The Institutionalisation of the Problem Definition as Policy Solution: The ‘Europe of Knowledge’ (1997–2010)

Pagliarello, Marina Cino

doi:10.1007/978-3-030-94094-2_6

Cited by 2 publications

(4 citation statements)

References 43 publications

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“…It was not until 1973 that education was officially recognized as an area of European cooperation. Considered a prerogative of national governments, education was framed as an exercise in cultural and social integration (Cino Pagliarello 2022). After the European Commission set up an education directorate in 1973, there were some attempts to get a European-level education policy off the ground.…”

Section: European Mobility In the 1970s And 1980smentioning

confidence: 99%

Policy entrepreneurs and problem definition: the case of European student mobility

Pagliarello

Cini

2023

J. Pub. Pol.

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In the literature on the role of agency in the policy process, relatively little attention has been devoted to how agents define policy problems. This article helps to address this gap by asking when and how policy entrepreneurs are successful in defining problems. The article rests on a framework that shows how policy entrepreneurs holding specific ideas and given a propitious socioeconomic context are able to define problems, translate those problems into new frames, and draw on those frames, while using their personal skills and political and institutional resources, to help build supportive coalitions in favor of policy change. Illustrated by a puzzling case in the field of European mobility policy, the article offers a new perspective on the role of ideas at the problem definition stage of the policy process, while providing a richer understanding of the policy entrepreneur as a driver of policy change.

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Section: European Mobility In the 1970s And 1980smentioning

confidence: 99%

Policy entrepreneurs and problem definition: the case of European student mobility

Pagliarello

Cini

2023

J. Pub. Pol.

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“…Furthermore, Corbett argued that COMETT, which clearly fell within the remit of the EC, was the gateway to the ERASMUS programme, which was much more likely to be perceived as falling outside the EU’s field of jurisdiction ( Corbett, 2009 ). However, Cino Pagliarello (2017) has shown that despite the initial consensus, a very heated debate that revolved around legal, organizational and financial issues arose with regard to the legitimacy of the COMETT initiative. In the end, the adoption of the initiative meant that in 1986, for the first time, a concrete and far-reaching agreement was reached on greater European cooperation in the field of education.…”

Section: State Of the Researchmentioning

confidence: 99%

“…Until the mid-1980s, the EC’s education policy had been predominantly social and redistributive in character. However, by 1985, an explicit link between education and economic growth had been established in the EC’s strategy to tackle the challenges of technological change, which indicates that its education policy was shifting more towards an economic orientation ( Cino Pagliarello, 2017 : 89). In the EC’s development of an action programme as a response to technological change, social policy problems took second place behind the main aim of boosting Europe’s economic competitiveness by creating a highly skilled workforce.…”

Section: A Window Of Opportunity For Action By the Ec In The Field Of...mentioning

confidence: 99%

“…As far as the EC’s response to technological and social change was concerned, the shift towards a more economically oriented education policy is illustrated by the fact that priority was given to the needs of business and industry with regard to the provision of adequate training for workers and the development of new technologies. However, the requests of trade unions, which emphasized the need to safeguard low-skilled workers, women and the unemployed, were marginalized ( Cino Pagliarello, 2017 : 126). In other words, the economic rationale took precedence over the social rationale in the call for a European education policy response to technological change.…”

Section: A Window Of Opportunity For Action By the Ec In The Field Of...mentioning

confidence: 99%

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Building the technological European Community through education: European mobility and training programmes in the 1980s

Flury

Geiss

Cantarell

2020

European Educational Research Journal

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The Community Action Programme for Education and Training for Technology (COMETT) played a key role in paving the way for increased cooperation between the member states of the European Community (EC) in the field of education and in the promotion of intra-Europe mobility. In this article, COMETT is considered as a non-traditional education and training programme for solving economic challenges in the context of technological change that was focused on the training of a highly skilled workforce. The process of setting the agenda for COMETT is studied through an analysis of official EC policy documents and archival material from the EU’s historical archives in Florence. Our analysis suggests that the challenge posed by new information technologies acted as a catalyst for a new approach to education governance that was based on closer cooperation between European universities and industry. Promoting intra-Europe mobility among highly skilled workers and students was a key part of the programme, which defined an economic and social strategy for Europe in response to technological change. Educational and social goals were secondary in the design and implementation of the COMETT programme, which, first and foremost, was motivated by the EC agenda to boost the competitiveness of European industry.

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The Institutionalisation of the Problem Definition as Policy Solution: The ‘Europe of Knowledge’ (1997–2010)

Cited by 2 publications

References 43 publications

Policy entrepreneurs and problem definition: the case of European student mobility

Policy entrepreneurs and problem definition: the case of European student mobility

Building the technological European Community through education: European mobility and training programmes in the 1980s

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