Shifting Responsibilities - 20 Years of Education Devolution in Sweden

Blanchenay, Patrick; Burns, Tracey; Köster, Florian

doi:10.1787/5jz2jg1rqrd7-en

Cited by 24 publications

(20 citation statements)

References 3 publications

(2 reference statements)

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“…The frameworks aim to make sense of implementation by studying what factors influence the process and determine its outcomes. Some frameworks are focused on public policy implementation more generally -such as Sabatier's Advocacy Coalition Framework (Jenkins-Smith et al, 2014 [29] ), while others focus on education policy implementation (Bell and Stevenson, 2015 [30] ; Haddad and Demsky, 1995 [31] ). Fullan's approach links implementation to the issue of educational change (2015 [21] ).…”

Section: Research Results and Framework For Analysismentioning

confidence: 99%

“…The framework is a descriptive tool, offered as such for policy analysts to make sense of the political dynamics influencing the implementation process. Bell and Stevenson propose a model to explain the multidirectional interactions between the development stage of a policy and its "enactment", in which the policy shapes educational institutions down to the local level, while being influenced itself by local dynamics (2015 [30] ). It is important to note that these frameworks always include external factors that shape and influence the implementation process as an integral part.…”

Section: Framework For Analysing Implementationmentioning

confidence: 99%

“…Yet analysis suggests that the term may require taking into consideration a large variety of factors including the policy making process itself, in addition to context and the actual policy. Alternative terms from educationalists include "delivery" (Barber, 2008 [46] ), "enactment" (Bell and Stevenson, 2015 [30] ) "realisation" (Donaldson, 2015 [53] ) or educational change (Fullan, 2015 [21] ).…”

Section: What Is Education Policy Implementation?mentioning

confidence: 99%

“…Yet they emphasise how the "enactment" phase shapes the policy and its outcomes, rather than simply execute the policy. From their perspective, education policy implementation should be understood as the web of processes through which policies are interpreted, translated and reconstructed, rather than a simple process of execution (Bell and Stevenson, 2015 [30] ). Yet, the growing complexity of education governance and its greater importance call for clear definitions and concrete tools to for policy makers to enact policy in this new policy environment.…”

Section: Recognising Policy Complexitymentioning

confidence: 99%

See 3 more Smart Citations

Education policy implementation

Viennet¹,

Pont²

2017

OECD Education Working Papers

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Section: Research Results and Framework For Analysismentioning

confidence: 99%

Section: Framework For Analysing Implementationmentioning

confidence: 99%

Section: What Is Education Policy Implementation?mentioning

confidence: 99%

Section: Recognising Policy Complexitymentioning

confidence: 99%

See 2 more Smart Citations

Education policy implementation

Viennet¹,

Pont²

2017

OECD Education Working Papers

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“…Blanchenay et al (2014) OECD case study of the impact of decentralisation and governance reforms in Sweden since early 1990s.…”

Section: New Zealandmentioning

confidence: 99%

School autonomy: Necessary but not sufficient

Suggett¹

2015

Evidence Base

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School autonomy has become increasingly significant in the politics of education, as well as a central feature of education systems' reform policies in Australia and globally. This review examines the spectrum of evidence on the impact of school autonomy on student academic achievement, and the features of autonomy that improve or constrain achievement, and discusses the implications of these findings for future policy. There is no definitive or simple conclusion from assessing the impact of autonomy on student achievement, but neither does the evidence reject the contribution of autonomy. Rather, the evidence points to autonomy as a key and necessary component of a mature and high-performing system, as it is in other areas of public administration. However, the wider institutional context matters, and parallel policies like accountability and leadership development need to be in place. Crucially, and counter to popular conception, more rather than less systemic support is needed for the potential of school autonomy to be realised.The policy to assign more autonomy to government or public schools is internationally pervasive, intensely political, and contested. Even though there is a research history of over two decades, and the number of education systems embracing school autonomy is growing, including in Australia (Arcia et al. 2011; Eurydice European Unit 2007; OECD 2013;OECD 2015; The World Bank 2007), its value continues to be debated both in ideological terms and empirically. One might have expected a settlement on a theoretical model and set of common understandings by now. This paper focuses on the core question of whether school autonomy advantages learning. It considers a range of research into the impact of school autonomy on student achievement, and school and system performance. Other similar issues are important but beyond the scope of this review, such as school autonomy leading to the privatisation of government schooling; the introduction of for-profit schools; the contraction of government funding; the implications of expanding choice in public education; and the impact of school autonomy on equity. The more specific focus on learning outcomes responds to the persistent policy questions about evidence-based strategies to improve school performance and takes into account the more recent quantitative research on the impact of autonomy. 1 Other reviews have found there is no definitive conclusion from assessing the impact of autonomy on student achievement, but neither does the evidence reject the contribution of autonomy. Rather, the evidence discussed in this paper points to autonomy as a key component of a mature and high performing system and that more rather than less systemic support is needed for its potential to be realised. The momentum for establishing local autonomy, flexibility, collaboration and customised services is pervasive across all public 1 The perspective on student achievement has been advocated by Brian Caldwell, Professor Emeritus and prior Dean of Education Univer...

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Geographies of Schooling

Jahnke¹,

Kramer²,

Marynen³

2019

Knowledge and Space

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Knowledge and SpaceThis book series entitled "Knowledge and Space" is dedicated to topics dealing with the production, dissemination, spatial distribution, and application of knowledge. Recent work on the spatial dimension of knowledge, education, and science; learning organizations; and creative milieus has underlined the importance of spatial disparities and local contexts in the creation, legitimation, diffusion, and application of new knowledge. These studies have shown that spatial disparities in knowledge and creativity are not short-term transitional events but rather a fundamental structural element of society and the economy.The volumes in the series on Knowledge and Space cover a broad range of topics relevant to all disciplines in the humanities and social sciences focusing on knowledge, intellectual capital, and human capital: clashes of knowledge; milieus of creativity; geographies of science; cultural memories; knowledge and the economy; learning organizations; knowledge and power; ethnic and cultural dimensions of knowledge; knowledge and action; and mobilities of knowledge. These topics are analyzed and discussed by scholars from a range of disciplines, schools of thought, and academic cultures.

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Shifting Responsibilities - 20 Years of Education Devolution in Sweden

Cited by 24 publications

References 3 publications

Education policy implementation

Education policy implementation

School autonomy: Necessary but not sufficient

Geographies of Schooling

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