Playing the Multilevel Game in Education—the PISA Study and the Bologna Process Triggering Swiss Harmonization

Bieber, Tonia

doi:10.1057/9780230281295_5

Cited by 19 publications

(18 citation statements)

References 12 publications

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“…Drawing on expert interviews and policy document analysis, the research highlighted the varied national responses to the release of the first round of PISA results. Both Switzerland and Germany, for example, initiated significant education policy reforms in response to lower-than-expected results (Bieber, 2010;Niemann, 2010). In contrast, the United Kingdom, New Zealand and the USA did not show a shift in national education agendas in response to PISA.…”

Section: Section 1 -Pisa and National Education Policy-making 'Pisa' mentioning

confidence: 96%

The Policy Impact of PISA

Breakspear

2012

OECD Education Working Papers

137

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Section: Section 1 -Pisa and National Education Policy-making 'Pisa' mentioning

confidence: 96%

The Policy Impact of PISA

Breakspear

2012

OECD Education Working Papers

137

View full text Add to dashboard Cite

“…In the European context, this discrepancy between expected and actual results was referred to as the "PISA shock" (Grek, 2009). As a direct reaction to this PISA shock, Swiss educational policymakers developed several projects to reform Swiss school policy (Bieber, 2010a(Bieber, , 2010bBieber & Martens, 2011;Criblez, 2008, pp. 278-81;EDK, 2003;Osterwalder & Weber, 2004).…”

Section: The Case: Pisa In Swiss Direct-democratic School Policy Debatesmentioning

confidence: 99%

The Narrative Uses of Evidence

Schlaufer¹

2016

Policy Studies Journal

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When scientific evidence is used in policy controversies, it is always embedded in narrative stories. The Narrative Policy Framework (NPF) is an empirical framework used to study the role of narratives in public policy. While the NPF has considered the relationship between evidence and narratives from different angles, it has not used a consistent approach in examining how evidence is embedded in narratives. This article develops a categorization of narrative uses of evidence. A narrative use of evidence is defined by the different roles that evidence plays in the plot of a narrative depending on which narrative element is addressed by a given piece of evidence. To distinguish different narrative uses of evidence, the article examines how competing coalitions use the Program for International Student Assessment (PISA) study in Swiss direct‐democratic campaigns on school policy. Quantitative and qualitative content analyses of newspaper articles and governmental documents show how evidence may relate to all main narrative elements and may play different roles in the plot of a narrative. The findings demonstrate significant differences in the narrative uses of PISA between coalitions related to the story types and narrative strategies that each coalition uses. Finally, the implications for future NPF research are discussed.

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“…As a small state with a decentralised educational tradition and highly consensus-oriented policy institutions at all levels, federalist Switzerland is a special case when it comes to education policy-making. Over the last decade, the education systems of the federated states (cantons) have undergone a wide range of transformation processes, both structurally and in terms of governance (Bieber, 2010). Changes in school principles, systems of quality assurance and control, education monitoring and reporting and education standards can be observed at both the national and the canton level (Maag Merki & Büeler, 2002).…”

Section: Educational Governance In Switzerlandmentioning

confidence: 99%

Towards a national assessment policy in Switzerland: areas of conflict in the use of assessment instruments

Imlig

Ender

2018

Assessment in Education: Principles, Policy & Practice

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This article reveals three emerging areas of conflict in the use of educational assessment instruments in compulsory education in Switzerland and outlines an analytical approach for detecting and analysing these areas of conflict. The approach combines a conceptual perspective, an evaluation perspective and a teaching perspective to show the different backgrounds and expectations of actors on the governmental and school levels. We apply our analysis to three assessment instruments, currently in use in Switzerland, retracing a rudimentary timeline of Swiss educational assessment, with a focus on the German-speaking region of the country. Combining the three perspectives and positioning the analytical approach within the context of political and historical developments enables us to discuss both the reasons for the conflicts and possible ways to respond to them.

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Playing the Multilevel Game in Education—the PISA Study and the Bologna Process Triggering Swiss Harmonization

Cited by 19 publications

References 12 publications

The Policy Impact of PISA

The Policy Impact of PISA

The Narrative Uses of Evidence

Towards a national assessment policy in Switzerland: areas of conflict in the use of assessment instruments

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