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The increase of international comparison – A Human Rights Perspective

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OECD Organization of Economic Cooperation and Development PISA - Programme for International Student Assessment. IALS – International Adult Literacy Study PIAAC – Programme for the International Assessment of Adult Competencies TALIS – Teaching and Learning International Survey CERI – Centre for Education Research and Innovation Education at a Glance annual publication

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OECD ”At a glance”

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Knowledge Economy “No other organization has been as globally influential in promoting the social imaginary of the knowledge economy as the OECD…The OECD has been centrally important in articulating and spreading this policy talk about the knowledge economy and the role education, innovation, and research must play in it.” (Cowen and Kazamias, p.445)

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Rektor Henning L Håkanson vid Palmgrenska samskolan, Rektor Henning L Håkanson vid Palmgrenska samskolan, “Hr Bergmans uttalande, att hela hans skoltid var ett helvete, förvånar mig. Jag minns tydligt, att både han, hans bror och hans far var mycket nöjda med skolan. Efter sin studentexamen har också Ingmar Bergman uppenbarat sig i skolan vid vår julfest, glad och nyter och av allt att döma utan någon känsla av agg vare sig mot skolan eller mot dess lärare. Saken ligger nog till på ett annat sätt. Den gode Ingmar var ett problembarn, lat men ganska begåvad, och att en sådan typ ej lätt inordnar sig i en dagligt ordnad studiegång, är naturligt. En sådan skola kan ej vara anpassad för drömmande bohémer utan för normalt funtade arbetsmänniskor.” Aftonbladet, 3 oktober 1944

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International comparison? Children as means or ends?

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CHILDISM TO SEE STRUCTURES AND PREJUDICE AGAINST CHILDREN CHILDIST VIEWS INCORPORATED IN RESEARCH SEXISM, RACISM, CHILDISM DISCRIMINATION, HARASSMENT AND DEGRADING TREATMENT LACK OF LEGAL MONITORING

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THE ‘UNBARABLE’ THE HOLISTIC VIEW OF ABUSE AGAINST CHILDREN DEFINITION OF EMOTIONAL AND PHYSICAL VIOLENCE, ABUSE, MALTREATMENT ADULTS EXPLANATIONS BASED ON PREJUDICE AGAINST CHILDREN

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THE UNTHINKABLE IN EVERYDAY LIFE ’CHILDREN DONT LISTEN’ ’CHILDREN ARE MANIPULATIVE’ ’SHE/HE ONLY CRIES TO GET HER/HIS WILL’ ’CHILDREN DONT UNDERSTAND WHATS BEST FOR THEM’ ’WHAT WOULD HAPPEN IF CHILDRENS VIEWS WERE TAKEN SERIOUSLY?’ ’YOU CANNOT BELIEVE WHAT CHILDREN SAY’ ’CHILDREN HAVE SUCH A LIVELY IMAGINATION’ ’I DO WHAT I WANT WITH MY CHILD’ ’NOBODY HAS THE RIGHT TO TELL ME HOW TO RAISE MY CHILD’