分层和机构变革:挪威幼儿教育和保育框架计划的修订

IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Anne Homme, Kari Ludvigsen, Hilde Danielsen
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引用次数: 0

摘要

旨在提高挪威幼儿教育和保育(ECEC)服务质量和社会凝聚力的一系列改革和政策措施的核心是2017年幼儿园框架计划。在本文中,我们将探讨政策的形成过程,以及公共和私人利益相关者是如何在不同层面开展框架计划改革的。我们参照强调渐进发展和渐进制度变革作用的理论贡献,以制度分层的方式对改革进行了探讨。我们要问:增加了哪些政策,增加的政策在多大程度上推动了制度变革?本文依据的是定性文件分析、半结构式访谈和定量调查数据。我们发现,框架计划在幼儿保育和教育部门具有很高的合法性,信息提供者普遍认为它是早期版本计划的延续。我们的分析进一步表明,不能孤立地看待 2017 年框架计划改革的实施情况,因为它与该部门的其他改革、趋势和工具相互作用。我们认为,将改革的设计特点与现有的价值观和实践相结合,为挪威的幼儿保育和教育增添了新的内容,推动了变革。分析指出,有必要进一步研究如何在复杂的环境中实施国家教育改革,并调查政策设计与措施之间以及政策成果与雄心壮志之间的关系。对于地方执行者来说,不同措施之间的关系可能并不明确。因此,我们强调必须考虑改革成果如何取决于相互交织的改革以及当地在能力、规范和价值观方面的不同条件。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Layering and institutional change: framework plan revision in Norwegian early childhood education and care

Central among a range of reforms and policy measures aimed at enhancing the quality and social cohesion of Norwegian early childhood education and care (ECEC) services is the 2017 Framework Plan for Kindergartens. In this article, we investigate the policy formation process and how framework plan reform has been carried out by public and private stakeholders at different levels. The reform is explored as institutional layering, referring to theoretical contributions that stress the role of incremental development and gradual institutional change. We ask: What are the policies added, and to what extent do added policies instigate institutional change? This article relies on qualitative document analyses, semistructured interviews, and quantitative survey data. We find high legitimacy for the framework plan in the ECEC sector, and informants broadly regard it as a continuation of earlier versions of the plan. Our analysis further shows that the implementation of the 2017 framework plan reform cannot be viewed in isolation, as it interacts with other reforms, trends, and instruments in the sector. We argue that blending reform design features with existing values and practices adds layers to Norwegian ECEC, instigating change. The analysis points to the need for further research on how national educational reforms are implemented in complex settings and to investigate the relationships between policy design and measures and between policy outcomes and ambitions. The relationships between different measures can be unclear to local implementers. Thus, we stress the importance of considering how reform outcomes depend on intertwined reforms and varying local conditions regarding capacity, norms, and values.

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来源期刊
Journal of Educational Change
Journal of Educational Change EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.80
自引率
7.10%
发文量
23
期刊介绍: The Journal of Educational Change is an international, professionally refereed, state-of-the-art scholarly journal, reflecting the most important ideas and evidence of educational change. The journal brings together some of the most influential thinkers and writers as well as emerging scholars on educational change. It deals with issues like educational innovation, reform and restructuring, school improvement and effectiveness, culture-building, inspection, school-review, and change management. It examines why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, students, parents and others experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. The Journal of Educational Change welcomes and supports contributions from a range of disciplines, including history, psychology, political science, sociology, anthropology, philosophy and administrative and organizational theory, and from a broad spectrum of methodologies including quantitative and qualitative approaches, documentary study, action research and conceptual development. School leaders, system administrators, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this journal an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change. No other journal provides such comprehensive coverage of the field of educational change.
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