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dc.contributor.authorTrætteberg, Håkon Solbu
dc.contributor.authorSivesind, Karl Henrik
dc.contributor.authorPaananen, Maiju
dc.contributor.authorHrafnsdóttir, Steinunn
dc.date.accessioned2024-03-06T06:54:03Z
dc.date.available2024-03-06T06:54:03Z
dc.date.created2023-03-13T11:00:10Z
dc.date.issued2023
dc.identifier.citationNordic Studies in Education. 2023, 43 (1), 60-77.
dc.identifier.issn1891-5914
dc.identifier.urihttps://hdl.handle.net/11250/3121169
dc.description.abstractUntil about 25 years ago, Norway, Denmark, Sweden, Iceland and Finland used a bureaucratic-professional governance model to reach common welfare goals in ECEC, something that arguably constituted a Nordic dimension. Since then, the countries have introduced post-bureaucratic governance models such as evaluation and quasi-markets in varying degrees. Differences in the timing of policy changes and saturation of demand have resulted in variations in the use of quasi-market instruments and divergence in the composition of public, for-profit and non-profit providers. However, common welfare goals, such as inclusion and language learning, have been strengthened. We base our analysis on existing research, statistics and policy papers.
dc.description.abstractQuasi-Market Regulation in Early Childhood Education and Care: Does a Nordic Welfare Dimension Prevail?
dc.language.isoeng
dc.titleQuasi-Market Regulation in Early Childhood Education and Care: Does a Nordic Welfare Dimension Prevail?
dc.title.alternativeQuasi-Market Regulation in Early Childhood Education and Care: Does a Nordic Welfare Dimension Prevail?
dc.typePeer reviewed
dc.typeJournal article
dc.description.versionpublishedVersion
dc.source.pagenumber60-77
dc.source.volume43
dc.source.journalNordic Studies in Education
dc.source.issue1
dc.identifier.doi10.23865/nse.v43.4006
dc.identifier.cristin2133427
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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