The article highlights the history of the early gift-based and selective student finance system of the social democratic welfare state in Sweden, targeting students from the working classes. This lesser-known system, introduced in 1939, preceded the present loan-financed and universal system established in 1965 designed to reach students from all classes. The arguments for launching the selective system, how this system met the objective of broadening the social recruitment of students and the arguments behind the dismantling of the system are analysed. The equalising effect of the selective system was strong, but student loans were nevertheless more compatible with an emerging idea, imported from the Chicago School, that education could be considered an (loan-financed) investment in human capital, that provides future yields rather than a right. Historical institutional theory is used to analyse the shift between two diametrically opposed models that took place within the same Social Democratic regime.
{"title":"From Dismantling the Class Society to Investing in Human Capital: The Rise and Fall of the Selective Student Finance System in Sweden 1939–1964","authors":"M. Gustavsson","doi":"10.36368/njedh.v8i2.295","DOIUrl":"https://doi.org/10.36368/njedh.v8i2.295","url":null,"abstract":"The article highlights the history of the early gift-based and selective student finance system of the social democratic welfare state in Sweden, targeting students from the working classes. This lesser-known system, introduced in 1939, preceded the present loan-financed and universal system established in 1965 designed to reach students from all classes. The arguments for launching the selective system, how this system met the objective of broadening the social recruitment of students and the arguments behind the dismantling of the system are analysed. The equalising effect of the selective system was strong, but student loans were nevertheless more compatible with an emerging idea, imported from the Chicago School, that education could be considered an (loan-financed) investment in human capital, that provides future yields rather than a right. Historical institutional theory is used to analyse the shift between two diametrically opposed models that took place within the same Social Democratic regime.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75154366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is a well-known fact that several of the early progressive schools were privately, not publicly, funded. This has been observed in studies of progressive schools in, for instance, Japan and England. However, more specific analyses of the nature of this financing are rare. The overarching purpose of the article is to analyse and describe the funding of progressive private upper secondary schools (läroverk) through a case study including two schools in Gothenburg and Uppsala in the early 1900s. Using primary material, such as minutes from the annual meetings of shareholders and final accounts, a broader understanding of conditions and motives is accomplished. A combination of donations from local philanthropists, public funding, and student fees funded the schools. Gradually, the importance of philanthropic capital decreased. In addition, it also turned out that the schools were hardly driven by profit motives.
{"title":"Funding of Progressive Education, 1891–1954: A Swedish Case","authors":"J. Samuelsson, Madeleine Michaëlsson","doi":"10.36368/njedh.v8i2.294","DOIUrl":"https://doi.org/10.36368/njedh.v8i2.294","url":null,"abstract":"It is a well-known fact that several of the early progressive schools were privately, not publicly, funded. This has been observed in studies of progressive schools in, for instance, Japan and England. However, more specific analyses of the nature of this financing are rare. The overarching purpose of the article is to analyse and describe the funding of progressive private upper secondary schools (läroverk) through a case study including two schools in Gothenburg and Uppsala in the early 1900s. Using primary material, such as minutes from the annual meetings of shareholders and final accounts, a broader understanding of conditions and motives is accomplished. A combination of donations from local philanthropists, public funding, and student fees funded the schools. Gradually, the importance of philanthropic capital decreased. In addition, it also turned out that the schools were hardly driven by profit motives.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"135 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77984689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Around 1900, Sweden had transformed into a modern industrial nation. A three-level technical school system, introduced in the 1850s, ensured that Sweden maintained a strong position among other industrialised countries. In this article, we study changes in the structure and financing of the technical secondary schools, the middle level of the system, between 1850 and 1919. Both local and national actors were important in the structural changes and educational reforms, but government grants remained the same for extended periods, which led to frequent discussions and pleas for increased funding. Low salaries compared to other forms of schooling and competition from the industry gradually became a problem recruiting qualified teachers. However, stakeholders who considered the education of middle-level technicians an important matter pushed for increased funding, improvements in teachers’ salaries and employment conditions, and restructuring of the teaching to keep pace with technological development.
{"title":"Transforming and Financing Intermediate-Level Technical Education During Industrialisation: Sweden 1850–1920","authors":"Fay Lundh Nilsson, Niclas Blomberg","doi":"10.36368/njedh.v8i2.292","DOIUrl":"https://doi.org/10.36368/njedh.v8i2.292","url":null,"abstract":"Around 1900, Sweden had transformed into a modern industrial nation. A three-level technical school system, introduced in the 1850s, ensured that Sweden maintained a strong position among other industrialised countries. In this article, we study changes in the structure and financing of the technical secondary schools, the middle level of the system, between 1850 and 1919. Both local and national actors were important in the structural changes and educational reforms, but government grants remained the same for extended periods, which led to frequent discussions and pleas for increased funding. Low salaries compared to other forms of schooling and competition from the industry gradually became a problem recruiting qualified teachers. However, stakeholders who considered the education of middle-level technicians an important matter pushed for increased funding, improvements in teachers’ salaries and employment conditions, and restructuring of the teaching to keep pace with technological development.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85373931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Envisaged at the beginning of the twentieth century as a reaction to the perception of an “apprenticeship crisis,” the development of technical education in France was regulated after the First World War by the Astier Law passed in 1919. However, this development, particularly in the form of schools and courses, required resources that the law did not provide. The creation of the apprenticeshiptax in 1925 was a response to this problem and was based on various projects and debates that had arisen before the war concerning the respective roles of employers’ representatives and the State. In this article, this tax is placed in the international context of choices in the management of technical education in order to examine the British precedent. It reflects the power issues at stake in the control of this form of education and introduces an original French approach to its financing and governance.
{"title":"The Birth of the Apprenticeship Tax (1890–1925): A French Approach to Financing Technical Education","authors":"Stéphane Lembré","doi":"10.36368/njedh.v8i2.293","DOIUrl":"https://doi.org/10.36368/njedh.v8i2.293","url":null,"abstract":"Envisaged at the beginning of the twentieth century as a reaction to the perception of an “apprenticeship crisis,” the development of technical education in France was regulated after the First World War by the Astier Law passed in 1919. However, this development, particularly in the form of schools and courses, required resources that the law did not provide. The creation of the apprenticeshiptax in 1925 was a response to this problem and was based on various projects and debates that had arisen before the war concerning the respective roles of employers’ representatives and the State. In this article, this tax is placed in the international context of choices in the management of technical education in order to examine the British precedent. It reflects the power issues at stake in the control of this form of education and introduces an original French approach to its financing and governance.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79458377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the early nineteenth century, the populations of the former Duchy of Savoy increased the number of hamlet schools. These schools were integrated into the mountain socio-economic system and mainly financed by private funds, but were considered by the Sardinian monarchy as public establishments. This was not the case in France where hamlet schools were mostly established as private schools. After 1860, their integration into the French school system posed difficulties for the French government which intended to develop schooling but to contain public expenditure. Several statutes were granted to them before the law of 1867, inspired by the Savoyard example, legalised these schools. Although the government planned to rationalise their establishment, financial logic and popular demand for education led to the maintenance of this local, public school service. However, the way in which the schools were taken into account in ministerial statistics, invites us to question the evolution of their numbers and more generally that of primary education expenditure at the end of the Second Empire.
{"title":"Between Popular Demand for Education and Budgetary Constraints: The Example of the Organisation of Hamlet Schools in Savoy (1860–1880)","authors":"Jean-Yves Julliard","doi":"10.36368/njedh.v8i2.291","DOIUrl":"https://doi.org/10.36368/njedh.v8i2.291","url":null,"abstract":"In the early nineteenth century, the populations of the former Duchy of Savoy increased the number of hamlet schools. These schools were integrated into the mountain socio-economic system and mainly financed by private funds, but were considered by the Sardinian monarchy as public establishments. This was not the case in France where hamlet schools were mostly established as private schools. After 1860, their integration into the French school system posed difficulties for the French government which intended to develop schooling but to contain public expenditure. Several statutes were granted to them before the law of 1867, inspired by the Savoyard example, legalised these schools. Although the government planned to rationalise their establishment, financial logic and popular demand for education led to the maintenance of this local, public school service. However, the way in which the schools were taken into account in ministerial statistics, invites us to question the evolution of their numbers and more generally that of primary education expenditure at the end of the Second Empire.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81654537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Diebolt, Magali Jaoul‐Grammare, Faustine Perrin
The objective of this article is to study the links between the financing of primary education, schooling and economic growth in France in the nineteenth century. To do so, we use information on the financing allocated by the State, the departments, the municipalities, and households over the period 1820–1913. Our analysis is in two stages. First, we analyse the evolution of these different types of financing over time, relying on the outliers’ methodology to detect the existence of possible breaks in the series. Next, we study the causal relationships between the different types of financing, the number of children enrolled in primary education and the gross domestic product. Over the period studied, our results confirm that mass schooling is primarily driven by political will, before being explained by the increase in wealth available in the economy.
{"title":"Cliometrics of Primary Education in the Long Nineteenth Century France","authors":"C. Diebolt, Magali Jaoul‐Grammare, Faustine Perrin","doi":"10.36368/njedh.v8i2.290","DOIUrl":"https://doi.org/10.36368/njedh.v8i2.290","url":null,"abstract":"The objective of this article is to study the links between the financing of primary education, schooling and economic growth in France in the nineteenth century. To do so, we use information on the financing allocated by the State, the departments, the municipalities, and households over the period 1820–1913. Our analysis is in two stages. First, we analyse the evolution of these different types of financing over time, relying on the outliers’ methodology to detect the existence of possible breaks in the series. Next, we study the causal relationships between the different types of financing, the number of children enrolled in primary education and the gross domestic product. Over the period studied, our results confirm that mass schooling is primarily driven by political will, before being explained by the increase in wealth available in the economy.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91334961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Notes from the Editorial Team","authors":"Henrik Åström Elmersjö","doi":"10.36368/njedh.v8i1.272","DOIUrl":"https://doi.org/10.36368/njedh.v8i1.272","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"103 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79144354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Class in the age of the pool of talent: Taxonomic struggles in and through Swedish education research, c. 1945–1960. This article studies conceptualisations of social class in Swedish education research, c. 1945–1960. The article follows knowledge produced about talent and class in state commissions and in the newly expanded social sciences, and how it in turn was interpreted and used in political debates and in the media. I show that the taxonomy of the population in social groups (Socialgrupper) was key for conceptualising notions of talent and framing education policy, beginning with debates around ”the pool of talent” (Begåvningsreserven) in 1948. At the same time as becoming a standard tool for mapping social difference in Sweden, the social group taxonomy was criticised for being unscientific.
{"title":"Klass i begåvningsreservens tidevarv: Taxonomiska konflikter inom och genom svensk utbildningsforskning, ca 1945–1960","authors":"Carl-Filip Smedberg","doi":"10.36368/njedh.v8i1.208","DOIUrl":"https://doi.org/10.36368/njedh.v8i1.208","url":null,"abstract":"Class in the age of the pool of talent: Taxonomic struggles in and through Swedish education research, c. 1945–1960. This article studies conceptualisations of social class in Swedish education research, c. 1945–1960. The article follows knowledge produced about talent and class in state commissions and in the newly expanded social sciences, and how it in turn was interpreted and used in political debates and in the media. I show that the taxonomy of the population in social groups (Socialgrupper) was key for conceptualising notions of talent and framing education policy, beginning with debates around ”the pool of talent” (Begåvningsreserven) in 1948. At the same time as becoming a standard tool for mapping social difference in Sweden, the social group taxonomy was criticised for being unscientific.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81198281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review (English): Kate Stephenson, A Cultural History of School Uniform","authors":"Tuva Skjelbred Nodeland","doi":"10.36368/njedh.v8i1.240","DOIUrl":"https://doi.org/10.36368/njedh.v8i1.240","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87728307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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