Education plays a crucial role in shaping a country's success, and pupils spend a significant amount of time in school. One important aspect is how much time is allocated to different subjects. While research has looked at increasing time spent on specific subjects, little attention has been given to who should decide how to allocate time across subjects – the central government or individual schools.
This project examines the impact of a Swedish policy that transferred the decision-making authority for time allocation across subjects from the national to the school level. By analyzing extensive data from over 900 schools, we aim to evaluate the long-term effects of this policy on pupils' educational and labor market outcomes.
This study provides valuable insights into the impact of decentralization policies on education, contributing to the understanding of how schools can influence pupils' future opportunities and outcomes. Understanding how schools' autonomy in time allocation can shape pupils' educational and labor market trajectories is crucial for developing effective policies and creating a more equitable and successful education system.
Research output :
Dadgar (2022), School Autonomy and Subject-Specic Time Tables, Working paper, Swedish Institute for Social Research (SOFI) 2017.