Equity lost: Sweden and Finland in the struggle for PISA scores

IF 2.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Educational Research Journal Pub Date : 2022-02-01 DOI:10.1177/14749041211069240

R. Muench, Oliver J. Wieczorek, Julian Dressler

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引用次数: 4

Abstract

This study seeks to explore the effect of tools of school governance advanced by the global reform agenda (1) on student performance and (2) on reducing the effect of sociodemographic variables on this performance. To do so, we compare two Nordic welfare states with an egalitarian tradition: Sweden and Finland. The Swedish school system has undergone comprehensive market-based and accountability-driven reforms beginning in the early 1990s. The Finnish school system is still based on the professional trusteeship of teachers, but has moderately implemented reforms of decentralization, enhancing school autonomy and opportunities of school or curriculum choice beginning in the late 1990s. Our analysis comprises of two steps. In the first step, a literature review of the reforms and their effects in Sweden and Finland is carried out. In the second step, regression analyses are conducted using data from the OECD’s Programme for International Student Assessment (PISA) of 2000, 2009, and 2015. The results show an increasing influence of sociodemographic factors and growing inequality and no effect of governance tools as recommended by the global reform agenda in both countries over time, but more so and earlier in Sweden than in Finland.

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股权流失：瑞典和芬兰在PISA分数争夺战中

本研究旨在探讨由全球改革议程提出的学校治理工具(1)对学生表现的影响，以及(2)对减少社会人口变量对学生表现的影响的影响。为此，我们比较了两个具有平等主义传统的北欧福利国家:瑞典和芬兰。从20世纪90年代初开始，瑞典的学校系统经历了全面的以市场为基础和问责制驱动的改革。芬兰的学校体系仍然以教师的专业托管为基础，但从20世纪90年代末开始，已经适度地实施了分权改革，增强了学校的自主权和选择学校或课程的机会。我们的分析包括两个步骤。第一步，对瑞典和芬兰的改革及其效果进行文献综述。第二步，使用经合组织2000年、2009年和2015年国际学生评估项目(PISA)的数据进行回归分析。结果显示，随着时间的推移，社会人口因素的影响越来越大，不平等现象日益严重，而全球改革议程所建议的治理工具没有产生任何影响，但瑞典的影响更大，而且比芬兰更早。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.30

自引率

10.50%

发文量

期刊介绍： The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)