Earticle

외국어를 가르칠 때는 어떠한 방법이 가장 효과적인 것에 대한 다양한 토론이 있다. 그 중에 가르치면서 학생들의 모국어를(L1) 함께 사용할 것인가 배우는 언어만(L2) 사용할 것인가에 있다. 일반적으로 외국어를 가르칠 때에는 학생들에게 L2만 사용해왔다. 하지만 최근 연구에 의하면 선생님들이 L1도 함께 사용해주면 학생들에게 더 효과가 있다고 한다. 본 논문은 스웨덴어를 공부하는 한국인 대학생들이 어떠한 생각을 하는지에 대해 알아본 것이다. 학생 81명에서 설문조사를 하고 수준별로 초급, 중급, 고급으로 나누었다. 그 결과 거의 모든 학생들의 생각은 선생님이 한국어를 할 줄 안다면 스웨덴어를 배우는데 있어 더 쉽게 이해할 수 있다고 생각했다. 초급학생들은 고급학생들보다 선생님이 수업할 때 한국어를 더 많이 사용해주길 원하고 찬성했 다. 왜냐하면 초급 학생들에게는 새로운 언어를 만나면 추가설명이 많이 필요하다고 생각하고 고급학생들은 스웨 덴어를 많이 연습하는 시간이 중요하다고 생각한다. 모든 레벨의 학생들은 대부분 스웨덴어를 배우는데 있어서 한국어를 조금씩은 사용해 주는 것을 원했다. 그렇기 때문에 외국어를 가르치는 선생님들은 L2만이 아닌 L1도 가 끔씩 사용하는 것이 학생들에게 도움을 주는 방법인 것 같다.

Sweden is known as the welfare state of high ‘total tax revenue’ and social expenditure. However, on facing economic and fiscal difficulties, Sweden implemented tax reform and fiscal restructuring on a large scale. This paper deals with the development of the swedish tax and fiscal system in the twenties century. Traditionally Swedish tax system had been characterized by high statutory marginal tax and broad tax allowance designed for encouraging productive investment of profit. The Swedish tax reform of 1991 is called as ‘the most far-reaching reform in any industrialized country in the postwar period’ due to its dramatic tax rate cut and tax base broadening. It was the outcome of political adjustment between Social Democratic and Conservative forces. As the result, Sweden currently enjoys fiscal substantiality by the generational accounting and wins the support of citizens for the tax system. This is why Sweden receives attention as a model state in market capitalism since 2008 fiscal crisis in Europe.

This paper aims to contour Finnish teachers's life in order to revisit the success of education in Finland because the Finish teachers are considered the heart of Finland's educational success and particularly the main factor responsible for PISA accomplishments for a decade. The daily life of teachers in Finland could be summarized with the two tasks, one in teaching and the other in doing research. The rest of their works in schools is in support of these two main works so that they could provide the excellence of teaching for Finnish students. Also the teacher education programs for prospective primary and secondary teachers in Finland have been designed and built for providing a competent teacher as a researcher. Therefore Finland could finally has exceptional teacher quality thanks to time, tolerance and decision which have been given by the whole Finnish society in the name of the educational reform since 1970s. But interestingly the teachers in Finland do their best and provide the exceptional teaching quality not just because of high salary and pleasant work conditions in addition to social respect but because of the fulfillment of moral mission, in other words self realization by Dewey's words. This critical factor among many has been ignored and not been articulated so far by various scholars except Pasi Sahlberg, a distinguished Finnish educational expert. This paper found it out by revisiting the existing literature, which implies a very critical lesson to us who are now trying to learn from the educational success in Finland.

This study analyzes the features and the conditions of the educational reform in Sweden that resulted in the formation of comprehensive upper secondary school. The results of study are as follows;First, the main feature of educational reform of Swedish secondary school is that the problem of vocational education had the central position of the reform. The reform was consistently intended to make the status of vocational education equivalent to that of academic education. Second, the integration of vocational and academic education became main agenda of the reform through the combination of the needs of vocational education originated from industrial change and the political feature of corporatism. Third, the reform resulted in the formation of comprehensive upper secondary education system through the contents of reform and institutional conditions. The contents of the reform maximized political supports for it by embracing various class interests according to the change of embedded contexts. The institutional conditions that resulted from previous reforms imposed constraints on differentiation, and induced integration. Fourth, the analysis on Swedish case implies that institutions regulate the process of educational formation, and therefore historical and institutional approach to educational system is necessary. The analysis of institutions that intermediate the dynamics of politics and economy can explain the formation of educational system. The historical and institutional analysis will lead us to understand the nature of educational system in a more accurate manner.

This paper in based on the ideas that preventive education from school bullying & violence needs to be carried out from School because we found that the number of schoolers, who commit school bullying & violence, grows significantly. so this study attempts to explore Needs to welfare-Education based on Scandinavian's Education philosophy of education for preventive Education School Bullying & violence This study is composed of four parts: The first part identifies the concepts of school bullying & violence and the preventive education of school bullying & violence and analyzes what mainly causes school bullying & violence and so on. The second part the researcher identifies the Scandinavian's Education philosophy of education. In the third part, researcher identifies the concepts of welfare-education. In the final part, the researcher proposes the direction and task of the welfare-education.

This Study is on the social expenditure of health, old age, family, labor market policy in Sweden from 1980 to 2007. It is focused on the turning points as well as trends of changes. This research deal with the background of the changes, the contents of the policy changes, and the social and economic results of the changes. The biggest decrease of the expenditure has happened in the fields of the health policy and old age policy. The change of each expenditure, however, was not unidirectional during the period. They had been adjusted to various direction according to fluctuations of economic situation, birth rate, the degree of ageing and so on. As the results, the expenditures of old age, family, labor market policy were between the lowest and the highest in the middle of 2000's. Nowadays the poverty rate and the Gini coefficient of disposable income in Sweden have increased, but not so much a lot as in other OECD countries. It is necessary to observe more if Sweden will make another path different from the one in the heyday of their welfare state, otherwise will do adjustment partly and make balance between efficiency and redistribution continuously.

The purpose of this study was to introduce the Nordic child-care system in order to provide the basic information for the development of child-care policy. Through the literature review, Sweden and Finland was compared in terms of the type of child-care service and its current situation, child-care policies including the percentage of child-care budget in GDP, maximum child-care fee, child-care voucher and child-care allowance, National Child-care Curriculum and program, certification and training of child-care personnel, child-care quality assessment system. Both countries had many similarities but differed in some respects, especially in the child-care allowance system which reflects the perspectives of child-care.

This study tried to find the definition of the education welfare analysis on Swedish education system. So, by characteristic, the history of swedish education are classified thee phases called Introduction, Integration, Renovation. In Introduction, it started the public education. At that time, the religion is a important role. the Catholic influenced the structure of public education. the Lutheran stimulated the popular education. Although many people had a opportunity of education, there kept the inequality of class. In Integration, the political Ideology, the Social democratic, built on welfare state so education combined welfare. there reformed the education and school for equality. the pre school provided children whose parents are in working or studying Care and education. The school aged children can use the education service free and spend 9year compulsory education. In Renovation, global economy demand the translation of Swedish welfare state. So Swedish education focuses on choice, quality, and competition more and more. which are based on liberalism. Although Swedish education system is influenced by capitalism, the root of that is social democratic. So the education welfare in Sweden means equaltiy and intergration.

Swedish Fritidshem is an institution for students after their school. The Fritidshem can give the possibility for parents to work and take care of their kids. Specifically, it is an important institution for women who want to work in the labour market. The Fritidshem has a long history, adopted at the end of 1880s in Sweden. To take part in the Fritidshem is not expensive: Parents pay for just 17% of the total cost for the Fritidshem, the rest of 83% is supported by the local government budget. Most of the students, 83-84% of the lower grades in elementary schools, participate in the Fritidshem. The quality of the Fritidshem was quite high, but it has been down since the economic crisis in early 1990s. Implications to Koreans : The swedish state takes the responsibility for the education and child-care of its people. The Fritidshem is stated clearly in the Education Act and the curriculum. Thus, the Fritidshem can stably upgrade with the support of the state. The teachers of Fritidshem are permanently employed by the local government. They can even support teaching in class and decrease the workload of classroom teachers. The Fritidshem is as important as that it is not a continuum of classwork but functions like stimulating students in the diverse activities, arousing their curiosity, helping them settle their self-esteem and identity through the relationship between students and teachers. The program like the Swedish Fritidshem is needed to develop considering that the more women in Korea can have possibility to work in the labour market and at the same time take care of their children.