dc.contributor |
Háskóli Íslands |
dc.contributor |
University of Iceland |
dc.contributor.author |
Lárusdóttir, Steinunn Helga |
dc.contributor.author |
Sigurðardóttir, Anna Kristín |
dc.contributor.author |
Jónsdóttir, Arna H. |
dc.contributor.author |
Hansen, Börkur |
dc.contributor.author |
Guðbjörnsdóttir, Guðný |
dc.date.accessioned |
2017-09-18T13:11:03Z |
dc.date.available |
2017-09-18T13:11:03Z |
dc.date.issued |
2015-12-29 |
dc.identifier.citation |
Steinunn Helga Lárusdóttir, Anna Kristín Sigurðardóttir, Arna H. Jónsdóttir, Börkur Hansen og Guðný Guðbjörnsdóttir. (2015). Efnahagshrunið og skólastarf í Reykjavík. Netla – Veftímarit um uppeldi og menntun. Menntavísindasvið Háskóla Íslands. Sótt af http://netla.hi.is/greinar/2015/ryn/004.pdf |
dc.identifier.issn |
1670-0244 |
dc.identifier.uri |
https://hdl.handle.net/20.500.11815/395 |
dc.description.abstract |
Í þessari rannsókn voru könnuð áhrif efnahagshrunsins á Íslandi árið 2008 á skóla
í Reykjavík. Gagnaöflun fór fram á árunum 2013 og 2014. Tekin voru viðtöl við einstaklinga
og í rýnihópum. Rætt var við fulltrúa hjá Reykjavíkurborg og í menntaog
menningarmálaráðuneyti, skólastjórnendur, kennara, foreldra og nemendur í
völdum leik-, grunn- og framhaldsskólum. Niðurstöður benda til þess að tekist
hafi að vernda kjarnann í skólastarfinu fyrir niðurskurði en þó í meira mæli í
grunnskólum en í leik- og framhaldsskólum. Niðurskurðurinn olli því ekki skólakreppu
í þeim skilningi að grunngildum skólanna væri ógnað. Öðru máli kann þó
að gegna um leikskólana sem urðu fyrir þyngri áföllum en skólarnir á hinum
skólastigunum.
Þótt ekki kæmi til skólakreppu í framangreindum skilningi þá hafði niðurskurður
margvísleg áhrif á skólastarfið. Stjórnunarstöðum fækkaði umtalsvert, einkum
millistjórnendum, forfallakennsla var unnin af skólastjórnendum, annað starfsfólk
var ráðið í hlutastörf og framlög til tómstundastarfs og náms- og starfsráðgjafar
skert. Yfirvinna starfsfólks var ekki leyfð, minna fé var veitt til samstarfs, bekkir
urðu fjölmennari og dregið úr fjárveitingum til kaupa á efniviði og námsgögnum
og til viðhalds tækja og húsa. Loks voru skólar á leik- og grunnskólastigi sameinaðir.
Fram kom að sú aðgerð hefði aukið mjög á þá erfiðleika sem af niðurskurðinum
hlaust. Ekki voru nefnd dæmi um að fólk missti vinnuna þótt talsvert
væri um uppsagnir, starfsmönnum var þá boðin vinna að nýju en stundum í
skertu starfshlutfalli.
Þótt viðmælendur teldu að ekki kæmi til frekari niðurskurðar sögðust þeir ekki vongóðir
um bjartari tíma framundan. Að mörgu leyti voru áherslur hagsmunaaðila
skóla í samræmi við ráðleggingar fræðimanna um fagleg viðbrögð við efnahags-
þrenginum. Sú áhersla sem lögð var á að vernda nám og kennslu og standa vörð
um velferð nemenda eru dæmi um slík viðbrögð. Á hinn bóginn komu upp mál þar
sem bæði starfsmenn skóla og foreldrar kvörtuðu yfir þeim skorti á samráði sem
yfirvöld hefðu viðhaft við ákvarðanir um mikilvæg málefni skólanna.
Rannsóknin var unnin af fimm fræðimönnum Rannsóknarstofu í menntastjórnun,
nýsköpun og matsfræði við Menntavísindasvið Háskóla Íslands. |
dc.description.abstract |
This paper explores the impact of the economic collapse in 2008 on schools in
one Icelandic municipality, Reykjavík, the capital of Iceland. Earlier, a similar
study was conducted by the same research team in two Icelandic municipalities,
one in an agricultural area, and one in a fishing and service community.
Information about staff and school costs was gathered for the years of 2013
and 2014. Interviews with individuals and in focus groups were carried out with
represenatives at the ministry of culture and education, the Local Education
Authorities in Reykjavík, school administrators, teachers, other staff, parents
and pupils of six selected schools: two preschools, two primary and lowersecondary
schools and two upper-secondary schools. Information about staff
and school costs was also gathered. The research was qualitative in nature,
primarily based on interviews and documentary data.
Interviews were conducted with individuals and in focus groups with representatives
of the municipalities and the state, school administrators, teachers,
parents and pupils of selected pre-, primary-, and upper-secondary schools.
The research sought answers to the following questions: How did educational
authorities and school professionals respond to budget cut requirements? Did
the reductions cause a school crisis and did they have different consequences
depending on the school level?
The findings suggest that the core functions of the schools, teaching and
learning, were to a large extent protected as stipulated by school authorities.
Reduction in expenditure, therefore, did not cause a school crisis in the sense,
that the basic values of the schools were threatened. This, however, may not
apply to the preschools and the schools at the upper secondary level, which
were harder hit by the cut-backs than the other school levels.
Even if the schools were able to protect the core school activities, finanicial
cutbacks had serious implications for the schools. Various cutbacks were made
at all school levels; administrative positions, especially at the middle levels, were
cut considerably, principals served as substitute teachers, classes became
bigger, no overtime was paid, extracurricular activities and specialist work, such
as counseling, and maintenance of equipment and buildings were all cut.
Finally, at the preschool level, and primary and lower-secondary school levels,
schools were amalgamated. Interviewees in these schools agreed that the
merges had been an additional challenge to deal with while trying to come to
terms with reduced funding. Findings, moreover, indicate, that while all school
members were affected by the bad economy, school principals at all school
levels carried the heaviest burdens.
While interviewees agreed that further cutbacks were unlikely, they did not
envision better times ahead. In many ways school stakeholders, within and
outside of the schools, responded to the cutbacks in a manner recommended by
experts on school crisis, such as by protecting the core activities of teaching
and learning. There were, however, instances when school personnell and
parents complained, that school authorities had failed to consult them on
relevant matters. The discussion highlights the impact of values on policy and
decision making in general, but in times of austerity in particular.
The research was carried out by five academics at the School of Education,
University of Iceland and sponsored by the by the Center for Research on School
Administration, Innovation and Evaluation at the School of Education, University
of Iceland and carried out by five of its members. |
dc.description.sponsorship |
Rannsóknarstofa í menntastjórnun, nýsköpun og matsfræði |
dc.format.extent |
1-28 |
dc.language.iso |
is |
dc.publisher |
Menntavísindasvið Háskóla Íslands |
dc.relation.ispartofseries |
Netla; |
dc.rights |
info:eu-repo/semantics/openAccess |
dc.subject |
Skólastarf |
dc.subject |
Bankahrunið 2008 |
dc.subject |
Reykjavík |
dc.subject |
Niðurskurður |
dc.title |
Efnahagshrunið og skólastarf í Reykjavík |
dc.title.alternative |
The economic collapse and school practice in Reykjavik |
dc.type |
info:eu-repo/semantics/article |
dc.description.version |
Publisher's Print |
dc.identifier.journal |
Netla |
dc.relation.url |
http://netla.hi.is/greinar/2015/ryn/004.pdf |
dc.contributor.school |
School of Education (UI) |
dc.contributor.school |
Menntavísindasvið (HÍ) |