Titlebook: Educational Authorities and the Schools; Organisation and Imp Helene Ärlestig,Olof Johansson Book 2020 The Editor(s) (if applicable) and Th

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Norway: Educational Governance, Gap-Management Strategies, and Reorganizational Processes of the Sta

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Book 2020e time, national governance and politics as well as local prerequisites are known to exert influence on schools and their results to a high degree. Societal priorities, problems and traditions provide variety in how governance is executed. This book provides an international overview of the similari

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England: Autonomy and Regulation in the School System in Englandomy across the various actors and institutions in the system. It also highlights the ethics of autonomy. The latter brings to the fore the moral demands entailed in autonomy and the importance and challenges of exercising principled autonomy and critical reflexivity as an integral feature of autonom

SUE

Estonia: School Governance in Estonia – Turnaround from Order-Oriented to Inclusive and Evidence-Baser tools for assessing and comparing schools, the state now provides input for school level decision-making and designing strategic development programmes. Municipalities as the owners of the schools are involved in school governance via different smart administrative bodies to achieve the targets o

Interstellar

France: The French State and Its Typical “Agencies” in Education. Policy Transfer and Ownership in tommissions have impacted on national policy-making and adjusted recommendations and directives from International Organizations to the national context under limited local regulations. Beyond coercion and voluntary agreement, this policy transfer reveals different ways for taking ownership and polic

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