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Evidence and Expertise in Nordic Education Policy
This open access book explores how policy makers draw on national, regional and international expertise in issuing school reform within five Nordic countries. In an era of international comparison, policy makers are expected to review best practices, learn from experiences from elsewhere, and apply international standards propelled by international organizations. Do they do so? What counts, for them, as evidence and expertise? The chapters draw methodologically on bibliometric data, network analysis, document analysis and expert interviews. They show compellingly how governments use “evidence” strategically and selectively for agenda setting and policy decisions. This book will be of interest and value to scholars of education policy, specifically within the Nordic region, and international and comparative education.
Educational Authorities and the Schools
This book describes and analyses the organisation, functions and development of national educational authorities and agencies and the influence they have on local schools in 20 countries around the world. It examines the governing chain in the respective countries from both a theoretical and descriptive perspective. It does so against the background of the stability and rigour of the governing chains having been challenged, with some researchers considering the chain to be broken. However, the view that comes to the fore in this book is that the chain is still present and contains both vertical implementation structures and intervening spaces for policy interpretation. How schools become suc...
Euro-Asian Encounters on 21st-Century Competency-Based Curriculum Reforms
This book offers a geographically unique cultural comparative lens to examine the issue of transnational curriculum knowledge (re)production. Prompted by the ongoing competency-based curriculum reforms on a global scale, this book examines where global frameworks like the OECD’s core competency definitions are rooted and how they are borrowed, resisted, and/or re-contextualized in various European states with a Christian, foremost Protestant educational–cultural heritage and Asian countries with a Confucian educational–cultural heritage. It highlights the roles that various factors, such as history, culture, religious attitudes, ideology, and state governance play in nation-states’ r...
Bridging Educational Leadership, Curriculum Theory and Didaktik
This book is open access under a CC BY 4.0 license. This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research. Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fiel...
International Handbook of Curriculum Research
Continuing its calling to define the field and where it is going, the Second Edition of this landmark handbook brings up to date its comprehensive reportage of scholarly developments and school curriculum initiatives worldwide, providing a panoramic view of the state of curriculum studies globally. Its international scope and currency and range of research and theory reflect and contribute significantly to the ongoing internationalization of curriculum studies and its growth as a field worldwide. Changes in the Second Edition: Five new or updated introductory chapters pose transnational challenges to key questions curriculum research addresses locally. Countries absent in the First Edition are represented: Chile, Colombia, Cypress, Ethiopia, Germany, Iran, Luxembourg, Nigeria, Peru, Poland, Portugal, Singapore, South Africa, Spain, and Switzerland. 39 new or updated chapters on curriculum research in 34 countries highlight curriculum research that is not widely known in North America. This handbook is an indispensable resource for prospective and practicing teachers, for curriculum studies scholars, and for education students around the world.
The Education Systems of Europe
This unique handbook offers an analytical review of the education systems of all European countries, following common analytical guidelines, and highlighting the paradox that education simultaneously pursues a universal value as well as a national character. Coverage includes international student performance studies, and a comparison of education dynamics in Eastern "new Europe" with "older" western EU members. The book provides a differentiated analytical data base, and offers suggestions for further research.
The Nordic Education Model in Context
Tracing historical and cultural factors which gave rise to the Nordic Education Model, this volume explores why Northern European education policy has become an international benchmark for schooling. The text explains the historical connection between a Nordic ideal of democracy and schooling, and indicates how values of equality, welfare, justice, and individualism might be successfully integrated in national school systems and curricula around the world. The volume also highlights recent debates around the longevity of the Nordic model and explores the risks and challenges posed by international policy and assessment agendas. Exploring how Nordic education polices successfully merge social equity with academic excellence, the book combines cultural, historical, sociological and philosophical analysis with a deep exploration of curriculum and teaching. This book will be of great interest to researchers, scholars, and postgraduates working across the fields of curriculum, comparative education, cultural studies and history and philosophy of education and education policy.
Contextualizing Global Flows of Competency-Based Education
The new comparative research in this volume explores the global flow of competence-based education, curricular policy, and frameworks for instructional practice. Taking critical perspectives, the chapters trace the pathways through which educators and policy actors adopted and reshaped competence-based education as promoted by the OECD, the World Bank, and the European Union. The authors ask: What purposes do competence-based educational reforms serve? How are competence-based models internationally deployed and locally modified? What happens as competence-based reforms get re-contextualized and contested in particular cultural, social, and political contexts? In their nuanced examination of...
World Yearbook of Education 2011
How do curriculum, conceptions of knowledge and the schooling experiences of young people engage the great issues of this tumultuous time? Curriculum is always influenced by the events that shape our world, but when testing and bench-marking preoccupy us, we can forget the world that is both the foundation and the object of curriculum. This edited volume brings together international contributors to analyze and reflect on the way the events of the last decade have influenced the curriculum in their countries. As they address nationalism in the face of economic globalisation, the international financial crisis, immigration and the culture of diaspora, they ask how national loyalties are balan...
Transnational Policy Flows in European Education
International comparisons of educational achievements have come to play a crucial role in understanding the educational field today. This book provides an in-depth analysis of the development of international large-scale assessments. The lives and achievements of transnational educational experts who paved the way for these assessments are discussed as well as the rise of institutions specialising in the making and managing of educational statistics such as the International Association for the Evaluation of Educational Achievements (IEA) and the Programme for International Student Assessment (PISA) supported by the Organisation for Economic Cooperation and Development (OECD). Emerging trans...
