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

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