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Comparative Analysis of Stakeholder Integration in Education Policy Making: Case Studies of Singapore and Finland

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  • Ghalia Al-Thani

    (College of Humanities and Social Sciences, Hamad Bin Khalifa University, Doha 34110, Qatar)

Abstract

This paper analyzes stakeholder engagement in educational policymaking in Singapore and Finland, two countries renowned for successful education systems. While both countries achieve high academic standards, they employ distinct approaches to engage stakeholders in shaping educational policies. Singapore adopts a centralized model where policymaking is primarily directed by the Ministry of Education (MOE), with limited participation from external stakeholders. In contrast, Finland adopts a decentralized approach, empowering local authorities and schools with significant autonomy and actively involving stakeholders in policymaking. Key stakeholders, including teachers, parents, students and the private sector, play different roles in each country’s education governance. In Singapore, stakeholders are consulted through formal channels but have limited influence on decision-making, whereas, in Finland, stakeholders actively steer fundamental policy directions through extensive participation and consensus-building. The paper highlights the strengths and weaknesses of each approach and their impacts on education outcomes. Despite differences in governance models, both countries prioritize inclusive education, social cohesion, and holistic development. The analysis underscores the importance of meaningful stakeholder engagement in crafting effective education policies that align with national values and visions.

Suggested Citation

  • Ghalia Al-Thani, 2024. "Comparative Analysis of Stakeholder Integration in Education Policy Making: Case Studies of Singapore and Finland," Societies, MDPI, vol. 14(7), pages 1-15, June.
    • Handle: RePEc:gam:jsoctx:v:14:y:2024:i:7:p:104-:d:1424248
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    References listed on IDEAS

    as
    1. Hanushek, Eric A. & Link, Susanne & Woessmann, Ludger, 2013. "Does school autonomy make sense everywhere? Panel estimates from PISA," Journal of Development Economics, Elsevier, vol. 104(C), pages 212-232.
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