Ingrid Helgøy
Biographic Data
| ID | 1644557 |
|---|---|
| NAME | Ingrid Helgøy |
| GIVEN NAMES | Ingrid |
| FAMILY NAME | Helgøy |
| SIGNATURE | HELGØY I |
| AFFILIATIONS | University of Bergen |
| ORCID | 0000-0003-0332-2163 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 3 |
Lost in transition – policies to reduce early school leaving and encourage further studying in Europe
Lost in transition : Policies to reduce early school leaving and encourage further studying in Europe
Combating low completion rates in Nordic welfare states
Low completion rate in upper secondary education is seen as a big problem in the Nordic countries. School failure has shown to dramatically increase the risks for unemployment and labour market exclusion with severe consequences for both society and the young person. This paper analyses national policy measures to combat low upper secondary education completion rates in Norway and Sweden, often regarded as representing a social democratic welfare…
Path-dependent Implementation of the European Qualifications Framework in Education. A Comparison of Norway, Germany and England
By comparing the implementation of the European Qualifications Framework (EQF) in three education systems, this article advances the understanding of implementation processes and outcomes. The analytical framework combines concepts of norm diffusion with institutional, political and practical dimensions of implementation. Although a certain degree of norm diffusion is revealed, we find a variety of points of correspondence between national proble…
Local Autonomy or State Control? Exploring the Effects of New Forms of Regulation in Education
Rhetoric and Action in Regulating the Public Schools in Norway and Sweden
In the past few decades, Norway and Sweden, like the rest of the Western world, have attempted to restructure and deregulate education. In both countries, the established governing models were threatened due to lack of legitimacy and efficiency. This article discusses the extent to which the different explanations of stability and institutional change address what happened when Management by Objectives and Results (MbOR) was introduced in Norway …
Policy Tools and Institutional Change
The main question raised in this article is how educational reforms reflect convergence or divergence between the English, the Norwegian and the Swedish educational systems. We claim that the answer depends on how convergence is conceptualised. At the level of decisions on tools, the countries seem more similar than two decades ago. However, to explain policy changes our analytical perspective must be broadened. We demonstrate how values based on…
Ideas and policies on active ageing in Norway and the UK
This article raises two questions: first, which active ageing ideas and policies/programmes can be identified in Norway and the UK? Second, do the two countries act differently, and if so why? The analysis is divided into four parts. First, we formulate an institutional framework for analysing active ageing policies. We then briefly map the demographic and social challenges in both Norway and the UK. The third part presents an empirical descripti…
Service Provision for an Independent Life
How is an independent daily life possible for disabled people when relying upon professional service provision and the bureaucratic gate-keeping systems of the welfare state? This article discusses this question in relation to an interview study. Eighteen mobility disabled and 20 service providers in one local setting in Norway were interviewed. We point out at least three categories regarding how independence is interpreted among the disabled: t…
Policy Tools and Institutional Change
The main question raised in this article is how educational reforms reflect convergence or divergence between the English, the Norwegian and the Swedish educational systems. We claim that the answer depends on how convergence is conceptualised. At the level of decisions on tools, the countries seem more similar than two decades ago. However, to explain policy changes our analytical perspective must be broadened. We demonstrate how values based on…
Service Provision for an Independent Life
How is an independent daily life possible for disabled people when relying upon professional service provision and the bureaucratic gate-keeping systems of the welfare state? This article discusses this question in relation to an interview study. Eighteen mobility disabled and 20 service providers in one local setting in Norway were interviewed. We point out at least three categories regarding how independence is interpreted among the disabled: t…
Combating low completion rates in Nordic welfare states
Low completion rate in upper secondary education is seen as a big problem in the Nordic countries. School failure has shown to dramatically increase the risks for unemployment and labour market exclusion with severe consequences for both society and the young person. This paper analyses national policy measures to combat low upper secondary education completion rates in Norway and Sweden, often regarded as representing a social democratic welfare…
Path-dependent Implementation of the European Qualifications Framework in Education. A Comparison of Norway, Germany and England
By comparing the implementation of the European Qualifications Framework (EQF) in three education systems, this article advances the understanding of implementation processes and outcomes. The analytical framework combines concepts of norm diffusion with institutional, political and practical dimensions of implementation. Although a certain degree of norm diffusion is revealed, we find a variety of points of correspondence between national proble…
Lost in transition – policies to reduce early school leaving and encourage further studying in Europe
Lost in transition : Policies to reduce early school leaving and encourage further studying in Europe
Service Provision for an Independent Life
How is an independent daily life possible for disabled people when relying upon professional service provision and the bureaucratic gate-keeping systems of the welfare state? This article discusses this question in relation to an interview study. Eighteen mobility disabled and 20 service providers in one local setting in Norway were interviewed. We point out at least three categories regarding how independence is interpreted among the disabled: t…
Rhetoric and Action in Regulating the Public Schools in Norway and Sweden
In the past few decades, Norway and Sweden, like the rest of the Western world, have attempted to restructure and deregulate education. In both countries, the established governing models were threatened due to lack of legitimacy and efficiency. This article discusses the extent to which the different explanations of stability and institutional change address what happened when Management by Objectives and Results (MbOR) was introduced in Norway …
Policy Tools and Institutional Change
The main question raised in this article is how educational reforms reflect convergence or divergence between the English, the Norwegian and the Swedish educational systems. We claim that the answer depends on how convergence is conceptualised. At the level of decisions on tools, the countries seem more similar than two decades ago. However, to explain policy changes our analytical perspective must be broadened. We demonstrate how values based on…
Ideas and policies on active ageing in Norway and the UK
This article raises two questions: first, which active ageing ideas and policies/programmes can be identified in Norway and the UK? Second, do the two countries act differently, and if so why? The analysis is divided into four parts. First, we formulate an institutional framework for analysing active ageing policies. We then briefly map the demographic and social challenges in both Norway and the UK. The third part presents an empirical descripti…
Local Autonomy or State Control? Exploring the Effects of New Forms of Regulation in Education
Path-dependent Implementation of the European Qualifications Framework in Education. A Comparison of Norway, Germany and England
By comparing the implementation of the European Qualifications Framework (EQF) in three education systems, this article advances the understanding of implementation processes and outcomes. The analytical framework combines concepts of norm diffusion with institutional, political and practical dimensions of implementation. Although a certain degree of norm diffusion is revealed, we find a variety of points of correspondence between national proble…
Lost in transition – policies to reduce early school leaving and encourage further studying in Europe
Lost in transition : Policies to reduce early school leaving and encourage further studying in Europe
Combating low completion rates in Nordic welfare states
Low completion rate in upper secondary education is seen as a big problem in the Nordic countries. School failure has shown to dramatically increase the risks for unemployment and labour market exclusion with severe consequences for both society and the young person. This paper analyses national policy measures to combat low upper secondary education completion rates in Norway and Sweden, often regarded as representing a social democratic welfare…
Political science (8 works) · Economics (7 works) · Politics (6 works) · Social Policy and Reform Studies (6 works) · Sociology (6 works) · Law (5 works) · Economic growth (4 works) · Global Educational Policies and Reforms (4 works) · Law (4 works) · Welfare (4 works)