OECD Reviews of School Resources: Denmark 2016

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The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.

The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time.

This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.



Distribution of school resources in Denmark

This chapter discusses how resources are used and distributed in the Danish school system. It includes descriptions and analyses of expenditures, teacher resources, and the school structure and offer. The central government plays a strong role in the funding of the municipalities, while the municipalities prioritise between local services and allocate resources to individual schools. Schools typically decide how resources are used. The chapter highlights the traditionally high investment in the Folkeskole and the presence of explicit equalisation mechanisms in the funding of municipalities and schools. But it also points out some concerns related to the decentralised funding model and the potential for greater system learning about effective funding formulas. The chapter discusses the potential benefits of a strong private schooling sector in terms of innovation, but also the risks of private schooling to increase segregation. Furthermore, the chapter highlights the benefits of local teacher recruitment for matching teachers to local needs and the increasing flexibility of schools to use their human resources according to their needs under the new framework for the utilisation of teachers’ working time. But it also point out concerns about the attractiveness of the teaching profession and the organisation of teachers’ career development. The chapter concludes with a number of policy recommendations to consider.


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