Efnisyfirlit

• Cover Page
• Half Title page
• Title Page
• Copyright Page
• Contents
• Tables
• Contributors
• Foreword
• Introduction
• 1 NPM and educational reform inEurope
• Introduction
• New Public Management
• NPM and education
• Part I The liberal state
• 2 England Permanent instability in the European educational NPM‘laboratory’
• Introduction
• NPM in education in England
• The foundation stage of educational reform1979–1997
• The reinforcing stage of educational reform1997–2010
• The rapid privatising stage of educational reform2010–2015
• Discussion
• Conclusion
• Notes
• Part II The social democratic state
• 3 Finland NPM resistance or towards European neo-welfarism ineducation?
• Introduction
• New Public Management in education in Finland
• Finland and other Nordic countries
• Principals
• Four governancephases/positions in Finnish education
• Position 1: Centralised curriculum and teacher basedevaluation
• Position 2: Decentralised curriculum work and enhancedprofessionalism
• Position 3: Finland adopting a NPM light governancemodel
• Position 4: Towards increasing transnational policy baseddialogical evaluation for pedagogical development
• A note on historical legacy
• Conclusion
• 4 Governing by new performanceexpectations in Norwegian schools
• Introduction
• NPM reform in the Norwegian education system
• Methodology and data sources
• Findings
• Procedures, tools and processes highlighted in key policydocuments
• Enactment of policy at the municipal level
• Responses to policy at the school level
• Discussion
• Conclusion
• Notes
• 5 Reforming Swedish educationthrough New Public Management and quasi-markets
• Introduction
• ‘Modernization’ of the social democraticwelfare-state (1950s–1990)
• The politics of change in the 1990s
• Context
• Processes: decentralization, creation of semi-autonomouslocal actors
• Principals become managers
• School choice andprivatization
• Consequences
• The 2000s and 2010s: Accelerating privatization and new forms ofstate governing
• Context
• Processes: marketmanagement
• Managing by performance and quality control
• School managers
• Consequences
• Sweden in an international context – policy learning andpolicy convergence
• The OECD and the EU
• Some concluding notes: NPM challenged?
• Notes
• Part III The administrative state
• 6 New Public Management in theFrench educational system Between affirmation of the state and decentralisedgovernance
• Introduction
• Legacies, narratives and policies of modernization
• The decentralisation and the autonomy of schools
• The Development of Assessment
• Beyond legacies and reformism: the paradoxes of French New PublicManagement in education
• Assessment dealing with a bureaucratic logic
• A limiteddecentralization in terms of transfer ofresponsibilities
• The retention of acultural tradition despite a basic skills policy
• School choice without the development of the market
• The failures of theconservative reformism of the Left
• Conclusion
• 7 NPM and the Reculturing ofthe Italian Education System The making of new fields of visibility
• Introduction
• NPM in education in Italy
• Modernising educational governance through a disaggregationstrategy
• Towards governing bystandards in education
• Restructuring and subjectifying educational professions
• The hybrid head teacher
• Fewer teachers and making them confess
• Conclusion
• 8 The dissemination andadoption of NPM ideas in Catalan education A cultural political economy approach
• Introduction
• NPM in the Spanish context
• NPM in the educationsector
• The cultural politicaleconomy of education reform
• The adoption of NPM in Catalan education
• Variation: fromrejecting to opening the doors to NPM
• Selection: Perceiving NPM as a suitable policysolution
• Retention (i): Stakeholders’ position and theaccommodationist effect of ‘school autonomy’
• Retention (ii): The uneven deployment of the NPMreform
• Conclusions
• Notes
• Part IV The post-communist state
• 9 New Public Management inCzech education From the side road to the highway?
• Introduction
• New Public Management in the Czech Republic
• Core reform changes from the NPM perspective
• Decentralisation and its consequences
• Curriculum reform and national student assessment
• Professionalism – free to manage?
• NPM in educational ideas, policies and practices
• Conclusions
• 10 Elements of New PublicManagement in the context of the Hungarian education system,1990–2010
• Introduction
• The Hungarian education system and NPM
• Two decades of the Hungarianeducation system
• The first decade: 1990–2002
• The second decade: 2002–2010
• A new era (2010–): recentralisation
• Summary
• Notes
• 11 New Head teacher rolesfollowing the decentralization of Romanian education
• Introduction
• NPM reforms in Romanian education
• The effects of school based management on head teachers inRomania
• First vignette: Schoolboards and the appointment of head teachers in practice
• Second Vignette: the Communist legacies: head teachers andpoliticization
• General context of NPMreforms in post-Communist Romania
• Political transition can be achieved in approximately 5years
• Economic transition can reach its aims in about 10years
• Cultural transition is the most complex of the three and cantake up to 25 years to be completed
• The reasons for the introduction of NPM reforms in Romanianeducation
• Conclusion
• Conclusion
• 12 NPM and the dynamics ofeducation policy and practice in Europe
• Introduction
• New Public Management ineducation in Europe
• The state we are in
• Implications for research and practice
• References
• Index