Taking a Step Back for a Leap Forward: Policy Formation for the Digitalisation of Schools from the Views of Swedish National Policymakers

Autor/in	Gustafsson, Ulrika
Titel	Taking a Step Back for a Leap Forward: Policy Formation for the Digitalisation of Schools from the Views of Swedish National Policymakers
Quelle	In: Education Inquiry, 12 (2021) 4, S.329-346 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gustafsson, Ulrika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2021.1917487
Schlagwörter	Educational Policy; Policy Formation; Foreign Countries; Technology Integration; Information Technology; Governance; Educational Change; Stakeholders; Educational Planning; Strategic Planning; Barriers; Elementary Secondary Education; Sweden + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Politische Betätigung; Ausland; Informationstechnologie; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Bildungsreform; Bildungsplanung; Strategy; Planning; Strategie; Planung; Schweden
Abstract	The modest impact of national policy efforts on school digitalisation relates to a gap between views among policy-makers and practitioners, giving rise to complexity in translating policy into action. Acknowledging changes in governing through alternative policy formation-processes, and Ward and Parr's (2011) arguing for the importance of strategic- and operational policy coherence, the focus of this paper is the forming of a national plan of action for the digitalisation of schools in Sweden (#skolDigiplan). Within this interview study, the views on policy work and challenges of digitalisation of schools are explored among an exclusive management group of non-traditional Swedish policy-makers appointed to produce the #skolDigiplan. Based on the findings, I conclude that national policy making regarding the digitalisation of schools may be conducted through a collective process, with several educational stakeholders contributing. Furthermore, I suggest that non-traditional national policy-makers, arguing a lack of digital competence knowledge concerning schools at the governing or authority level, may consider taking a step back in the policy-formation process as a supportive action. Teacher training programmes, despite being portrayed as important for the policy outcome, were declared distant in this policy process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01