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| 2. |
- Alexiadou, Nafsika, 1968-, et al.
(författare)
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Shifting logics : education and privatisation the Swedish way
- 2019
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Ingår i: Challenges for public education. - Abingdon : Routledge. - 9781138348226 - 9780429791949 - 9781138348202 ; , s. 116-131
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Bokkapitel (refereegranskat)abstract
- During the last 40 years, many countries have launched radical reforms of their public education systems in a neoliberal direction that emphasises a mixed economy of schooling. The reforms have been accompanied by discourses of ‘a crisis’ of the public sector, and shared broadly similar elements of varying degrees of decentralisation and new public management (NPM), choice, competition and the introduction of private actors and interests in public education. Much social policy and education research on marketisation reforms has focused on Anglo-Saxon countries, where institutional changes towards more choice and competition have led to a similar dismantling of the welfare state. This has included turning citizens (students, parents) into customers, with all the resulting implications for ethnically and socio-economically based differentiation (Cahill & Hall, 2014; Campbell et al., 2009; Clarke et al., 2007; Roda & Stuart Wells, 2013). However, despite the numerous similarities in the direction of education reforms, the existing literature on marketisation does not capture the peculiarities of the Nordic education policy settings, where choice and competition coexist with a strong sense of education as a public good.
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| 3. |
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| 4. |
- Benerdal, Malin, 1984-
(författare)
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Nationell utvärderingspolicy : utformning och förändring på grundskoleområdet 1988-2014
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Evaluation has grown in both volume and scope across levels and sectors in recent decades, particularly in the school sector. Despite this growth, there is insufficient knowledge about how and in what ways evaluations are formed, institutionalized and used in education governance and education reforms. This thesis addresses some of these issues by studying evaluation policy. The aim of the thesis is to explore and analyse the design and possible changes in national evaluation policy in compulsory education during two periods of extensive education reforms (1988-1994 and 2008-2014).The theoretical framework builds on evaluation research and policy studies, particularly the literature on policy design. These two strands of literature are supplemented with additional analytical tools from historical institutionalism regarding policy change. Drawing on previous research, a definition of evaluation policy that incorporates the policy context and also enables studying an implicit policy is proposed. On the empirical level, the findings are based on official policy documents, material produced by national government agencies as well as evaluations and evaluation systems.The thesis shows that during the first period (1988-1994), the evaluation policy was characterized as a means of helping to implement the extensive reforms. Evaluations were to be conducted on all levels of the school system to promote development on each executive level. The policy design reflected evaluation as a learning and capacity-building tool. Schools and municipalities were positioned as owners and co-creators of evaluation knowledge. During the second period (2008-2014), the evaluation policy was partially revised in order to come to terms with inadequate evaluations and declining school results. The policy included more sanctions and hortatory tools, and more emphasis was placed on comparisons and rankings. The evaluation policy was based on the assumption that local actors should and will act on evaluative knowledge created by the agencies and international actors, and that they could be motivated to do so by the threat of, for example sanctions or issues of ranking and comparisons.The evaluation policy design was largely stable over time. However, three more incremental but significant changes were identified: i) the policy design element “agents and implementation structures” was altered, ii) the evaluation policy expanded and iii) became more directed towards national and external control. These changes also indicated more negative implications for democracy during the second period. In relation to evaluations’ democratic function the analysis showed that the evaluation policy mainly strengthened the legitimizing and controlling function, whereas the enlightenment function was not prominent.This implies a risk that issues that may be relevant from a broader democratic and societal perspective may be overlooked and not subjected to evaluation. The thesis also acknowledges and illustrates the importance of uncovering and reconstructing evaluation policies, policies that are partly veiled, since also implicit policies will have democratic implications.
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| 5. |
- Helgøy, Ingrid, et al.
(författare)
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Combating low completion rates in Nordic welfare states : Policy design in Norway and Sweden
- 2019
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Ingår i: Comparative Education. - : Routledge. - 0305-0068 .- 1360-0486. ; 55:3, s. 308-325
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Tidskriftsartikel (refereegranskat)abstract
- Low completion rate in upper secondary education is seen as a bigproblem in the Nordic countries. School failure has shown todramatically increase the risks for unemployment and labourmarket exclusion with severe consequences for both society andthe young person. This paper analyses national policy measures tocombat low upper secondary education completion rates inNorway and Sweden, often regarded as representing a socialdemocratic welfare model and a universalistic transition regime.The analysis demonstrates that although this issue has receivedextensive political attention, the two countries display somewhatdifferent policy designs. The Norwegian approach is proactive andtargeted while the Swedish policy is more general and directedtowards reforming organisational structures in upper-secondary education. In sum, our analysis demonstrates that nationalgovernance structures shape and influence policy design in thecontext of an increasingly diversified Nordic social democraticwelfare state regime.
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| 6. |
- Jarl, Maria, 1973, et al.
(författare)
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Skolpolitik : från riksdagshus till klassrum
- 2015. - 2
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Varför ser skolan ut som den gör? Vilka aktörer försöker påverka de politiska besluten om skolan? Vad vill de olika aktörerna och hur för de fram sina krav? Den här boken skildrar det politiska spelet om skolan. En viktig utgångspunkt är att skolpolitiken inte bara handlar om politiska beslut i riksdag och regering utan också om lärares och rektorers dagliga gärningar i skolan. Skolpolitiken formas på olika nivåer i skolsystemet. Lärare och rektorer är nyckelaktörer i dessa processer, men även politiska partier, lärarförbunden och ministrar har viktiga roller. Boken Skolpolitik – från riksdagshus till klassrum fokuserar på fyra skolpolitiska huvudfrågor: makten över skolan som organisation, skolans uppdrag, makten över lärare och rektorer, granskningen av skolans verksamhet. I den andra upplagan har författarna reviderat samtliga kapitel och uppdaterat innehållet med hänvisning till de senaste årens skolpolitiska beslut. Den andra upplagan innehåller dessutom ett helt nytt avsnitt om det politiska spelet om lärarlegitimationerna. Boken vänder sig till studenter på lärar- och rektorsutbildningar, verksamma rektorer och lärare, men också andra läsare med intresse för skolpolitik.
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| 7. |
- Jarl, Maria, 1973, et al.
(författare)
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Skolpolitik : från riksdagshus till klassrum
- 2019. - 3
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Varför ser skolan ut som den gör? Vilka aktörer försöker påverka de politiska besluten om skolan? Vad vill de olika aktörerna och hur för de fram sina krav? Den här boken skildrar det politiska spelet om skolan. En viktig utgångspunkt är att skolpolitiken inte bara handlar om politiska beslut i riksdag och regering utan också om lärares och rektorers dagliga gärningar i skolan. Skolpolitiken formas på olika nivåer i skolsystemet. Lärare och rektorer är nyckelaktörer i dessa processer, men även politiska partier, lärarförbunden och ministrar har viktiga roller.Boken Skolpolitik – från riksdagshus till klassrum fokuserar på fyra skolpolitiska huvudfrågor: makten över skolan som organisation, skolans uppdrag, makten över lärare och rektorer, granskningen av skolans verksamhet.I den tredje upplagan har författarna reviderat samtliga kapitel och uppdaterat innehållet med hänvisning till de senaste årens skolpolitiska beslut.Boken vänder sig till studenter på lärar- och rektorsutbildningar, verksamma rektorer och lärare, men också andra läsare med intresse för skolpolitik.
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| 8. |
- Lindgren, Joakim, Dr, 1971-, et al.
(författare)
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Enacting a national reform interval in times of uncertainty : evaluation gluttony among the willing
- 2019
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Ingår i: The Governing-Evaluation-Knowledge Nexus. - Dortrecht : Springer. - 9783030211431 - 9783030211424 ; , s. 119-138
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Bokkapitel (refereegranskat)abstract
- This chapter offers an empirical illustration of the governing-evaluation-knowledge nexus by pinpointing a particular situation, a pause between two national evaluation and quality assurance (EQA) reforms, while a new national system was being planned and prepared, but its final design was not yet decided upon. This situation – unusual in the Swedish higher education policy context – adds uncertainty to the situation and opens a potential space for policymakers and higher education institutions (HEIs) to navigate. We draw on interviews and documents collected from four HEIs during this reform interval. We analyse and discuss how the four institutions navigate, coordinate, mobilise, copy, and learn in a situation without a formal national EQA system in place but in which the wider higher education policy context is deeply infused with contemporary trends and international policies and ideas on quality assurance (QA). We found that context and institutional preconditions set their mark on the work undertaken during this interval. We also discerned tendencies of homogenisation and isomorphism. Finally, we highlight the tendency of further expansion of EQA activities.
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| 9. |
- Lindgren, Joakim, Dr, 1971-, et al.
(författare)
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Evaluation machinery, qualocrats and the seemingly inevitable problem of expansion
- 2019
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Ingår i: The Governing-Evaluation-Knowledge Nexus. - Dortrecht : Springer. - 9783030211431 - 9783030211424 ; , s. 181-199
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Bokkapitel (refereegranskat)abstract
- In this chapter we initially discuss the relation between governing, evaluation, and knowledge. Then we go back to the ideal typical notion of increasingly institutionalised evaluation machinery and locate the important work of what we label as qualocrats and what may be termed the burden of judgements within this overall frame. We finally discuss the expansion and the increasing complexity of evaluation and quality assurance work in higher education and point to some possible implications and problems.
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| 10. |
- Lindgren, Joakim, Dr, 1971-, et al.
(författare)
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Hayek and the red tape : the politics of evaluation and quality assurance reform – from shortcut governing to policy rerouting
- 2019
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Ingår i: The Governing-Evaluation-Knowledge Nexus. - Dortrecht : Springer. - 9783030211431 - 9783030211424 ; , s. 83-101
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Bokkapitel (refereegranskat)abstract
- In this chapter, we draw attention to the important political dimension of the governing-evaluation-knowledge nexus. The aim is to describe and analyse the processes leading up to the two most recent national evaluation and quality assurance (EQA) systems in operation from 2011 to 2014 and from 2016 onwards by analysing the formation of the respective EQA systems and the actors involved in these processes. The chapter outlines political justifications and ideological beliefs and highlights central shifts and continuities in these processes. We explore how formation of EQA systems can be understood within a wider context of the work of governing by contrasting the fast, competitive "shortcut governing" from the 2011–2014 EQA system with the more dialogue- and consensus-oriented process implying a "policy rerouting" later, as manifested in the process leading up to the 2016 EQA system. We also discuss quality assurance expansion in the context of higher education policymaking.
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