Planning, re-bordering and setting times: a comparative analysis of European and Latin American ‘education spaces’

Rambla, Xavier

doi:10.1080/14767724.2013.847731

Cited by 1 publication

(1 citation statement)

References 37 publications

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“…Second, images of 'fit' between the EU and the member states policies are explicitly constructed with varied intentions. For instance, some small member states and some regions who wanted to distinguish their education policy from the larger state used the Lisbon Agenda to launch their own strategic plans (Rambla, 2013). Alexiadou et al (2010) and Alexiadou & Lange (2013) also notice that some governments actively give a low profile to the relation between their education policy and that of the EU.…”

Section: The European Union and Education Policymentioning

confidence: 99%

The politics of early school leaving: how do the European Union and the Spanish educational authorities ‘frame’ the policy and formulate a ‘theory of change’

Rambla

2017

Journal of European Integration

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The politics of early school leaving: how do the European Union and the Spanish educational authorities 'frame' the policy and formulate a 'theory of change' The final version of this paper was published in: Rambla, X. (2018) The politics of early school leaving: how do the European Union and the Spanish educational authorities 'frame' the policy and formulate a 'theory of change', Journal of European Integration 40 (1), 83-97 ABSTRACT.-The article analyses the interaction between the European Commission and a sample of educational authorities in Spain with regard to the policy against early school leaving. Although this member state scores the highest proportion of early school leavers, apparently it is not adopting some key recommendations issued by the Commission. In fact, while educational policy studies regret this "resistance", studies on EU policies suggest that the EU and the states normally negotiate the ambition and the evaluation of policies in complex ways. In this vein, the article draws on a method of discourse analysis to observe to what extent these educational authorities 'frame' the policy in the same terms and share a similar rationale or 'theory of change'. In brief, the findings point out that the EU, the Government of Spain and two significant regional governments retrieve a similar 'frame' but do not agree regarding the 'theory of change'. KEYWORDS.-Europeanisation. Early school leaving. Educational policy-making. Discursive institutionalism.

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Section: The European Union and Education Policymentioning

confidence: 99%