2015
DOI: 10.1590/es0101-73302015152510
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Abstract: RESUMO:Desde o final dos anos 1980, o sistema educacional norueguês passou por grandes reformas amplamente influenciadas pelas novas ideias gerencialistas. As estratégias para renovar o setor público foram promovidas com a nova gestão pública (NGP). Este artigo investiga a forma pela qual as ideias ligadas às reformas da NGP foram introduzidas e interpretadas no setor educacional norueguês. Com base em nossos estudos de documentos de políticas públicas selecionados, de um período que compreende as últimas duas… Show more

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Cited by 5 publications
(9 citation statements)
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“…The 2030 Agenda for Sustainable Development puts forward that governments have the primary responsibility for monitoring and reviewing the progress made in the implementation of the Sustainable Development Goals at the national, regional, and global levels over the next 15 years (UN, 2017b). However, research on education governance is incipient in Brazil, while several surveys have been carried out in other countries, including: Norway (Møller & Skedsmo, 2015), Sweden (Bunar, 2011), Georgia, Armenia (Dobbins & Khachatryan, 2015), Germany (Schiersmann, 2014), Switzerland (Schiersmann, 2014), England, Netherlands, Italy, Portugal (Magalhães, Veiga, Ribeiro, Sousa, & Santiago, 2013), United States (Vidovich & Currie, 2011), Hong Kong (Ng, 2013), and Australia (Woelert & Millar, 2013;Vidovich & Currie, 2011). Such studies have demonstrated the relevance of education governance for quality education.…”
Section: Education Governancementioning
confidence: 99%
See 1 more Smart Citation
“…The 2030 Agenda for Sustainable Development puts forward that governments have the primary responsibility for monitoring and reviewing the progress made in the implementation of the Sustainable Development Goals at the national, regional, and global levels over the next 15 years (UN, 2017b). However, research on education governance is incipient in Brazil, while several surveys have been carried out in other countries, including: Norway (Møller & Skedsmo, 2015), Sweden (Bunar, 2011), Georgia, Armenia (Dobbins & Khachatryan, 2015), Germany (Schiersmann, 2014), Switzerland (Schiersmann, 2014), England, Netherlands, Italy, Portugal (Magalhães, Veiga, Ribeiro, Sousa, & Santiago, 2013), United States (Vidovich & Currie, 2011), Hong Kong (Ng, 2013), and Australia (Woelert & Millar, 2013;Vidovich & Currie, 2011). Such studies have demonstrated the relevance of education governance for quality education.…”
Section: Education Governancementioning
confidence: 99%
“…In fact, it is difficult to assess the Brazilian scenario quantitatively, and the lack of adequate measures has hindered advances in quality education (Oliveira et al 2020). Part of the challenge includes implementing governance structures in the education system (Møller & Skedsmo, 2015;Vidovich & Currie, 2011;Woelert & Millar, 2013).…”
Section: Introductionmentioning
confidence: 99%
“…CF (1988), LDB (1996), PNE ( 2014 Essas definições constitutivas particularizam o construto "governança" e limitam os espaços semânticos a respeito do que se deve abordar quando medir o construto. Na análise das legislações nacionais em educação, concluiu-se -em razão da baixa frequência de normas sociais sobre matriz de responsabilidades (Møller;Skedsmo, 2015), cadeia normativa organizacional (Siqueira, 2013) e metagovernança (Hufty, 2011) -que há omissão da legislação quanto à articulação entre os atores educacionais. Essas ausências na legislação, em tese, restringem a educação de qualidade no país e o funcionamento adequado dos espaços de decisão, conforme preconizado no modelo proposto por Hufty (2011).…”
Section: Definição Constitutivaunclassified
“…Como etapa metodológica para construção e validação do instrumento, conforme Pasquali (2009), pela revisão da literatura e análise da legislação pertinente, foi possível identificar baixa frequência de normas sociais sobre matriz de responsabilidades (Møller;Skedsmo, 2015), cadeia normativa organizacional (Siqueira, 2013) e metagovernança (Hufty, 2011) (cf. Seção 2.2).…”
Section: Introductionunclassified
“…its adoption cannot be explained solely in terms of the orientation of political party ideologies, given that some social democratic countries with sound social protection systems have assimilated more incisive management guidelines, as is the case of Denmark and Sweden, while in others, such as Norway and Finland, the degree of assimilation is lower than that of their Scandinavian neighbors. There are countries, like Japan, which, despite being considered economically liberal, have adopted few directions of NPM (HOOD, 1995;MØLLER;SKEDSMO, 2015). The second aspect is the recognition that, even within a cluster of countries with high or low level of managerial reform, there are different degrees of policy implementation, that is, the direction of change cannot be understood in the same way.…”
Section: Structuring Principles Of New Public Managementmentioning
confidence: 99%