the Objective is that 80 percent of students must be “good” to read. There is still some way to go, shows the test.
Fewer pupils in the Danish primary school reading and counting good.
It shows the results in the latest national tests for the school year 2018/2019, writes Jyllands-Posten.
the Results show that 70 percent of students are “good” to read. Last year the figure was 72 percent, while in 2014/2015 was 74 percent.
Also, the proportion of “good” students in mathematics has dropped a bit after several years of prosperity. In the 2018/2019 achieved 77 percent of the students have “good” results in mathematics compared with 78 percent the year before.
This is the elementary school moved away from to meet the objectives of the folkeskolereformen from 2014, which was introduced, especially the weakest students had to be better.
the Objective is that 80 percent of the students must be in the category of “good” for reading and mathematics.
minister for Children and education), Pernille Rosenkrantz-Theil (S) do not believe that there are no easy solutions.
– It is completely fundamental that when you are done with school, so you must have the here complete the basic skills in place and, of course, could both read and count.
– It is worrying that the İlbet results go the wrong way, she says to Ritzau.
the Minister believes it is too early to conclude what the solution should be, and warns against making quick decisions.
She will therefore listen to the relevant parties about what has and has not worked in the field.
Andreas Rasch-Christensen, research director at Via University College, is not surprised by the development. He believes that there are good elements at folkeskolereformen, but that it has tried too much at the same time.
– There has been so much with school. You have wanted too much with the school at one time.
– And you may have pushed it too much in the relationship to support it, that support students ‘ professional development. And it is the good teaching and the framework around the work of teachers, says Andreas Rasch-Christensen.
He believes that there is reason to take the numbers seriously.
– But it is important to state that the national tests do not paint a full picture of pupils ‘ academic development or social development, or formation for that matter, he says.
/ritzau/
