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This article studies the (re)configurations of 'public education' in Norway and Sweden by empirically unpacking connections between marketisation, teacher professionalism and schools' mandate to secure the individual rights of students and teachers. These countries share considerable common cultural and political history; however, they display varying trajectories and configurations in both educational policy and practice. This makes these cases particularly useful for comparing how 'publicness' and 'public education' are (re)configured in the two Nordic welfare states. This comparative exploration is framed by four dimensions of public schooling regarding national policy set-ups expressed through control, access, funding, and teaching. The data includes official policy documents, such as legislation and government reports. We unpack and discuss commonalities and differences by relating them to multiple issues of (re)configured 'publicness' and its implications. Moreover, we argue that the differences in the degrees to which inflows have shaped the Norwegian and Swedish education systems (despite their similarities) offer valuable opportunities for exploring (re)configurations of the notion of publicness.

This chapter analyses changes in the governance of subject time allocation in Swedish compulsory education. In Sweden, time governance has undergone significant shifts from strict state regulation in the 1960s to gradual deregulation in the 1980s, culminating in 1999 in an experiment that allowed 900 schools to freely distribute teaching hours across subjects, abolishing the national timetable. However, by the end of the experiment in 2005, a shift in political orientation was evident and national timetables gradually became more detailed. Applying a historical institutionalist approach, the chapter focuses on two key periods: the gradual deregulation and decentralisation ending in the timetable experiment (early 1990s – 2005) and the subsequent reintroduction and development of a more regulated national timetable (2012 – early 2020s). We conclude that time allocation in the Swedish case reflects broader education reform agendas, and that national timetables are instruments that can serve quite different purposes. 

This study explores the quest for preschool quality and the ideational foundation it builds on through the work of a Swedish edu-business operating preschools internationally. We analyse associated flows and uses of (global) ideas on preschool quality to understand how such businesses draw on, remould and ‘move’ certain ideas on quality and quality assurance. For this we use data obtained from visits to, interviews with representatives of, and various documents produced by the business and two of its subsidiaries, one Swedish and one Norwegian. The analysis highlights important aspects of three dimensions of ideational power: the power through, over and in ideas. The results show how the business acts, particularly through the Norwegian subsidiary, as a pioneering ideational leader of preschool improvement. In this position it conveys an acclaimed state-of-the-art quality system to the policy domain, thereby legitimising large-scale private preschool provision in policy contexts where it is increasingly questioned.

This entry explores the Global Education Industry (GEI) with a focus on the expansion of Swedish education companies, offering a perspective from a smaller Western and non-Anglo-Saxon national context to the discussion on the expanding GEI. It begins by briefly contextualizing the rise of the GEI before introducing the national policies that have enabled Swedish education companies to expand and engage with the GEI. Focusing on the actions and positioning of Swedish education companies in the GEI, the entry highlights how they leverage their domestic origins and experiences to empower global expansion. Through branding and operational strategies, they navigate local markets and promote particular educational ideals. In this process, their national identity and associated corporate branding can be positioned as a 'colonial shield', legitimizing their global expansion while maintaining hierarchies of knowledge.

Private international education is on the rise, but we still have limited knowledge on how different commercial actors operate in this field and how it affects local teachers and their work in the schools abroad. Swedish school companies have been active in exporting schooling in the international arena, including “Swedish” education models. In this article, we examine one company and their operations in India. We explore the interpretations of the company education model by teachers in the Indian schools, and how this affects their professional capacity. Mixed qualitative methods of interviews, on-site school visits and documentary reviews, were used to examine the possibilities for teachers to exercise professional agency within their working environment. Our findings show that teachers operate within a highly structured pedagogical environment characterised by a given curriculum, a centralised learning platform and training programme, and a set of dominant discourses around values and teaching practices. Teachers are expected to embrace a new professional identity in a process of discarding past experiences and adopting the new professional language given by the company's particular education model. In willingly embracing the company discourses and expectations, teachers’ agency tends to be constrained.

The education sector has been increasingly affected by legal discourse, new managerialism, litigation, burgeoning regulation and accountability involving inspections and audits, and rises in lawsuits. These processes have been described as juridification and have complex effects. In this paper we focus on juridification’s impact on preschool governance during times of increased privatisation in Sweden. We aim to unpack links between juridification and privatisation by analysing the multifaceted issues of how law, litigation and legal discourse become manifested and are navigated by various actors in local preschool quasi-market governance. The results show how intricate connections between juridification and privatisation tend to make public and private relations more legalistic, contract-based and competitive. Juridification and privatisation also increase conformity in terms of, for instance, pedagogical profiles, practices and organisational structures. In addition, these inter-related processes promote and largely benefit corporate group formation and expansion as legal knowledge and economic resources to navigate local preschool quasi-market governance become increasingly essential. This starkly contrasts with the core ostensible objectives of privatisation and marketisation reforms – to promote diversity, pluralism, and a wide range of preschool options for parents.

Tax-funded private provision of welfare services in Sweden is among the most extensive in Europe. This paper focuses on a contradictory example of how discrepancies between neoliberal ideals and practice are embedded in the governance of Swedish preschool. Over time, national and local regulations in Sweden have become increasingly comprehensive and moved toward managerial systems. Using Alain Enthoven’s model of managed competition, and drawing on documents and interviews, this paper focuses on two right-wing, urban municipalities with a very high share of preschools operated by private actors, and their organization of local preschool quasi-markets in terms of so-called sponsors concerning five functions: establishing rules of equity, approving all participating private pre-schools, managing the enrollment process, creating price-elastic demand, and managing risk-selection. The findings show how instead of limiting bureaucratic power, municipal managers have been empowered to plan and optimize the organization of the preschool sector in ways discordant with neoliberal ideas.