The enamlement and constrains of preschools in a government initiative for school improvement

The findings highlight both the opportunities and limitations of initiatives in outlying preschools run by small local authorities. Case 1 focuses primarily on organisational structures and managerial vulnerabilities, whilst Case 2 highlights relationships, culture and everyday practices. Despite these differences, the cases point to the same conclusion: sustainable development in small municipalities requires a combination of structural stability and relational resilience. It is a matter of distributing responsibility and authority, clarifying roles and creating forums that reduce dependence on individuals, whilst the organisation needs a shared direction, trust, effective communication and working methods adapted to the capacity and geographical location of small units. When these conditions interact, both the centre and the periphery can undertake development work in a more sustainable and effective manner.

Management’s attitude towards the initiative thus appears to be significant for recipient capacity. In the two case studies, different levels of recipient capacity emerge, and limitations in management’s commitment and understanding of ‘us’ and ‘them’ can be discerned. By applying the same model to initiatives at both large and small school authorities, this results in three separate initiatives where headteachers are inundated with tasks and reporting requirements. Here, there have been calls to adapt the initiative so that it forms a cohesive effort within small school authorities.  There are indications that brief digital check-ins helped those preschools that found it difficult to attend meetings in person. By holding digital meetings, equal inclusion is facilitated, something that is appreciated by those taking part. In-person meetings often involve long periods of absence from the preschool, as they also include travel time.

Lessons learnt include the fact that small providers tend to have a family-like culture that is beneficial in many respects, but has limitations. Among other things, this reveals friction in the management system when roles become blurred, as one person holds different roles. Furthermore, the need for structure is not as pronounced, and it is possible to work without a fixed structure. In these cases, the government initiative helped with structures such as dialogue models or structure and a long-term perspective in development processes. This was unfamiliar in the family-like environment, but is described in positive terms by those who took part. The advantage of the family-like environment is relationships that develop over time and rapid decision-making processes when needed.  

One issue that needs to be addressed in initiatives in outlying preschools run by small providers is the question of substitute teachers. This has been a challenge in both these cases. It is not just a shortage of qualified substitute teachers; there is a shortage of adults who can come in to cover. Even though they receive funding for substitutes, there are simply no people available to fill those roles.