Exploring the Intersection of Marketisation and Central State Control through Swedish National School Inspection

Autor/in	Rönnberg, Linda
Titel	Exploring the Intersection of Marketisation and Central State Control through Swedish National School Inspection
Quelle	In: Education Inquiry, 2 (2011) 4, S.689-707 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v2i4.22007
Schlagwörter	Marketing; Inspection; Educational Policy; Foreign Countries; Governance; Privatization; Commercialization; Public Schools; Private Schools; Institutional Evaluation; Administrative Organization; School Choice; Government Role; Elementary Secondary Education; Educational Change; Sweden + Suchen Sie Ihr Suchwort? Prüfverfahren; Politics of education; Bildungspolitik; Ausland; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Privatisation; Privatisierung; Public school; Öffentliche Schule; Private school; Privatschule; Choice of school; Schulwahl; Bildungsreform; Schweden
Abstract	This article focuses on the role of the state in the context of an increasing market orientation in Swedish education policy. It asks if and how a market orientation and privatisation can be reconciled with attempts to reestablish central output control. The controlling function of the state is emphasised in the form of efforts to inspect both public and private schools. Drawing on the literature on governance, dealing with the "hollowing-out" and "filling-in" of the state, two scenarios are distinguished asserting that a market orientation in the case of education policy could either reduce or intensify the need for state-led control. It is concluded that the characteristics of Swedish education policy conform to the "filling-in" line of argument, namely that central state control is strengthened at a point in time when a market orientation and greater choice and privatisation are gaining ground. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01