Governance and Professional Autonomy in Primary Education - Comparing Norway, Sweden and Great Britain

Prosjekt Avdeling: Uni Research Rokkansenteret periode: 01.12.03 - 31.12.07

Om prosjektet

The main intention of this research project is to reveal the elements of governance in public education. Our focus is at the primary school level, which involves several arenas of decision making, both political and administrative, from the state level to the regional and the municipal levels. In addition, the impact of the school level on local school policy tends to increase. By designing a comparative study of the primary education systems in Norway, Sweden and Great Britain, we will explore the relations between the distinct political–administrative levels and seek to identify the different actors participating in school policy formulation at each level. By introducing the term governance, we suggest that primary school policy may be formed within different policy networks on different political–administrative levels. The networks’ impact depends on the participating actors’ interests, knowledge and resources, and the networks do not necessarily come only from formal institutions. Our research purpose is twofold. In addition to exploring the significance of policy networks, we want to reveal any change in the teaching profession’s contributions to the formation of primary education policy.



  • Helgøy, Ingrid Rhetoric and action in regulating the public schools in Norway and Sweden. Scandinavian Political Studies 2006 ; Volum 29 (2). s. 89-110
  • Helgøy, Ingrid; Homme, Anne Dåsvatn Towards a new professionalism in school? A comparative study on teacher autonomy in Norway and Sweden. European Educational Research Journal (online) 2007 ; Volum 6 (3). s. 232-249
Alle artikler


  • Helgøy, Ingrid; Homme, Anne Dåsvatn Governance in Primary and Lower Secondary Education. Comparing Norway, Sweden and England. Rokkansenteret 2004. 30 sider Rokkansenteret Working Papers(16)
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