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Lost in transition but found in inspection?: Policy work of the Swedish Schools Inspectorate addressing upper secondary education non-completion
Umeå University, Faculty of Social Sciences, Department of applied educational science.
2016 (English)Conference paper, Abstract (Other academic)
Abstract [en]

Almost all young Swedish adults enroll in upper secondary education, but approximately one quarter of a cohort does not graduate. This paper focuses on the Swedish national setting and analyses how issues relating to upper secondary school completion is represented and addressed by the work of a particular policy actor, namely the Swedish Schools Inspectorate (SSI). The aim is to analyse and discuss the policy work of the SSI aiming at improving completion of upper secondary education and combatting problems such as dropout, early school leaving and/or not graduating from upper secondary education, in a policy context characterized by extensive marketization. The study will initially (a) map the activities of the SSI in this policy area and (b) analyze a selection of accounts by the SSI connected to these activities. The study has an overall analytical focus on researching the SSI as an actor that is “doing political work” (Ozga, 2016). Conceptually, governing is understood as activities and doings involving assemblages of places, people, policies, practices and power (Clarke, 2015, p. 21) and this stance directs the study towards the actual activities of the SSI, and to what inspectors, inspection officers and managers “do”. In conclusion, SSI activities are addressing non-completion of upper secondary education more or less directly. In quality audits targeting upper secondary school completion, the inspectors tend to direct the problem solving responsibilities to teachers and school staff and urge for certain methods and approaches to be adopted. In this way, the SSI functions as an important relay, key broker and creator of policy, also in relation to dropout and school non-completion, and the SSI is “doing education governing” in an increasingly complex, marketised and multi-layered education policy field.

Place, publisher, year, edition, pages
Uni Research Rokkan Centre , 2016.
National Category
Political Science Educational Sciences
Research subject
statskunskap; educational work
Identifiers
URN: urn:nbn:se:umu:diva-132198OAI: oai:DiVA.org:umu-132198DiVA: diva2:1078764
Conference
“Lost in Transition”, Bergen, 23-25 October 2016
Available from: 2017-03-06 Created: 2017-03-06 Last updated: 2017-03-06

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf