Policy learning and governance of education policy in the EU

Lange, Bettina; Alexiadou, Nafsika

doi:10.1080/02680931003782819

Cited by 75 publications

(38 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Research findings have demonstrated that as the modern state is confronted with the contemporary neo-liberal agenda, the global financial crisis or the challenges of globalization governance gradually detaches from its nationalistic frame. This view focuses attention on the world of transnational policies and policy discourses (Ball, 1993(Ball, , 2008(Ball, , 2009Lange and Alexiadou, 2010;Shapiro, 1992).…”

Section: Novel Forms Of Research Governance and The Modern Statementioning

confidence: 99%

Novel forms of research governance and their possible impact on the future of educational research

Pataki

2015

European Educational Research Journal

View full text Add to dashboard Cite

This article sets out to contribute to the current debate on the transformation of educational research with regard to global transitions and challenges. Nation-centred hierarchical organizations in Europe have increasingly failed to address emergent processes. And in contrast novel forms of governance have gained prevalence in controlling uncertainty and contingency in the transforming European Educational Research Space. The paper addresses one particular dimension of current educational research -that of the mechanisms by which transnational research operates within the European Educational Research space. Within this framework special attention is given to the issue of the governance, as a specific process shaping research cultures in the past, present and future, and to the role of European research associations as a system of evolving networks of 'knowledge spaces'. The article problematizes assumptions about the potential of European research associations to construct vocabularies, perspectives and applications in an attempt to open up dialogues, discipline narrativity and create a new sovereign actor. The paper concludes with proposals for possible future visions based on the outcomes of the analysis of the nature of the current educational research governance.

show abstract

Section: Novel Forms Of Research Governance and The Modern Statementioning

confidence: 99%

Novel forms of research governance and their possible impact on the future of educational research

Pataki

2015

European Educational Research Journal

View full text Add to dashboard Cite

show abstract

“…Moreover, although only a few regions achieved the Lisbon target on early school leaving, in the mid-2000s laggard regions mostly overlooked these general objectives [reference deleted to maintain the integrity of the review process]. This reluctance suggests some evidence of surface policy learning to the extent that official indicators were available but the realisation of disparate scores did not trigger policy changes (Lange and Alexiadou, 2010). Afterwards, the Catalan government included educational and social targets in its Strategic Agreement on Competitiveness and Social Cohesion in order to tackle a high rate of early school leavers (Gov.…”

Section: Europeanisation and Educationmentioning

confidence: 99%

“…The Spanish government followed the same path later on by openly endorsing the OMC in order to deal with the same problem (Gob España-ME, 2010;Gob España, 2011). These later developments instantiate the competitive learning of governments that want to catch up in terms of the benchmark concerning early school leaving (Lange and Alexiadou, 2010).…”

Section: Europeanisation and Educationmentioning

confidence: 99%

“…In the early 2000s the conservative central government responded by surface learning (Lange and Alexiadou, 2010) when it delayed the publication of PISA 2000, since the international report challenged its own education reform act, which wanted to re-introduce early tracking [reference deleted to maintain the integrity of the review process]. Moreover, although only a few regions achieved the Lisbon target on early school leaving, in the mid-2000s laggard regions mostly overlooked these general objectives [reference deleted to maintain the integrity of the review process].…”

Section: Europeanisation and Educationmentioning

confidence: 99%

See 1 more Smart Citation

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

Rambla

2013

Globalisation, Societies and Education

View full text Add to dashboard Cite

This analysis unveils the influence of three social phenomena in the two case studies, namely power, fields of activity and knowledge. Mostly, it focuses on the initiatives led by the European Union and the Organisation of Ibero-American States in order to implement large strategic, multi-government educational plans in each continent. The actions of international political players, the theories (or 'ontologies') embedded in these devices and the consequences for sub-national politics are observed.

show abstract

“…This new approach, firmly based on the OMC, constitutes a major «governance turn», entailing new policy formation processes which view education as a «soft» form of governance. OMC has been used as a steering tool along with the well-tried methods of networking and exchanging; it prioritized short and mid-term commonly agreed objectives and measurement of the progress of implementation by continuous assessment (PASIAS, 2005;LAWN, 2006;ALEXIADOU, 2007;LANGE and ALEXIADOU, 2010). This «policy as numbers» approach, which can be viewed as a crucial part of the «audit culture», uses the OMC as a steering process of «governing at a distance» together with well-established methods in the arsenal of the EU, such as networking, exchanges, collective deliberation and other noncoercive processes and concomitant procedural norms (STRATHERN, 2000;GREK, 2008;SHORE, 2008;LAWN, 2011).…”

Section: Towards a Measurable Europe?mentioning

confidence: 99%

Current «policies of knowledge» in the European Union : mapping and critically assessing «quality» in a «measurable» Europe of knowledge

Pasias¹,

Roussakis²

2012

REEC

View full text Add to dashboard Cite

This paper investigates the content and the different «dimensions» of «quality» in the current «policies of knowledge» of the European Union as they are specified by the renewed Lisbon Strategy and in the frame of the construction of a «measurable Europe of Knowledge». The study analyses critically the policy discourses and policy practices of the European Union from 1994 to 2010 using both primary (e.g. official documents) and secon- ). In the second section, we examine the integration of «quality» in the EU's discourses and policies (Treaties, Action Programs as well as in the general, vocational and higher education initiatives). The third section reviews the quality discourse in the context of the late EU's policy processes (Lisbon, Bologna and Copenhagen). In the final section we put forward a critical reading of the «audit/quality» nexus based on a «policy by numbers» technocratic-managerial rationale aiming at the construction of a measurable «Europe of knowledge».KEY WORDS: Quality in Education, Quality Discourse, European Education Policies, Audit/Quality Nexus, Measurable «Europe of knowledge». RESUMENEste artículo investiga el contenido y las diferentes «dimensiones» de «calidad» en las actuales «políticas de conocimiento» de la Unión Europea, del modo en que están especificadas por la renovada «Estrategia de Lisboa» y en el marco de la construcción de una «Europa del Conocimiento Medible». El estudio analiza en profundidad los discursos políticos y las prácticas políticas de la Unión Europea desde 1994 hasta 2010, utilizando a la vez fuentes primarias (por ejemplo, documentos oficiales) y secundarias (por ejemplo, artículos, estudios e investigación académicos). Consta de cuatro secciones: La primera sección se refiere a las actuales construcciones del discurso sobre la calidad en el contexto Europeo (por ejemplo, globalización, economía del conocimiento, la nueva gestión pública, nuevos gobiernos, etc.). en la segunda sección, examinamos la integración de la «calidad» en los discursos y políticas de la UE (Tratados, Programas de Acción así como las iniciativas generales, vocacionales de la educación superior). La tercera sección revisa el discurso de la «calidad» en el contexto de los actuales procesos políticos de la UE (Lisboa, Bolonia, Copenhague). En la úl-tima sección, presentamos una lectura crítica del nexo «auditoría/calidad», basado en una «política de los números», de objetivo tecnocrático-gerencial de la construcción de una «Europa del conocimiento» medible.

show abstract

Policy learning and governance of education policy in the EU

Cited by 75 publications

References 22 publications

Novel forms of research governance and their possible impact on the future of educational research

Novel forms of research governance and their possible impact on the future of educational research

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

Current «policies of knowledge» in the European Union : mapping and critically assessing «quality» in a «measurable» Europe of knowledge

Contact Info

Product

Resources

About