26 SES 14 A, Comparing International Educational Authorities – Efficiency, Structure and Goal Fulfillment
Governance of the Danish education system is part of the public sector administration and therefore guided by the same principles. For more than forty years the main focus has been on constructing a balance between local authority and central steering. The Management By Results (MBR) has for many years been the preferred model in the ‘Ministry for Finances’ and the ‘Agency for Modernisation and Public Administration,’ that is in charge of developing public administration and is therefore also the main model in the education system. NPM has been characterized by diverse combinations of three themes: Disintegration of public sectors into semi-autonomous units at several levels: national, regional, local and institutional. At all levels there are also initiatives to involve private companies and consultancies, in entering into the broad competition for contacts. Relations between areas are guided by competition between providers and by contracts between levels followed by incentivization, with pecuniary rewards on the basis of performance. An important player in Danish education governance is the ‘Local Government Denmark’ (LGD), the national association of municipality authorities. LGD is influenced by the NPM and MBR in its management of the public schools, but is often adjusting the local administration due to the nearness to practice. The Ministry of Education consist of the Department and five agencies. • The Department is responsible for developing and administering the Acts on primary and secondary education, that are decided in Parliament, through agencies and through the model of self-steering schools. • The National Agency for Education and Quality is mainly concerned with the supervision of economy and institutional administration, through supervision of quality of education, test, results and observance of rules in public schools. • The National Agency for It and Learning is concerned with two intertwined, main areas, The development and use of information technology (IT) and quality of learning and testing. MBR in the 2014 school reform has carried a tighter net of national standards: more than 3.000 competencies aims are prescribed in the Act. The MBR also brings increased numbers of national tests, now a total of 46 for all primary years, inspire that schools and teachers to ‘teach to the test’, and that means they focus on mechanical and technical aspects of subjects and thus working against comprehensive, general education, that is the main goal of schooling.
Bovbjerg, K. M., Krause-Jensen, J., Wright, S., Brorholt, G., & Moos, L. (2011). Nye ledelsesrationaler i offentlige organisationer [New Leadership rationales in Public Organizations]. In K. M. Bovbjerg (Ed.), Motivation og mismod i det moderne arbejdsliv. København: Aaarhus Universitetsforlag. Denmark, L. G. (2017). http://www.kl.dk/English/. Dunleavy, P., Margetts, H., Bastow, S., & Tinkler, J. (2005). New Public Management Is Dead-Long Live Digital-Era Governance. Journal of Public Administration Research and Theory, 2005(16), 467-494. Education, M. o. (2015). BEK nr 663 af 18/05/2015 [Consolidation Act on purpose, competence aims and skills- and lnowledge aims for the Folkschool]. Education, M. o. (2017). http://eng.uvm.dk/. Moos, L. (2016). Pædagogisk ledelse i en læringsmålstyret skole? [Educational Leadership in an Outcome based School?]. København: Hans Reitzels Forlag. Moos, L. (2017). Neo-liberal Governance leads Education and Educational Leadership astray. In M. Uljens & R. Ylimaki (Eds.), Beyond Leadership, Curriculum and Didaktik. Dordrecht: Springer.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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