Abstract
The levels of educational governance, and the national, policy context, are described cursorily in the first part of this chapter. This is followed by more detailed descriptions of the national governance players/agencies, and by analyses of the preferred model of governance, the contract. An important source of inspiration, the transnational agency, is included in the description of the development of a contemporary national governance model. More detailed analyses and a critique of the basic features of the models are given in the next section, building on the concepts of disintegration, competition, and incentivization. The last section discusses how practitioners deal with and enact policies in their professional life: how they ‘do governance.’
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Notes
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The OECD is the Organisation for Economic Co-operation and Development.
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The OECD is presently compiling a new set of skills, ‘The twenty-first Century Skills’, in close collaboration with the private consultancy, Pearson (2014).
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The regions, which were established in 2007 and replaced the counties, have no responsibility for education, and therefore will not be described here.
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Often described as the system of producers, production, products, consumers, selling, buying, and competition.
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Moos, L. (2020). Denmark: Contracts in Danish Educational Governance. In: Ärlestig, H., Johansson, O. (eds) Educational Authorities and the Schools. Educational Governance Research, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-030-38759-4_2
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