Halla Holmarsdottir

Oslo Metropolitan University · Faculty of Education and International Studies

The COVID-19 pandemic has completely changed the need for internet connectivity and technological devices across the population, but especially among school-aged children. For a large proportion of pupils, access to a connected computer nowadays makes the difference between being able to keep up with their educational development and falling badly...

Children today experience digital engagement from a young age, and information and communication technology (ICT) use impacts how the family, seen as a social–relational structure or network of two or more people, communicates and interacts in daily life. This review broadly encompasses how children and young people are vulnerable regarding digital...

Children and young people are often labelled the “digital generation”, naturally equipped with the skills to reap the benefits of digitised education, working life and communication through social media now and in the future. However, this age group’s use of information and communication technology (ICT) is not uniform, nor are the outcomes of thei...

Editorial discussion in an audio file - available for download on the right-hand side column - 7,5 minutes.

This deliverable consists of two main parts: a literature review on the four main re-search areas DigiGen is about (family life, leisure time, education and civic participation) and an overview of existing databases in relation to Information and Communication Technologies (ICT) and the extent to which such data allows the analysis of children at-r...

Fostering international mindedness in teachers through their preparation and continuing education leads to innovations in teacher education related to exchange programs (Cushner, 2012) and curricular adoptions and adaptations (Tudball, 2012). This in turn supports the development of both teacher educators and teachers as change agents. Yet, without...

This volume comes on the heels of the Sustainable Development Goals (SDGs), ratified in 2015 by 193 member states that comprise the UN General Assembly, which represents the latest global effort to address the plethora of development challenges facing countries worldwide. The new agenda for action comprises 17 ambitious goals, 169 targets, and over...

In this chapter, we analyze new global challenges to youth employment, as well as the emerging opportunities for addressing the school-to-work transition for youth and empowering youth with the skills for social entrepreneurship. Globalization, migration, and mobility present new challenges and opportunities for youth to generate sustainable liveli...

This edited collection outlines the issues central to youth engagement in research and social innovation. Youth-driven innovation for social change is increasingly recognized as holding potential for the development of sustainable strategies to tackle some of the most pressing global challenges of our time. The contributors provide additional knowl...

The year 2015 marks the twentieth anniversary of the Fourth World Conference on Women in Beijing, with a goal to contribute to gender equality globally. As scholars continue in their quest to ‘take stock’ of the ways in which gender and education work in tandem to achieve greater gender equality, we observe a revival in interest regarding conversat...

This volume comes at a time when there is a great need to take stock. With the 25th anniversary of the Convention on the Rights of the Child in November 2014 and the Millennium Development Goals (MDGs) which formed the blueprint for the majority of the world’s countries and development institutions coming to a close in 2015, it is an important time...

This policy review will focus on one of the key themes of European youth policy: citizenship, with the aim to contribute to understandings of this concept as documented in European policies and its relevance to the current human rights ‘at-risk’ situation currently facing many youth in Europe.

This volume comes at a critical juncture, as global commitments transition from the Millennium Development Goals to Sustainable Development Goals and the wider post-2015 development agenda is being discussed and debated. In these discussions, children and youth have been recognized as one of the nine major groups of civil society whose participatio...

This volume comes at a critical juncture, as global commitments transition from the Millennium Development Goals to Sustainable Development Goals and the wider post-2015 development agenda is being discussed and debated. In these discussions, children and youth have been recognized as one of the nine major groups of civil society whose participatio...

Internationally, there is growing awareness that the target of Education for All by 2015 will not be met unless more strident efforts are made to improve access for marginalized, hard-to-reach children (most often girls). For almost four decades gender equality in education has been one of the key global concerns and as a result various organizatio...

There is no single answer to the question: what are human rights? The answer depends on whom you ask. Several of the papers presented at Fourteenth World Congress of Comparative Education held at Bogăziçi University in Istanbul, Turkey, in June 2010 discussed issues related to human rights from a comparative education viewpoint. The nine papers pre...

For roughly the past four decades gender equality has been and still is one of the key global concerns in achieving empowerment for women and girls. A number of initiatives have focused on achieving gender equality and women’s empowerment, many of which have been initiated by various organizations at national and international levels (Arnot & Fenel...

A global campaign on education began with the first World Congress on Education held in Jomtien, Thailand in 1990. As a result of the World Congress, we have witnessed an ushering in of a global agenda on education. The global campaign culminated in the start of the Education for All (EFA) movement when delegates from 155 countries, as well as repr...

This volume consists of a selection of nine papers presented at the Fourteenth World Congress of Comparative Education. The Congress was organized by the Turkish Comparative Education Society and held at Boğaziçi University located in Istanbul, Turkey, in June 2010.KeywordsUniversal DeclarationCitizenship EducationRefugee ChildComparative Education...

The achievement of the target of Education for All (EFA) by 2015 is a global concern. Worldwide many countries have committed themselves to various initiatives and efforts to improve children’s access to education, particularly girls, who are often denied access to education owing to entrenched socio-cultural practices and gender stereotypes. In p...

The start of the Education for All (EFA) movement ushered in a new era in education, an era linked to research on issues such as ‘global governance’ or the ‘world institutionalization of education’. This global governance not only affects the way in which educational systems are influenced, it also involves how we view and define various issues wit...

It may be argued that in 1990 the global campaign on education began with the start of the Education for All (EFA) movement, a result of the World Conference on Education for All in Jomtien, Thailand. This brought about a new era in educational research focusing on issues such as the “world institutionalization of education” (Meyer and Ramirez 2000...

The start of the EFA movement ushered in a new era in education linked to research on issues such as global governance. This global governance affects the way in which educational systems are influenced and involves how we view various issues within education. A key issue in the EFA movement, accepted as part of the global consensus of what works,...

In this chapter I present an analysis of the Language-in-Education Policy (LiEP) in South Africa and its implementation, which is seen as necessary in order to better understand the effectiveness of the language policy in promoting additive and functional multilingualism, and sociolinguistic and cultural integration, which are major policy objectiv...

The article offers an analysis of the new Language-in-Education policy in South Africa and and its implementation which is seen as necessary in order to better understand the effectiveness of the language policy in promoting additive and functional multilingualism. Through a two year ethnographic classroom study valuable insight was gained into the...

The authors of the present article are engaged in a research project funded by the Norwegian Research Council. In this project the language policies of Tanzania and South Africa, as well as the practices of these policies in the classroom are analyzed. The article gives some preliminary results from the project. While the language policies of Tanza...

In 1995 Birgit Brock-Utne was asked by NIED (National Institute for Education and Development) in Namibia to make a study of the situation of the African languages after Independence in 1990. Five years later the study was followed up by Halla Holmarsdottir as her thesis for the degree of Master of Philosophy in Comparative and International Educat...

A small nation in the middle of the North Atlantic, Iceland currently has a population of 265,000 (1996). The Iceland language has changed very little since the island was settled some 11 centuries ago. Despite the relatively small number of people who speak the language and irrespective of the globalisation efforts by the international community,...