Taking a step back for a leap forward: policy formation for the digitalisation of schools from the views of Swedish national policymakers
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 Par...
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Taylor & Francis Group
2021
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oai:doaj.org-article:d263ecd2699649f3becfd138af633ce42021-11-04T15:00:43ZTaking a step back for a leap forward: policy formation for the digitalisation of schools from the views of Swedish national policymakers2000-450810.1080/20004508.2021.1917487https://doaj.org/article/d263ecd2699649f3becfd138af633ce42021-10-01T00:00:00Zhttp://dx.doi.org/10.1080/20004508.2021.1917487https://doaj.org/toc/2000-4508The 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.Ulrika GustafssonTaylor & Francis Grouparticledigital technologyeducational policynational action planpolicy formationswedenEducation (General)L7-991ENEducation Inquiry, Vol 12, Iss 4, Pp 329-346 (2021) |
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DOAJ |
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digital technology educational policy national action plan policy formation sweden Education (General) L7-991 |
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digital technology educational policy national action plan policy formation sweden Education (General) L7-991 Ulrika Gustafsson Taking a step back for a leap forward: policy formation for the digitalisation of schools from the views of Swedish national policymakers |
| description |
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. |
| format |
article |
| author |
Ulrika Gustafsson |
| author_facet |
Ulrika Gustafsson |
| author_sort |
Ulrika Gustafsson |
| title |
Taking a step back for a leap forward: policy formation for the digitalisation of schools from the views of Swedish national policymakers |
| title_short |
Taking a step back for a leap forward: policy formation for the digitalisation of schools from the views of Swedish national policymakers |
| title_full |
Taking a step back for a leap forward: policy formation for the digitalisation of schools from the views of Swedish national policymakers |
| title_fullStr |
Taking a step back for a leap forward: policy formation for the digitalisation of schools from the views of Swedish national policymakers |
| title_full_unstemmed |
Taking a step back for a leap forward: policy formation for the digitalisation of schools from the views of Swedish national policymakers |
| title_sort |
taking a step back for a leap forward: policy formation for the digitalisation of schools from the views of swedish national policymakers |
| publisher |
Taylor & Francis Group |
| publishDate |
2021 |
| url |
https://doaj.org/article/d263ecd2699649f3becfd138af633ce4 |
| work_keys_str_mv |
AT ulrikagustafsson takingastepbackforaleapforwardpolicyformationforthedigitalisationofschoolsfromtheviewsofswedishnationalpolicymakers |
| _version_ |
1718444799849136128 |