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- Grek, Sotiria, et al.
(författare)
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National policy brokering and the construction of the European Education Space in England, Sweden, Finland and Scotland
- 2009
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Ingår i: Comparative Education. - : Routledge. - 0305-0068 .- 1360-0486. ; 45:1, s. 5-21
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Tidskriftsartikel (refereegranskat)abstract
- This paper draws on a comparative study of the growth of data and the changing governance of education in Europe. It looks at data and the 'making' of a European Education Policy Space, with a focus on 'policy brokers' in translating and mediating demands for data from the European Commission. It considers the ways in which such brokers use data production pressures from the Commission to justify policy directions in their national systems. The systems under consideration are Finland, Sweden, and England and Scotland. The paper focuses on the rise of Quality Assurance and Evaluation mechanisms and processes as providing the overarching rationale for data demands, both for accountability and performance improvement purposes. The theoretical resources that are drawn on to enable interpretation of the data are those that suggest a move from governing to governance and the use of comparison as a form of governance.
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- Lundahl, Lisbeth, et al.
(författare)
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Europeanisation of education policy
- 2002
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Ingår i: Paper presented in Network 23 at the European Conference on Educational Research, Lisbon September 11-14.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Symposium contact person: Professor Jenny Ozga, Centre for Educational Sociology (CES), University of Edinburgh OVERVIEW: The symposium looks at the topic of European integration and enlargement and considers the impact of these developments on the formation of education policy in Europe. It places this enquiry within the context of globalisation and explores the ways in which examination of the processes of Europeanization within different nation states enables better understanding of the phenomenon of globalisation. It also suggests that there may be new forms of educational governance arising in Europe that are not visible in formal mechanisms of policy making (for example legislation and regulation) but that are operating through networks and creating a new Policy Space in Europe. The symposium seeks to explore the tensions and accommodations around education policy within the nation state, through a series of papers that deal with the impact of European, and particularly EU policies on aspects of national policy. It also seeks to explore the ways in which policy is developing at a supra national level within Europe, and to consider the significance of these developments for the ways in which we theorise policy making in education, in the context of globalisation. That context has greatly enhanced the significance of education as an arena for policy, and has raised its status within the European Commission. Education policy is critical to the achievement of the key goals of promoting the knowledge economy and lifelong learning. These policy goals may be pursued in new ways; in particular through the operation of networked governance. Until recently, the scope and pace of Europeanisation has been concealed by the European Commissions evident preoccupation with the market, with law and with regulation (Banchoff and Smith 1999). However as the policy field of education has become more significant it has shifted its shape. Policy in education is no longer the concern of the nation state but provides a cornerstone for the new, and emerging Europe on which to build in competition with other strong economies (Andersen and Eliassen 2001). Lifelong learning as a policy goal is central to this new knowledge economy, and provides a distinctive mission for Europeanisation within globalisation (Shriewer 2000, Novoa 2000). As education policy becomes of greater significance in the globalised space that Castells calls the 'space of flows' (1996), so we may see new ways of connecting and shaping social practices that coexist with older regulatory forms of control. This draws our attention towards the 'policy actors' who work within national systems and across them to circulate key ideas about policy issues. These 'policy actors' are drawn from government departments, but may also work in agencies, companies, universities and the broader civil society. The key policy areas in which they are active include student mobility, harmonisation of qualifications and programmes, work and training, and new technologies of learning. The symposium sets out to explore the work of these system actors in their key policy areas, and to look at the operation of the new formal and informal networks through which they promote the idea of 'Europeanisation' of policy. We discuss, from research in our different national contexts and through studies of cross-national agencies, the ways in which the local and the national are connected to the transnational and borderless (Morrow and Torres 2000). We approach these issues from an interdisciplinary perspective that draws on policy network research within political science, as well as socio-cultural theory and cultural perspectives on national identity. In working through the symposium we will seek to clarify the operation of 'Europeanisation' and its operation through networks. We will also seek to contribute to the current debates about changes in education governance in the context of globalisation
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- Ozga, Jenny, et al.
(författare)
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Central-local relations of governance
- 2011
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Ingår i: Fabricating quality in education. - London & New York : Routledge. - 9780415583428 ; , s. 107-126
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Ozga, Jenny, et al.
(författare)
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Fabricating Quality in Education : Data and Governance in Europe
- 2011
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- This book argues that data and their use constitute a form of governance of education. It highlights the ways in which education is steered and managed so that a European education policy space is 'fabricated' through data which travel across national systems, and which enter and restructure provision to make it measurable, comparable and governable.
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- Ozga, Jenny, 1956-, et al.
(författare)
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Introduction
- 2011
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Ingår i: Fabricating quality in eudcation. - London & New York : Routledge. - 9780415583428 ; , s. 1-8
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Ozga, Jenny, et al.
(författare)
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The governance turn
- 2011
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Ingår i: Fabricating quality in education. - London & New York : Routledge. ; , s. 85-95
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 11. |
- Simola, Hannu, et al.
(författare)
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Governing by numbers : The rise of data in education
- 2011
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Ingår i: Fabricating quality in education. - London & New York : Routledge. - 9780415583428 - 9780203830741 ; , s. 96-106
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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