Mass political polarization and attitudes towards education as part of the welfare state in Norway, Sweden and Finland

Abstract

The education systems of the Nordic countries have long been regarded as integral parts of the welfare state. The argument here is that this welfare dimension is ideologically controversial at the elite level, and that recent trends in international academic assessments may have intensified a conflict between the academic and welfare dimensions in education. Two central aspects of the welfare dimension are explored through survey evidence from Norway, Sweden and Finland: (1) the ability of schools to integrate all children, independent of social background, and (2) the extent to which schools should focus on teaching social skills as opposed to academic skills. The results generally support the argument. Mass political polarization is evident in all three countries. Sympathizers of left-wing parties express higher expectations concerning the welfare dimension in education, and are more inclined to support a focus on social skills in schools.