Evaluation -- The (Not so) Softly-Softly Approach to Governance and Its Consequences for Compulsory Education in the Nordic Countries

Autor/in	Hudson, Christine
Titel	Evaluation -- The (Not so) Softly-Softly Approach to Governance and Its Consequences for Compulsory Education in the Nordic Countries
Quelle	In: Education Inquiry, 2 (2011) 4, S.671-687 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v2i4.22006
Schlagwörter	Governance; Compulsory Education; Educational Change; Administrative Organization; Marketing; Educational Quality; Quality Control; Competition; Equal Education; Social Justice; Values; Elementary Secondary Education; Institutional Evaluation; National Competency Tests; Foreign Countries; Information Systems; Self Evaluation (Groups); Quality Assurance; Denmark; Norway; Sweden; Finland; Iceland + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Schulpflicht; Bildungsreform; Quality of education; Bildungsqualität; Qualitätskontrolle; Wettkampf; Soziale Gerechtigkeit; Wertbegriff; Ausland; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Qualitätssicherung; Dänemark; Norwegen; Schweden; Finnland; Island
Abstract	Public sector reform involving decentralisation and marketisation has led to "soft" indirect forms of governance aimed at steering more fragmented systems. Although based on information and guidance rather than hierarchy and legislation, these new methods of regulating through evaluation and quality control may be as powerful as more direct control methods. Frequently embodying practices building on values concerning consumer choice and competition, they may challenge values of equality and social justice associated with the Nordic model of education. Drawing on a qualitative analysis using documentary data concerning evaluation structures and techniques, the development of an evaluative culture and consequences for compulsory education in the Nordic countries are examined. Although soft governance techniques of evaluation and control have impacted on compulsory education in all five countries, there are differences concerning the extent to which the Nordic model's values have been challenged. Further, there are signs of resistance and reluctance to abandon the model's basic tenets. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01