‘We are doing well on QAE’: the case of Sweden

Abstract

The paper analyses quality assurance and evaluation (QAE) policy and activities in mandatory schooling at national level in Sweden. Two studies are reported: a textual analysis of national policy documents concerning QAE, and an interview study conducted with national policy brokers. Questions addressed are: What are the characteristics of Swedish QAE activities? What European and international ideas on QAE are considered relevant to Swedish national policy? To what degree is international QAE policy disseminated across the Swedish school system? And, does Sweden influence international QAE policy in any way? QAE activities are analysed in relation to the European Union’s and international organisations’ efforts to influence national education policy. Results show that Sweden was historically early equipped with means to control quality in schooling. By the end of the 1990s, there was a marked increase in national regulations, increasing the number of QAE activities directed at Swedish schooling. The development of QAE in Sweden, therefore, has been related to a shift in governing policies and practices towards governing by objectives and results; and national QAE policies have successively strengthened this governing doctrine. Finally, Swedish national brokers maintain an image of doing quite well on QAE policy and practice compared to other European countries.

Keywords:

• educational evaluation
• national governing
• policy brokers
• quality assurance

Acknowledgements

Länsförsäkringar Västerbottens Jubileumsfond supports this work. Participation in the project is made possible by provision from Mid Sweden University and Umeå University. Thanks to the international team for encouragement and to professors David Hamilton and Ove Karlsson Vestman for constructive critique.

Notes

1. This text is an edited version of a paper presented at the European Conference on Educational Research in Ghent, 19–22 September 2007 (Segerholm 2007). All sources to the background paragraphs at the beginning of the text are to be found in the full paper.

2. See Note 1.

3. In the election 2006, the liberal parties formed a coalition and won the election over the social democrats. The parliamentary majority is now based on this coalition and form the government.

4. The groups are: The International School Improvement Project (ISIP), Centre for Educational Research and Innovation (CERI), Programme on Institutional Management in Higher Education (IMHE), PISA both test groups and steering group, OECD governing board, International Comparisons in Education (INES) steering group, a spin‐off network from ISIP, and the International Council for School Effectiveness and Improvement (ICSEI).

5. Some of them have been influential both as researchers and as formal policy actors, that is, as director generals of national education authorities.

6. Permission to refer to and quote this text granted from the authors on 5 September 2007.

7. See Note 6.