European Education Policy and Critical Education

2017 ◽  
pp. 9-19
Author(s):  
George Grollios
Keyword(s):  
Education Policy ◽  
Critical Education ◽  
European Education

Research Focus on European Education Policy

2014 ◽  
pp. 1-23
Author(s):  
Alina Mihaela Dima ◽  
Simona Vasilache
Keyword(s):  
Higher Education ◽  
Quantitative Analysis ◽  
Education Policy ◽  
Academic Research ◽  
Educational Policies ◽  
Research Focus ◽  
Main Research ◽  
European Universities ◽  
European Education ◽  
European Higher Education

This chapter includes an overview of the academic research recently dedicated to educational policies in European higher education. This chapter reviews the main research databases, looking for general and specialized articles referring to academic research, and the authors map the trends in mainstream literature. They identify the dynamics of articles dedicated to academic research, the most frequent topics, and assess their impact on educational policies in European universities. The chapter is based on a quantitative analysis of the records, as well as on the debates and analyses of the research on educational policies in recent years.

Exposing scale hegemonies

2019 ◽  
pp. 35-46
Author(s):  
Natalie Papanastasiou
Keyword(s):  
Education Policy ◽  
Political Discourse ◽  
Discourse Theory ◽  
Politics Of Scale ◽  
Education Governance ◽  
Starting Point ◽  
Scalar Politics ◽  
European Education ◽  
Introductory Discussion ◽  
Over Time

The first aim of this chapter is to present an introductory discussion to the book’s empirical focus on education governance. It demonstrates that education governance is a field that is teeming with politics of scale and therefore constitutes an ideal focus for exploring the book’s overarching conceptual puzzle. The second aim of the chapter is to present a useful entry point for policy scholars seeking to explore possible practices of scalecraft in policy contexts. The discussion outlines the key tenets of a genealogical perspective which draws on political discourse theory and pays particular analytical attention to the ‘dislocatory moments’ of policy. By tracing how European education policy evolved over time, the discussion empirically illustrates how a genealogical perspective is an invaluable lens for exposing the contingency of scale hegemonies and that this serves as an essential starting point for problematising scalar politics.

Governing by inspection? European inspectorates and the creation of a European education policy space

2013 ◽  
Vol 49 (4) ◽  
pp. 486-502 ◽  
Author(s):  
Sotiria Grek ◽  
Martin Lawn ◽  
Jenny Ozga ◽  
Christina Segerholm
Keyword(s):  
Education Policy ◽  
Policy Space ◽  
European Education ◽  
The Creation

scholarly journals Governance for Learning Outcomes in European Policy-Making: Qualification Frameworks Pushed through the Open Method of Coordination

2015 ◽  
Vol 2 (4) ◽  
pp. 268-283 ◽  
Author(s):  
Odd Bjørn Ure
Keyword(s):  
Education Policy ◽  
Learning Outcomes ◽  
Policy Instruments ◽  
Policy Coordination ◽  
Open Method ◽  
Transfer Credit ◽  
Popular Narrative ◽  
Learning Practices ◽  
European Education ◽  
Erasmus Programme

The construction of European education policy builds on a widely shared goal of transparency in qualifications, upheld by the popular narrative of mobile students endowed with scholarships from the EU Erasmus programme, which allow them to transfer credit points between universities and across national borders. EU education policy is increasingly inscribed in National Qualification Frameworks (NQF). Their European umbrella is coined the European Qualification Framework (EQF), which is linked to a discourse on or even shift to Learning Outcomes; functioning as a tool for the displacement of input to output categories in education systems with a view to make qualifications more transparent. This form of governance situates Learning Outcomes as a tool for policy reform that intentionally should affect all educational and administrative levels of European education. The article shows that the multitude of governance instruments used to promote a shift to Learning Outcomes are so varied that EU education policy has no apparent need of new instruments for this purpose. The fact that Learning Outcomes are linked to EU policy instruments of the Open Method of policy-Coordination and destined for several sectors of education, increases the likelihood that they will be translated into modified learning practices. Yet, there is a danger that governance of Learning Outcomes succumbs to a pitfall of declaratorily placing Learning Outcomes in the middle of learning practices in all subsectors of education, without sufficiently proving their real novelty and regulatory functions.

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