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‘Post-truth’ schooling and marketized education: explaining the decline in Sweden's school quality

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  • Henrekson, Magnus
  • Wennström, Johan

Abstract

The Swedish school system suffers from profound problems with teacher recruitment and retention, knowledge decline, and grade inflation. Absenteeism is high, and psychiatric disorders have risen sharply among Swedish pupils. In this pioneering analysis of the consequences of combining institutionalized social constructivism with an extensive marketization of education, we suggest that these problems are to no small extent a result of an unlikely combination of a postmodern view of truth and knowledge, the ensuing pedagogy of child-centered discovery, and market principles. We show how the stipulated view of truth and knowledge and the design of the system impacts on the incentives for the various agents involved: pupils, parents, teachers, principals, school owners, the municipality, the central government, and, ultimately, the general public. Our study implies that caution is necessary for countries that have a tradition of social-constructivist practices in their education systems and are considering implementing or expanding market-based school reforms.

Suggested Citation

  • Henrekson, Magnus & Wennström, Johan, 2019. "‘Post-truth’ schooling and marketized education: explaining the decline in Sweden's school quality," Journal of Institutional Economics, Cambridge University Press, vol. 15(5), pages 897-914, October.
    • Handle: RePEc:cup:jinsec:v:15:y:2019:i:05:p:897-914_00
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    References listed on IDEAS

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    1. Betts, Julian R. & Grogger, Jeff, 2003. "The impact of grading standards on student achievement, educational attainment, and entry-level earnings," Economics of Education Review, Elsevier, vol. 22(4), pages 343-352, August.
    2. Anders Böhlmark & Mikael Lindahl, 2015. "Independent Schools and Long-run Educational Outcomes: Evidence from Sweden's Large-scale Voucher Reform," Economica, London School of Economics and Political Science, vol. 82(327), pages 508-551, July.
    3. David Blazar & Matthew A. Kraft, 2015. "Teacher and Teaching Effects on Students' Academic Behaviors and Mindsets," Mathematica Policy Research Reports c1c4216bd08f408fb6bdf16a3, Mathematica Policy Research.
    4. Julia Chabrier & Sarah Cohodes & Philip Oreopoulos, 2016. "What Can We Learn from Charter School Lotteries?," Journal of Economic Perspectives, American Economic Association, vol. 30(3), pages 57-84, Summer.
    5. Ahlin, Åsa, 2003. "Does School Competition Matter? Effects of a Large-Scale School Choice Reform on Student Performance," Working Paper Series 2003:2, Uppsala University, Department of Economics.
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    Cited by:

    1. Bergh, Andreas & Wernberg, Joakim, 2024. "Stress-Testing a Quasi-Market: Unintended Consequences of the Swedish School Voucher System," Working Paper Series 1505, Research Institute of Industrial Economics.
    2. Wennström, Johan, 2021. "Moral Consensus and Antiestablishment Politics," Working Paper Series 1389, Research Institute of Industrial Economics.
    3. Henrekson, Magnus & Wennström, Johan, 2022. "The View of Knowledge: An Institutional Theory of Differences in Educational Quality," Working Paper Series 1432, Research Institute of Industrial Economics, revised 31 Aug 2022.

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    More about this item

    JEL classification:

    • H42 - Public Economics - - Publicly Provided Goods - - - Publicly Provided Private Goods
    • H44 - Public Economics - - Publicly Provided Goods - - - Publicly Provided Goods: Mixed Markets
    • H75 - Public Economics - - State and Local Government; Intergovernmental Relations - - - State and Local Government: Health, Education, and Welfare
    • I22 - Health, Education, and Welfare - - Education - - - Educational Finance; Financial Aid
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • L88 - Industrial Organization - - Industry Studies: Services - - - Government Policy

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