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Abstract
Denmark has entered global competition by expanding collaboration with European countries, which is profoundly impacting the public sector and school governance. Relations between the state and institutions are transforming from traditional democratic, public-sector models of governance into new forms characterized as corporate and market-driven approaches (e.g., strategic planning, accountability, social technologies, quality standards, and reports). Another important change is the trend toward treating schools as freestanding, self-governing institutions managed directly from the Ministry of Education rather than indirectly through municipalities. Consequently, the transformation of public sector governance in education has brought with it new influence patterns, relations, and positions.
Notes
1. These transnational agencies include, but are not limited to, the World Trade Organization (WTO); Organization for Economic Co-operation and Development (OECD); General Agreement on Tariff and Trade (GATT); International Monetary Fund (IMF); European Union (EU), especially “the Inner Market” and the “Europe 2020” statement; and the World Bank.