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How is European Education Governed? Data is now the lifeblood of
education governance. At the international level, organisations
like the OECD steer education systems through their programmes of
assessment and the European Commission's project of creating the
most successful knowledge economy in the world is driven by data
collection, analysis and comparison. At the national level,
policy-makers increasingly depend on data to show them where they
are positioned, in relation to their competitors, and draw on data
to justify policy directions. Within systems, schools and teachers
have become proficient in data use, and interpret their priorities
with reference to data. This book draws on a three-year comparative
study of the influence of data on education systems in Europe,
looking at the contrasting policy contexts of Denmark, England,
Finland, Scotland and Sweden, and examining the use of data in
these systems, in relation to steering by Europe, as well as policy
mediation and 'translation' of data within systems. The authors
draw on interviews with key policy actors in the European
Commission and with national policy makers in all five systems, as
well as on local case studies and a major comparative survey of the
effects of data production and use on the work of teachers and
headteachers. The research brought together international
researchers from a variety of disciplinary backgrounds, including
educationalists, political scientists and specialists in research
and evaluation. The book offers new arguments relating to the use
of Quality Assurance and Evaluation as a means of standardising and
harmonising education policy and practice, while also drawing
attention to significant variation in policy and practice across
these systems. It should be of interest to researchers,
post-graduate students and advanced undergraduate students in
policy studies in education and more generally.
This Open Access book analyses the interplay between governing,
evaluation and knowledge with an empirical focus on Swedish higher
education. It investigates the origins, logics, and mechanisms of
evaluation and quality assurance reforms and their dynamic
interactions with institutional, national and European policy
contexts. The chapters report findings from extensive empirical
studies that offer detailed insight into the work of governing in
higher education, by giving voice to actors at various levels and
positions including the ministry, national agency and University
employees. Central themes include the influence of European policy,
changing system designs, media relations and quality assurance
enactments in University institutions. The book also explores the
ways in which an emerging professional cadre, labelled qualocrats,
enacts and mediates evaluation and quality assurance policy and
practice. Taken together, the expanding evaluation machinery in
Swedish higher education highlights the pivotal role of knowledge
as a governing resource, and points to special features of
evaluation as a particular form of practice that makes knowledge
work for governing.
This Open Access book analyses the interplay between governing,
evaluation and knowledge with an empirical focus on Swedish higher
education. It investigates the origins, logics, and mechanisms of
evaluation and quality assurance reforms and their dynamic
interactions with institutional, national and European policy
contexts. The chapters report findings from extensive empirical
studies that offer detailed insight into the work of governing in
higher education, by giving voice to actors at various levels and
positions including the ministry, national agency and University
employees. Central themes include the influence of European policy,
changing system designs, media relations and quality assurance
enactments in University institutions. The book also explores the
ways in which an emerging professional cadre, labelled qualocrats,
enacts and mediates evaluation and quality assurance policy and
practice. Taken together, the expanding evaluation machinery in
Swedish higher education highlights the pivotal role of knowledge
as a governing resource, and points to special features of
evaluation as a particular form of practice that makes knowledge
work for governing.
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