2016/05/23 by Gunn Imsen, Ulf Blossing, Lejf Moos · 2 citations
Social Sciences · #Global Education and Multiculturalism #Global Educational Policies and Reforms #Teacher Education and Leadership Studies
paper · doi:10.1080/00313831.2016.1172502
crossref issued 2016/05/23 · crossref published 2016/05/23 · crossref published-online 2016/05/23 · openalex publication_date 2016/05/23 · crossref created 2016/05/24 · crossref published-print 2017/09/03 · crossref deposited 2025/06/03 · openalex created_date 2025/10/10 · crossref indexed 2026/07/29 · openalex updated_date 2026/07/29
The Nordic Education Model was an important part of the social democratic welfare state for many years in the second half of the 20th century. Since the millennium, transnational agencies have drawn education from the realm of politics into a global market place by advocating strategies such as efficiency, competition, decentralisation, governing by detailed objectives, control, privatisation, and profile schools. This article gives brief accounts of major trends in current school development policies, discourses, and practices in Denmark, Norway, and Sweden since the millennium, and explores how the values of the Nordic model are affected by the new policies. It is argued that the Nordic model still exists as the predominant system for the large majority of Scandinavian children at a national level, but that a number of new technologies aiming to increase the efficiency of teaching and learning are gradually undermining the main values of the Nordic model.