National testing and accountability in the Scandinavian welfare states: Education policy translations in Norway, Denmark and Sweden

2020 ◽  
pp. 113-129
Author(s):  
Guri Skedsmo ◽  
Linda Rönnberg ◽  
Christian Ydesen
Keyword(s):  
Education Policy ◽  
Welfare States ◽  
National Testing

scholarly journals Pedagogy of the consumer: The politics of neo-liberal welfare reform

2012 ◽  
Vol 3 (2) ◽  
pp. 161-173 ◽  
Author(s):  
Andrew Wilkins
Keyword(s):  
Education Policy ◽  
Welfare Reform ◽  
Full Range ◽  
Welfare States ◽  
Market Institutions ◽  
Disciplinary Practices ◽  
Global Impact ◽  
Conceptual Strategy ◽  
Pedagogy And Curriculum

Abstract Situated against the backdrop of a widespread and growing interest in the linkages between neo-liberalism and welfare, this paper introduces the lens of neo-liberalism as a conceptual strategy for thinking about contemporary issues in education policy. Through charting the historic rise of unfettered market institutions and practices in the context of 1980s England, it highlights the cultural and geopolitical specificity affixed to nation-based articulations and translations of neo-liberalism. Building on this perspective, it considers how market discourses with its pedagogyof the consumer shape a plurality of education sites and practices. To follow, it sets out the specific contributions by authors to this interdisciplinary collection of papers on the themed issue of neo-liberalism, pedagogy and curriculum. It identifies the contexts for their analyses and discusses the implications of their approaches for better mapping the ‘global’ impact of neo-liberalism on welfare states and peoples, specifically the full range of policy enactments and disciplinary practices shaping education customs of pedagogy and curriculum.

scholarly journals National Standards for New Zealand's Primary and Intermediate School Pupils

2007 ◽  
Author(s):  
Martin Thrupp
Keyword(s):  
United States ◽  
New Zealand ◽  
Education Policy ◽  
The United States ◽  
National Standards ◽  
National Party ◽  
Intermediate School ◽  
National Testing ◽  
2008 Election ◽  
Damaging Effects

A key education policy plank for the National Party going into the 2008 election is to be National Standards for primary and intermediate pupils in reading, writing and numeracy. These are seen to be more acceptable than the national testing which occurs in England, the United States and other countries. But are they really more acceptable? This article will review evidence about the perverse effects of national testing, consider what is known about the National Standards proposed for New Zealand, and assess whether they are likely to avoid many of the same damaging effects on schools and pupils. It is argued that although the National Party is trying to distinguish its policies from national testing, the distinctions are not yet significant enough to prevent the problems which have been experienced overseas.

The Duplicitous Character of Bilingual Education Policy

2015 ◽  
Vol 3 (2) ◽  
pp. 57-70
Author(s):  
Gaurang Rami ◽  
◽  
Ana Marie Fernandez ◽  
Keyword(s):  
Education Policy ◽  
Bilingual Education ◽  
Bilingual Education Policy

Documental analysis of educational public policy: foundations of Paul de Bruyne's quadripolar approach

2020 ◽  
Vol 3 (2) ◽  
pp. 27
Author(s):  
ROSEMARY LOPES SOARES DA SILVA
Keyword(s):  
High School ◽  
Public Policy ◽  
Education Policy ◽  
Professional Education ◽  
Clear Understanding ◽  
Concepts And Categories ◽  
Research In Education

The present study seeks to explain the techniques and procedures, the concepts and categories with which the interpretation of the object studied, that is - documents related to the High School  Technical Professional Education Policy - implemented in Bahia / Brazil, specifically, the reference regarding Paul de Bryne’s quadripolar approach (1977), which provide the theoretical-methodological density of the object studied in relation to the epistemological, theoretical, technical and morphological poles. In this perspective, it is agreed with Gamboa (1987), in the sense that, the accomplishment of a research is not the fulfilment of ‘methodological ritualism’ with a ‘theoretical fad’ in order not to repeat what commonly happens in research in education, in progressively more intense way, of eclectic attempts that randomly collect techniques, methods and theoretical references without a clear understanding of the epistemological foundations and the philosophical implications of the different paths of knowledge.

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