A2 Katsausartikkeli tieteellisessä aikausilehdessä
Academies in England and Independent Schools in Finland : A Distributed Leadership Perspective (2024)
Tian, M., & Rautiainen, M. (2024). Academies in England and Independent Schools in Finland : A Distributed Leadership Perspective. Education Sciences, 14(12), Article 1376. https://doi.org/10.3390/educsci14121376
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Tian, Meng; Rautiainen, Matti
Lehti tai sarja: Education Sciences
eISSN: 2227-7102
Julkaisuvuosi: 2024
Ilmestymispäivä: 14.12.2024
Volyymi: 14
Lehden numero: 12
Artikkelinumero: 1376
Kustantaja: MDPI
Julkaisumaa: Sveitsi
Julkaisun kieli: englanti
DOI: https://doi.org/10.3390/educsci14121376
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Kokonaan avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/99068
Tiivistelmä
Many education systems adopt neoliberal privatisation and marketisation approaches to diversify education provision and improve quality. England is a leading example, transforming local authority-maintained schools into academies. In contrast, Finland resists neoliberalism and maintains a small number of independent schools. This paper examines how resources and leadership are distributed in academies and independent schools to explain the different educational paths taken by England and Finland. This study uses a scoping review approach to explore and contrast academies and independent schools. The comparison covers aspects such as history, education administration, local governance, accountability, curriculum and performance, teacher professional development and home–school–community relationships. The findings reveal that academies in England often concentrate leadership roles and resources among a privileged few, including large Multi-Academy Trusts, technocratic trustees and curriculum experts. This concentration tends to marginalise local communities and parents, particularly those from disadvantaged backgrounds. In Finland, independent schools serve a supplementary role within the education system, catering to specific cultural, linguistic and religious groups while adhering to the national core curriculum and regulations. While existing studies critique the academisation movement in England and commend the high-performing public school system in Finland, a direct comparison between academies in England and independent schools in Finland has been lacking. This systematic review offers original insights into these two types of schools and clarifies why neoliberal approaches often exacerbate rather than mitigate disparities in education access and equity.
YSO-asiasanat: koulutusjärjestelmät; akatemiat; yksityiskoulut; yksityistäminen; kaupallistuminen; johtajuus; uusliberalismi; resurssit
Vapaat asiasanat: education privatisation; neoliberalism; academy; independent school; England; Finland
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Alustava JUFO-taso: 1
