The Development of a School for All in Iceland: Equality, Threats and Political Conditions

Sigurðardóttir, Anna Kristín; Guðjónsdóttir, Hafdís; Karlsdóttir, Jóhanna

doi:10.1007/978-94-007-7125-3_6

Cited by 19 publications

(10 citation statements)

References 6 publications

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“…According to Imsen and Volckmar (2014), the principal reasons for introducing management by objectives were to update the schools to meet the requirements of a knowledge-based global economy. The same pattern appears in the structure of compulsory education in Iceland, which was decentralised by law in 1995 with the Basic School Act: the municipalities became responsible for compulsory schools (Sigurðardóttir, Guðjónsdóttir, & Karlsdóttir, 2014), yet with a strong focus on accountability and standardised tests, as well as internal and external evaluation frameworks. Standardised tests have been administered since 1977 for determining access to upper-secondary education; in 1996 standardised tests in math and literacy for fourth and seventh grades were added (Hansen, 2013).…”

Section: Deregulation: the Changing Role Of The Statementioning

confidence: 84%

Deregulation, privatisation and marketisation of Nordic comprehensive education: social changes reflected in schooling

et al. 2018

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The Nordic countries are often perceived as a coherent group representing the Nordic model of welfare states, with a strong emphasis on the public provision of universal welfare and a strong concern with social equality. But today we see a change in the Nordic model as part of a global knowledge economy. The aim of this article is to examine education in the five Nordic countries utilising three dimensions of political change: deregulation, marketisation and privatisation. We also analyse the parallel changes in relation to segregation and differentiation in education. The analysis shows that the themes related to deregulation seem to show fairly similar patterns and structures in all contexts. The emerging differences were discovered mainly in the themes of marketisation and privatisation. Institutional segregation emerges in all Nordic countries to different extents along the lines of these three processes, and we observe a simultaneous social segregation and differentiation with an ambiguous connection to them. Based on these findings, the question of what is left of the "Nordic model" could be raised.

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Section: Deregulation: the Changing Role Of The Statementioning

confidence: 84%

Deregulation, privatisation and marketisation of Nordic comprehensive education: social changes reflected in schooling

et al. 2018

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“…However, in reality, school choice possibilities have emerged within the Finnish public sector in cases where schools may offer special subject profiles (Arhonen, 2014; Kosunen and Seppänen, 2015; Varjo et al, 2015). In Iceland the 1990 Education Act opened the way for decentralization and competition between public schools, and at the end of the 1990s choice between public and private alternatives was introduced; however, in the years since this has not been realized other than marginally (Sigurðardóttir et al, 2014). Hence, Sweden is the Nordic country that has gone furthest towards a market orientation of education.…”

Section: Breaking Up From the Old Way Of Governingmentioning

confidence: 99%

Equality, inclusion and marketization of Nordic education: Introductory notes

Lundahl

2016

Research in Comparative and International Education

131

102

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The concept of a Nordic model of education is sometimes used to refer to the considerable similarities of education reforms and systems of the five Nordic countries (i.e. Denmark, Finland, Iceland, Norway and Sweden) during the second half of the 20th century-reforms that aimed at social justice, equality and cohesion not least by providing schooling of high and equal quality, regardless of children's and young people's resources, origin and location. This article discusses to what extent one may still speak of such a 'Nordic model of education', considering the impact of neoliberal policies in all of the five countries. It is concluded that even if the education systems still display a number of common, inclusive traits, extensive marketization and privatization practices in Nordic countries, and particularly of Swedish education, raise serious doubts about the survival of the alleged Nordic model.

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“…Following educational legislation in 2008 mandating that all schools should be inclusive, a new national curriculum for early childhood, compulsory, and upper secondary education came into effect in Iceland in 2011 (Sigurðardóttir, Guðjónsdóttir & Karlsdóttir, 2014). The curriculum guide shifts from detailed objectives towards a focus on learning outcomes and foundational educational ideas.…”

Section: Iceland: Equalizing Opportunities and Improving Student Wellmentioning

confidence: 99%

Teaching Diverse Learners in Europe: Inspiring Practices and Lessons Learned from Germany, Iceland, Lithuania, Luxembourg, Spain and Sweden

Powell

Merz-Atalik

Ališauskienė

et al. 2019

The Sage Handbook of Inclusion and Diversity in Education

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The Development of a School for All in Iceland: Equality, Threats and Political Conditions

Cited by 19 publications

References 6 publications

Deregulation, privatisation and marketisation of Nordic comprehensive education: social changes reflected in schooling

Deregulation, privatisation and marketisation of Nordic comprehensive education: social changes reflected in schooling

Equality, inclusion and marketization of Nordic education: Introductory notes

Teaching Diverse Learners in Europe: Inspiring Practices and Lessons Learned from Germany, Iceland, Lithuania, Luxembourg, Spain and Sweden

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