated, unexcused absenteeism. In the school year 2012/13, 6.4 % of all compulsory and upper secondary students had their grants withdrawn.“

OECD (Hrsg.), „Investing in Youth: Sweden“ (2016), S. 127

„The unemployment rate of youth (aged 15-24) is twice as high as adult unemployment (25 years+) in most countries. It is nearly 4 times as high in Italy, New Zealand, Sweden and the United Kingdom.“

OECD (Hrsg.), „Society at a Glance 2016” (2016), S. 92

Schweden: „As few as one in every two of those young migrants who arrive after the start of compulsory school manage to qualify for upper-secondary school and among new arrivals (those who arrived less than four years prior to the end of compulsory school) the figure falls below one in three.“

OECD (Hrsg.), „Working Together: Skills and Labour Market Integration of Immigrants and their Children in Sweden“ (2016), S. 90

„The educational disparity in Sweden between foreign- and native-born individuals is among the largest in the OECD.“

OECD (Hrsg.), „Working Together: Skills and Labour Market Integration of Immigrants and their Children in Sweden“ (2016), S. 98

„In Denmark […] illiterate refugees who lack basic skills may receive additional language training, which goes beyond the scope of the official three-year induction programme and lasts for up to five years in total. There are similar arrangements in Norway and Sweden, where training may be extended according to the needs of individual refugees and the capacity of the local authority concerned.“

OECD (Hrsg.), „Making Integration Work“ (2016), S. 36

„In Japan and Finland, for example, the average teacher has better numeracy skills than the average college graduate while in the Czech Republic, Denmark, Estonia, the Slovak Republic and Sweden, the reverse is true.“

OECD (Hrsg.), „Teaching Excellence through Professional Learning and Policy Reform“ (2016), S. 12

„The unemployment rate of youth (aged 15-24) is twice as high as adult unemployment (25 years+) in most countries. It is nearly 4 times as high in Italy, New Zealand, Sweden and the United Kingdom.“

OECD (Hrsg.), „Society at a Glance 2016” (2016), S. 92

Schweden: „One in four young people do not successfully complete upper secondary education by the age of 20.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 278

„The largest difference in prevalence of bullying victimization was measured in Sweden 2011, where 8.6% of the native children were bullied, to be compared with the 27.8% of the immigrant children.“

Ylva Bjereld u. a., „Differences in prevalence of bullying victimization between native and immigrant children in the Nordic countries“. In: „Child: care, health and development“, 41, 4, 2015, S. 593

„More responsibility for learning was given to the pupil at the expense of teacher-led instruction, with negative effects on student outcomes, in particular for weak students.“

Jon Kristian Pareliussen u. a., „Skills and Inclusive Growth in Sweden“ (2015), S. 18

„The Nordic countries Finland, Iceland, Norway and Sweden are traditionally among the countries with the lowest rates of current alcohol use. […] Among the countries with the highest rates are Austria, Bulgaria, Croatia, Denmark, Hungary, Liechtenstein and Monaco.“

The ESPAD Group (Hrsg.), „ESPAD Report 2015“ (2016), S. 85

„Since 2005, Denmark, New Zealand and Sweden have implemented reforms that changed the tuition fees charged by public institutions to some of their international students by several thousand dollars.“

OECD (Hrsg.), „Education at a Glance 2016“ (2016), S. 335

„Es ist zu betonen, dass die ‚Autonomisierung‘ per se keine Verbesserung verspricht, und dass eine Änderung in dieser Hinsicht im Prinzip große Herausforderungen an alle beteiligten AkteurInnen mit sich bringt. Autonomisierung kann auch gravierend scheitern, wenn sie ohne die nötigen Voraussetzungen zu rasch durchgesetzt wird, wie das Beispiel Schweden deutlich zeigt.“

Dr. Lorenz Lassnigg, „Politics – Policy – Practice. Eckpunkte einer sinnvollen Weiterentwicklung des Schulwesens“ (2015), S. 74

„The highest public spending on education relative to GDP was observed in Denmark (8.8 % of GDP), while Malta (8.0 %), Cyprus (7.9 %), Sweden, Finland (both 6.8 %) and Belgium (6.6 %) also recorded relatively high proportions.“

Eurostat (Hrsg.), „Key figures on Europe 2015 edition“ (2015), S. 67

Schweden: „Over time the attractiveness of the teacher profession declined and teacher education lost popularity. Declining teacher skills and an increasing share of teaching staff without adequate qualifications followed.“

Jon Kristian Pareliussen u. a., „Skills and Inclusive Growth in Sweden“ (2015), S. 19

Schweden: „Compulsory school outcomes started to deteriorate already in the 1980s, but a series of reforms in the early 1990s, which decentralised schools and changed curricula and teaching methods seem to have accelerated the slide.“

Jon Kristian Pareliussen u. a., „Skills and Inclusive Growth in Sweden“ (2015), S. 5

Schweden: „Student performance is on the decline throughout the school system, regardless of the type of school (i.e. municipal or independent), socioeconomic status, migrant background or the gender of students.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2015 - Country analysis“ (2015), S. 262

Schweden: „74 % of children immigrating less than five years before the end of compulsory school and 48 % of those immigrating after school starts fail to qualify for the national upper secondary programmes.“

Jon Kristian Pareliussen u. a., „Skills and Inclusive Growth in Sweden“ (2015), S. 22

Schweden: „The performance of 15 year-olds in the OECD’s Programme for International Student Assessment (PISA) surveys deteriorated steadily between 2000 and 2012 in all three core subjects measured — mathematics, reading and science. The decline over the past decade has been greater than that of any other country participating in PISA.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2015 - Country analysis“ (2015), S. 262

„The performance of Swedish 15-year olds in mathematics, literacy and science has been steadily declining since the first OECD Programme for International Student Assessment (PISA) survey in 2000.“

Jon Kristian Pareliussen u. a., „Skills and Inclusive Growth in Sweden“ (2015), S. 5

„Over the past decade Sweden experienced the most rapid decline of all OECD countries in the performance of 15-year olds, as measured in the PISA survey.“

Jon Kristian Pareliussen u. a., „Skills and Inclusive Growth in Sweden“ (2015), S. 8

„In Sweden there are stronger persistent barriers to young people wishing to access the labour market. Almost a quarter of young people in Sweden do not receive proper qualifications, and those that do, are qualified for sectors with little demand for labour.“

Eurofound (Hrsg.), „Social inclusion of young people“ (2015), S. 84

Schweden: „25 % of young adults with a tertiary education show lower skills than the 25 % best performing with only compulsory school degrees.“

Jon Kristian Pareliussen u. a., „Skills and Inclusive Growth in Sweden“ (2015), S. 11

Schweden: „Student performance on the Programme for International Student Assessment (PISA) has declined dramatically, from near the OECD average in 2000 to significantly below the average in 2012. No other country participating in PISA saw a steeper decline than Sweden over that period.“

OECD (Hrsg.), „Improving Schools in Sweden: An OECD Perspective“ (2015), S. 7

„In the most recent PISA assessment, in 2012, Sweden ranked 28 among the 34 OECD countries in mathematics, 27 in reading and 27 in science.“

OECD (Hrsg.), „Improving Schools in Sweden: An OECD Perspective“ (2015), S. 27

„The share of 15-year-old students in Sweden who do not reach the baseline level of mathematics proficiency increased from 17 % to 27 % between 2003 and 2012, above the OECD average of 23 %.“

OECD (Hrsg.), „Improving Schools in Sweden: An OECD Perspective“ (2015), S. 28

In Österreich betrug dieser Anteil im Jahr 2003 ebenso wie im Jahr 2012 19 Prozent.

„Sweden has already introduced several measures to support integration of immigrant students. For immigrant students, reception classes and Swedish language provision are offered.“

OECD (Hrsg.), „Improving Schools in Sweden: An OECD Perspective“ (2015), S. 81

Schweden: „Of those who enter upper secondary education […] 31 % fail to complete their studies within the three-year norm, and 23 % within four years.“

OECD (Hrsg.), „OECD Economic Surveys – Sweden“ (2015), S. 103

„None of the countries that joined (or were infected by) the GERM (Anm.: Global Educational Reform Movement) – the United States, the United Kingdom, Canada, Australia, New Zealand, the Netherland, or Sweden – has been able to improve students’ learning as shown in the results of that international survey.“

Univ.-Prof. Dr. Pasi Sahlberg, „Finnish Lessons 2.0“ (2015), S. 151

Schweden: „The profession, once highly regarded, has seen salaries fall far behind other jobs requiring a higher-education degree. The student demand for teaching programmes is so low that almost anyone applying will be accepted.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 139

Schweden: „Admission to higher education depends on upper secondary grades and a national admission test that students can take voluntarily. A numerus clausus principle applies to all higher education study programs, meaning that there is a great deal of competition for seats in the most popular programs.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 143

„Swedish results in PISA have steadily declined. In the 2012 survey, Sweden reached the lowest scores of all European OECD countries.“

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

„Wie sich am Absturz Schwedens in der letzten PISA-Runde lernen lässt, verlieren gerade jene, die die Umstellung auf Vermessungsstrategien mit Standardisierung und Konkurrenz am konsequentesten umgesetzt haben, genau gemessen an jenen Parametern, die zu diesen Programmen Anlass gaben.“

Univ.-Prof. Dr. Stefan Hopmann, in „Alois Mock: Visionen im Spiegel der Zeit“ (2014), S. 100

„Die meisten EU-Staaten und -Regionen, die an PIRLS 2011 teilgenommen haben, hatten im Durchschnitt signifikant bessere Ergebnisse als Österreich: Finnland, Nordirland, Dänemark, Kroatien, Irland, England, die Niederlande, die Tschechische Republik, Schweden, Italien, Deutschland, Portugal und Ungarn.“

Statistik Austria (Hrsg.), „Bildung in Zahlen 2012/13 – Schlüsselindikatoren und Analysen“ (2014), S. 116

„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

„The number of students in private schools in Sweden increased sharply over the past decade.“

OECD (Hrsg.), „Resources, Policies and Practices in Sweden’s Schooling System“ (2014), S. 14

„Around every second student in Sweden attends a school whose principal reported that learning is at least to some extent hindered by heterogeneous ability levels within the class.“

OECD (Hrsg.), „Resources, Policies and Practices in Sweden’s Schooling System“ (2014), S. 18

„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

Schweden: „The proportion of pupils who lack grades in at least one subject decreases the higher the education level of the parents. Pupils with university-educated parents had the lowest proportion, 12.7 percent. Among pupils whose parents’ highest education level was upper-secondary school, the proportion was 28.1 percent and for pupils whose parents’ highest education level was compulsory school, it was 56.2 percent.“

Swedish National Agency for Education (Hrsg.), „Facts and figures 2012: Preschool activities, schools and adult education in Sweden“ (2014), S. 26

Schweden: „Of the pupils whose parents’ level of education was compulsory school, 14 percent failed to achieve the goals in English while among pupils with at least one parent with university education, it was just over 1 percent. […] Of the pupils whose parents highest education level was compulsory school, 39 percent failed to achieve the goals in mathematics. The corresponding figure for pupils with one parent with university education was 10 percent. […] Among pupils with parents who only have compulsory school education, 7 percent failed to achieve the goals in the subject test in Swedish while among pupils with at least one parent with university education, it was just over 1 percent.“

Swedish National Agency for Education (Hrsg.), „Facts and figures 2012: Preschool activities, schools and adult education in Sweden“ (2014), S. 26f

„Ability grouping across classes is used relatively often in Sweden: 57 % of students are in schools with one form of grouping used for all classes.“

OECD (Hrsg.), „Resources, Policies and Practices in Sweden’s Schooling System“ (2014), S. 17

„Only 30 per cent of Finnish 1 year olds are in enrolled in childcare services, compared to 49 per cent in Sweden and 71 per cent in Norway. […] 51 per cent of Finnish 2 year olds have a place in municipal childcare services, compared to 89 and 91 per cent in Norway and Sweden, respectively.“

Dr. Anne Lise Ellingsaeter, „Cash for Childcare: Experiences from Finland, Norway and Sweden“ (2014), S. 8

„Finland has in fact lost 22 points since 2000. This immense loss is only surpassed by Sweden which has lost a stunning 33 points on the PISA reading scale since 2000.“

Univ.-Prof. Dr. Ludger Wößmann, „The Economic Case for Education“ (2014), S. 24

PISA: „In Österreich liegen die Schüler/innen mit eingewanderten Eltern im Schnitt um 67 Punkte zurück. [...] Ähnlich stark ist der Rückstand von Kindern von Migranten/Migrantinnen in Schweden, Belgien, Finnland und Italien.“

BIFIE (Hrsg.), „Nationaler Bildungsbericht Österreich 2012“ (2013), Band 1, S. 154

67 PISA-Punkte entsprechen mehr als eineinhalb Lernjahre.

„Sweden’s rankings have declined over the past ten years, and the gap between high and low achieving students has increased.“

Univ.-Prof. Dr. Nina Bascia u.a., „Teacher Union Governmental relations in the context of educational reform“ (2013), S. 15

„Young people feel that the adult world has let them down. Many say that they started to skip class when they were in compulsory school, but that adults turned a blind eye to this and never followed up.“

EU-Kommission (Hrsg.), „10 reasons for dropping-out” (2013), S. 8

„Harassment and bullying from peers or personnel in the school are clearly the most common causes, 46 percent cite that as a reason.“

EU-Kommission (Hrsg.), „10 reasons for dropping-out” (2013), S. 11

„The two foremost causes for dropping-out are bullying and insufficient pedagogical support, but young people also mention the work environment and insufficient support after extended absences. Everyone knows that the working environment is important to learning; young people have described a chaotic, boisterous and loud environment where it is impossible to concentrate.“

EU-Kommission (Hrsg.), „10 reasons for dropping-out” (2013), S. 30

„Sweden has recently taken important initial steps towards the development of gifted education. […] New national policies such as the new Education Act explicitly attend to students at the higher end of the ability scale when emphasising the right to get guidance and stimulation for students who can easily reach the knowledge requirements.“

Linda Mattsson, „Tracking mathematical giftedness in an egalitarian context” (2013), S. 2

Schweden: „[Es] erhalten zwischen 2,3 und 3,1 Prozent der schwedischen Kinder und Jugendlichen im Grundschulalter mindestens die Hälfte ihres Unterrichts in gesonderten Lerngruppen.“

Thomas Barow, „Vorbild oder Zerrbild? Außen- und Innenperspektive auf inklusive Bildung in Schweden“ (2011), S. 4

„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

Schweden: „The impact of socio-economic background on reading performance has markedly increased and is now above the OECD average.“

OECD (Hrsg.), „Reviews of Evaluation and Assessment in Education – Sweden“ (2011), S. 25

„At the compulsory level, the proportion of students attending independent schools has grown from about 0.9 % to 10 % between 1990 and 2008. At the upper secondary level, the share has increased from 1.5 % to 20 % during the same period.“

OECD (Hrsg.), „Reviews of Evaluation and Assessment in Education – Sweden“ (2011), S. 27

„In countries such as Greece, France, the Netherlands and Sweden, immigrant children are given the opportunity to attend temporary reception classes if they do not have the required level of proficiency in the host language to cope successfully in the school system.“

Cedefop (Hrsg.), „Guiding at-risk youth through learning to work: Lessons from across Europe“ (2010), S. 56

„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 the school year 1990-91, about 0.9 % of all Swedish students in compulsory education (approximately ages 7-16) were enrolled in independent schools, whereas in 2009/10 the figure had grown to about 11 %.“

OECD (Hrsg.), „Country Background Report for Sweden“ (2010), S. 9

„Students are often dispersed into different classroom groups based on special support needs or attainment levels, resulting in increasingly homogeneous groups.“

OECD (Hrsg.), „Country Background Report for Sweden“ (2010), S. 28