The Rise of Supplementary Education in Sweden: Arguments, Thought Styles, and Policy Enactment

Autor/in	Hallsén, Stina
Titel	The Rise of Supplementary Education in Sweden: Arguments, Thought Styles, and Policy Enactment
Quelle	In: ECNU Review of Education, 4 (2021) 3, S.476-493 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Hallsén, Stina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
DOI	10.1177/2096531120952096
Schlagwörter	Supplementary Education; Foreign Countries; Cognitive Style; Educational Policy; Homework; Proprietary Schools; Tutoring; Sweden + Suchen Sie Ihr Suchwort? Ergänzungsunterricht; Ausland; Cognitive styles; Kognitiver Stil; Politics of education; Bildungspolitik; Hausaufgabe; Förderkonzept; Nachhilfeunterricht; Schweden
Abstract	Purpose: This article focuses on the development of supplementary education, evolving under the label "homework support," in Sweden between 2006 and 2018. Particular attention is paid to the significance of the private market for national policy. Design/Approach/Methods: Through a theoretical model on policy enactment, the interaction between national policy and local practice is highlighted. By analyzing how the local practice appears in documents related to state-regulated decision-making, the study gains further insights in the development of homework support in Sweden. Findings: This article argues that when private companies, offering supplementary tutoring, were established on the outskirts of the educational landscape in Sweden, the political educational discourse changed. Even though homework support became a given part of the political discussion about the school, the situation became difficult for private companies. Originality/Value: The article adds to the international field of shadow education. It describes the establishment of the private tutoring market's entry into the Swedish educational landscape, which in the long term has provided a basis for a further Scandinavian development. Furthermore, the article contributes to theory development by a model that focuses on the interaction between policy formulation and local enactment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01