Education Governance by Results? On Communication in a Performative Turn in Swedish Education

Abstract

This chapter is dealing with transitions in the governing of schooling in Sweden. Referring to uses of different dominating governing models, four periods were identified since the WW2, first a centralizing reformation period (1950–1980), followed by decentralizing realization period (1980–1990), and then a deregulating restructuration period (1990–2000) including marketization, a voucher system, and privatization. This governing model was since the 2000 complemented by governing of school performances of different kinds. The focus is on this last period; what were the reasons for such a performative turn? What are the premises and what are the instruments in such a governing by results? How does this model work? To answer these questions, a combination of analyses of policy documents, an intensive study of a school community, and an analysis of the evolution of school performances were carried out. The results show a governing model whose realization is somewhat problematic in relation to what was expected from it: decreasing performances in combination with a communicative inability to use the achieved results for altering school designs and work procedures. These results are partly considered to be implications of the premises in the governing model, and partly due to preconditions that is given in the current school regime. An overarching conclusion within the current framework is that the irritation with governing by education outcomes presumably will be followed by a strengthened governing and control of educational processes from “within” or from “the outside” of welfare state education.