Sitting on all sides of the table? : OECD's role in Icelandic Education Policy 2030
The OECD is an inevitable force in contemporary education. This paper illustrates how the OECD affects recent education policy-making in Iceland with a particular focus on recent documents establishing the new Education Policy 2030 in Iceland and on OECD reports that directly relate to this policy....
Published in: | Nordic Journal of Studies in Educational Policy |
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Language: | English |
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Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningssociologi
2024
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Online Access: | http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-529758 https://doi.org/10.1080/20020317.2024.2360797 |
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ftuppsalauniv:oai:DiVA.org:uu-529758 2024-06-23T07:53:57+00:00 Sitting on all sides of the table? : OECD's role in Icelandic Education Policy 2030 Magnússon, Gunnlaugur Magnúsdóttir, Berglind Rós 2024 application/pdf http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-529758 https://doi.org/10.1080/20020317.2024.2360797 eng eng Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningssociologi Department of Education, University of Oslo, Oslo, Norway University of Iceland Nordic Journal of Studies in Educational Policy, 2002-0317, 2024 orcid:0000-0002-5079-9581 orcid:0000-0003-3850-7731 http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-529758 doi:10.1080/20020317.2024.2360797 info:eu-repo/semantics/openAccess Education Policy Iceland Education Policy 2030 OECD Bullet-Points Pedagogy Pedagogik Article in journal info:eu-repo/semantics/article text 2024 ftuppsalauniv https://doi.org/10.1080/20020317.2024.2360797 2024-06-04T23:48:37Z The OECD is an inevitable force in contemporary education. This paper illustrates how the OECD affects recent education policy-making in Iceland with a particular focus on recent documents establishing the new Education Policy 2030 in Iceland and on OECD reports that directly relate to this policy. We illustrate the relationship between these documents both topically and chronologically and use Marilyn Strathern’s (2006) reasoning about policy making by bullet-points to understand these policy products. Our conclusions are that education policy 2030 is a clear step into a more Nordic tradition of policymaking, in terms of basing policy in previous works and official reports as well as increasing involvement by stakeholders. However, they are characterized by politically admirable, albeit lofty, formulations of ambitions and focus areas, rather than measurable, actionable and implementable policies. The OECD is given a great influence not only as a referential point and a tool to legitimate particular policies, but also a post-hoc policy-implementation adviser and auditor of the policy. Even though the OECD is asked for evaluation of the visionary policy and seems to be the solution to the perceived lack of professional procedure in Icelandic governance, the time-frame seems not to have allowed a thorough use of their advice. Policy Knowledge and Lesson Drawing in Nordic School Reform in an Era of International Comparison (POLNET) Article in Journal/Newspaper Iceland Uppsala University: Publications (DiVA) Nordic Journal of Studies in Educational Policy 10 2 140 154 |
institution |
Open Polar |
collection |
Uppsala University: Publications (DiVA) |
op_collection_id |
ftuppsalauniv |
language |
English |
topic |
Education Policy Iceland Education Policy 2030 OECD Bullet-Points Pedagogy Pedagogik |
spellingShingle |
Education Policy Iceland Education Policy 2030 OECD Bullet-Points Pedagogy Pedagogik Magnússon, Gunnlaugur Magnúsdóttir, Berglind Rós Sitting on all sides of the table? : OECD's role in Icelandic Education Policy 2030 |
topic_facet |
Education Policy Iceland Education Policy 2030 OECD Bullet-Points Pedagogy Pedagogik |
description |
The OECD is an inevitable force in contemporary education. This paper illustrates how the OECD affects recent education policy-making in Iceland with a particular focus on recent documents establishing the new Education Policy 2030 in Iceland and on OECD reports that directly relate to this policy. We illustrate the relationship between these documents both topically and chronologically and use Marilyn Strathern’s (2006) reasoning about policy making by bullet-points to understand these policy products. Our conclusions are that education policy 2030 is a clear step into a more Nordic tradition of policymaking, in terms of basing policy in previous works and official reports as well as increasing involvement by stakeholders. However, they are characterized by politically admirable, albeit lofty, formulations of ambitions and focus areas, rather than measurable, actionable and implementable policies. The OECD is given a great influence not only as a referential point and a tool to legitimate particular policies, but also a post-hoc policy-implementation adviser and auditor of the policy. Even though the OECD is asked for evaluation of the visionary policy and seems to be the solution to the perceived lack of professional procedure in Icelandic governance, the time-frame seems not to have allowed a thorough use of their advice. Policy Knowledge and Lesson Drawing in Nordic School Reform in an Era of International Comparison (POLNET) |
format |
Article in Journal/Newspaper |
author |
Magnússon, Gunnlaugur Magnúsdóttir, Berglind Rós |
author_facet |
Magnússon, Gunnlaugur Magnúsdóttir, Berglind Rós |
author_sort |
Magnússon, Gunnlaugur |
title |
Sitting on all sides of the table? : OECD's role in Icelandic Education Policy 2030 |
title_short |
Sitting on all sides of the table? : OECD's role in Icelandic Education Policy 2030 |
title_full |
Sitting on all sides of the table? : OECD's role in Icelandic Education Policy 2030 |
title_fullStr |
Sitting on all sides of the table? : OECD's role in Icelandic Education Policy 2030 |
title_full_unstemmed |
Sitting on all sides of the table? : OECD's role in Icelandic Education Policy 2030 |
title_sort |
sitting on all sides of the table? : oecd's role in icelandic education policy 2030 |
publisher |
Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningssociologi |
publishDate |
2024 |
url |
http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-529758 https://doi.org/10.1080/20020317.2024.2360797 |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
Nordic Journal of Studies in Educational Policy, 2002-0317, 2024 orcid:0000-0002-5079-9581 orcid:0000-0003-3850-7731 http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-529758 doi:10.1080/20020317.2024.2360797 |
op_rights |
info:eu-repo/semantics/openAccess |
op_doi |
https://doi.org/10.1080/20020317.2024.2360797 |
container_title |
Nordic Journal of Studies in Educational Policy |
container_volume |
10 |
container_issue |
2 |
container_start_page |
140 |
op_container_end_page |
154 |
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1802645854426759168 |