23 SES 14 C, Education Policies Concerning Early School Leaving in European Countries: A Considerable Degree of Convergence? - (Part 2)
Symposium: continued from 23 SES 13 C
This is the 2nd symposium discussing the development and implementation of education policies and political instruments dealing with early school leaving in the aftermath of the Lisbon Strategy (2000) in 7 European Union member states (Belgium, United Kingdom, Portugal, Poland, Spain, Hungary, Austria). It builds on the project Reducing Early School Leaving in the EU (RESL.eu, financed by EU, 2013-2018), involving 9 European countries. This part will be focusing the Spanish, Hungarian and Austrian papers (the other four, Belgian, English, Portugeuse and Polish papers were presented in the1st symposium).
Building on a wider view of how the problem of ESL is shaped within the EU in the 9 member states participating in the project, the symposium brings to the fore the policy drivers underpinning policy making induced by the European level and intends to provide an understanding about the national similarities and specificities of the policies at stake. The presentations focus on the interaction between EU agenda the national agendas dealing with ESL, identifying the workings of rescaling processes (Dale, 2007) and the renationalisation processes. They draw on content analysis of EU and national relevant documents, and interviews and focus group discussion with national and local stakeholders.
Balzer, C., & Martens, K. (2004). International higher education and the Bologna process: What part does the European commission play? Paper presented at the epsNET 2004 plenary conference, Charles University, Prague.
Barroso, João (2006). Introdução: A investigação sobre a regulação das políticas públicas de educação em Portugal. In João Barroso (Org.), A regulação das políticas públicas de educação: espaços, dinâmicas e actores (pp. 9-39). Lisboa: Educa.
Dale, R. (2007). Globalization and the rescaling of educational governance: A case of sociological ectopia. In C. A. Torres & A. Teodoro (Eds.), Critique and Utopia: New developments in the sociology of education in the twenty-first century (pp. 25–42). New York: Rowman & Littlefield Publishers, Inc.
Ferlie, E., Musselin, C., & Andresani, G. (2009). The governance of higher education systems: A public management perspective. In C. Paradeise, E. Reale, I. Bleiklie, & E. Ferlie (Eds.), University governance:Western European comparative perspective (pp. 1–19). Dordrecht: Springer.
Magalhães, A. Veiga, A., Ribeiro, F. M., Sousa, S. & Santiago, R. 2013. “Creating a common grammar for European higher education”, Higher Education, vol. 65, 95-112.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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