Reshaping the Nordic Education Model in an Era of Efficiency. Changes in the Comprehensive School Project in Denmark, Norway, and Sweden since the Millennium

Autor/inn/en	Imsen, Gunn; Blossing, Ulf; Moos, Lejf
Titel	Reshaping the Nordic Education Model in an Era of Efficiency. Changes in the Comprehensive School Project in Denmark, Norway, and Sweden since the Millennium
Quelle	In: Scandinavian Journal of Educational Research, 61 (2017) 5, S.568-583 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2016.1172502
Schlagwörter	Models; Educational Change; Educational Policy; Efficiency; Foreign Countries; Social Systems; Welfare Services; Politics; Global Approach; Competition; Administrative Organization; Privatization; Profiles; Teaching Methods; Equal Education; Neoliberalism; Economic Climate; Educational History; Educational Legislation; Compulsory Education; Elementary Secondary Education; Denmark; Norway; Sweden + Suchen Sie Ihr Suchwort? Analogiemodell; Bildungsreform; Politics of education; Bildungspolitik; Effectiveness; Effektivität; Wirkungsgrad; Ausland; Social system; Soziales System; Fürsorgeeinrichtung; Politik; Globales Denken; Wettkampf; Privatisation; Privatisierung; Charakterisierung; Profilanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Neo-liberalism; Neoliberalismus; Wirtschaftslage; History of education; Bildungsgeschichte; Bildungsrecht; Schulgesetz; Schulpflicht; Dänemark; Norwegen; Schweden
Abstract	The Nordic Education Model was an important part of the social democratic welfare state for many years in the second half of the 20th century. Since the millennium, transnational agencies have drawn education from the realm of politics into a global market place by advocating strategies such as efficiency, competition, decentralisation, governing by detailed objectives, control, privatisation, and profile schools. This article gives brief accounts of major trends in current school development policies, discourses, and practices in Denmark, Norway, and Sweden since the millennium, and explores how the values of the Nordic model are affected by the new policies. It is argued that the Nordic model still exists as the predominant system for the large majority of Scandinavian children at a national level, but that a number of new technologies aiming to increase the efficiency of teaching and learning are gradually undermining the main values of the Nordic model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01