Northern Lights on PISA 2006

Differences and similarities in the Nordic countries

image of Northern Lights on PISA 2006

The Next Big Thing? Trends Shaping Nordic Innovation is written for people interested in and working with the issues of innovation, economic development, globalisation and climate change, and how these issues impact on companies and industries, and in national or in international settings such as Nordic co-operation or the European Union. The book argues that innovation needs to measured and managed. Innovation needs to be developed as a serious management discipline in order to deliver on the future expectations of investors whether these investors are from private companies or public government agencies. The publication also argues that there is a need to emphasise that research is not the same as innovation, and that we need to distinguish between science and the “scientific method” in order to develop better innovation policies and innovation management techniques. In the final focus chapter on climate change the book states that the Nordic region has a strong position within some of the new energy and environment industries. Yet, in order to keep that position and to stay in the global vanguard of clean technologies and climate industries, it might be necessary for the Nordic countries to experiment with what the authors call “forced innovation”. The book is relevant for industry branch organisations, company managers, policy makers, public policy professionals as well as graduate and undergraduate courses in management, innovation, entrepreneurship, globalisation and climate change.



Norwegian and Swedish students' reading engagement in 2000 and 2006 from a gender perspective

Reading engagement has consistently been found to be a critical variable in reading achievement. Over the past two decades, research has shown that there is strong evidence for the benefits of engaged reading, and that engagement in reading is a predictor of learning success throughout life. Data from the National Assessment of Educational Progress (NAEP) in the United States show that adolescents who identified themselves as being interested in reading achieved better scores on the tests, and they had better high school averages than students who were less interested in reading (Donahue, Daane, & Grigg, 2003). Reading engagement is important not only since it might have an influence on students' present reading ability, but also because it can predict to what extent students will read in the future and thus influence their learning success in life (OECD, 2001). Guthrie and Wigfield (2000) put it like this: As students become engaged readers, they provide themselves with self generated learning opportunities that are equivalent to several years of education. (p. 404). Reading engagement is also important for the maintenance and further development of reading skills beyond school. The International Adult Literacy Survey (IALS) found that reading skills can deteriorate after the completion of initial education if they are not used (OECD and Statistics Canada, 1995).


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