CHAPTER 11 - Participatory Committees and Contrasting Administrative Styles in Scandinavian School Governance

Abstract

This chapter explains about the participatory committees and contrasting administrative styles in Scandinavian school governance. The composition and functions of participatory committees for school governance in the Scandinavian countries need to be seen in the context of the overall approaches of these countries to the control of their schools and in particular in relation to the extent to which bureaucratic norms are characteristic of their educational systems. Denmark, Norway and Sweden form the Scandinavian nucleus in the wider grouping of Nordic countries which also includes Finland and Iceland. They are broadly similar in political institutions, culture, level of economic activity, and the structure of their school systems. The similarity of the educational systems of the three countries is especially marked in respect of the coeducational primary and secondary schools that together cover the period of compulsory education. Swedish school statutes now provide for collaboration committees in the upper secondary schools, consisting of the head teacher, two teacher representatives, two pupil representatives and two directly appointed representatives of the municipal education committee who act as chairman and deputy chairman. The official function of this committee is to serve as a consultative body promoting harmonious relations within the school and good conduct among pupils.