Session Information
23 SES 04 E, Education Policy Making: The European Union
Paper Session
Time:
2009-09-28
16:00-17:30
Room:
HG, HS 45
Chair:
Romuald Normand
Contribution
Abstract
ECER Vienna, 28 – 30 September 2009
Gustav E. Karlsen, professor
phone work 47-73559891, mobile: 47-90645716
e-mail: Gustav.E.Karlsen@hist.no,
Sør-Trøndelag University College
Faculty of Teacher Education
Rotvoll, 7004 Trondheim
Norway
The Bologna process - an implementation and evidence based governance strategy?
General description: The Bologna Process started in 1999 when Ministers of Education of 29 European states met and signed the Bologna declaration with the vision to develop a European Higher Education Area within the year of 2010. This started a process of standardization towards adoption of comparable degrees, a joint system of credits, promotion of mobility for students, academic and administrative staff and a European cooperation in quality assurance. A system of stock-taking every second year was established to make sure that the implementation on the national level took place. The number of priority areas has increased since the Bologna meeting in 1999, and so has the number of members of the Bologna Process - to 46 states in 2008. The last ministerial meeting was 17th of May 2007 – in London.
Parallel to this process is the Lisbon strategy from March 2000 when EU government leaders set the mission “to become the most competitive and dynamic knowledge economy in the world” within the year of 2010.
Research questions: On this background the main research questions are: What are the relations between the Bologna-process and the Lisbon-strategy and the possible impacts and consequences on national educational policy? Who are the actors involved on supranational and national levels? What kind of evidence is considered as important in the Bologna-process?
What are the main strategies for implementations in the Bologna-process?
Theoretical framework: Internationally research about educational policy has been extensive the two last decades. This research is using theory on change, restructuring and re-organisation, general theory in social science about power, governance and leadership. Governance theory and models are normally rooted in political science, but have been of great importance for analysing governance in education. In this study of the Bologna-process implementation theory will be important as analytical tool. Models for combining a macro and micro approach will be used and developed, inspired from work of Stein Rokkan (1987), Basil Bernstein (1996), van Horn, van Meter (1975), H. Daun (1998), R. Dale (2000), S. Robertson (2008), S. Ball (2007).
Method
Methodologically the study will be based on documents like plans, agreements, communiqués, white papers, common decisions, reports, journals and other publications.
Expected Outcomes
Expected outcomes is linked to documented interaction and connection between the Bologna- process and the Lisbon-strategy. Thy study will probably give a better understanding of how education is connected to the global economic policy and the consequences for higher education on the national level.
References
Stein Rokkan (1987), Basil Bernstein (1996), van Horn, van Meter (1975), H. Daun (1998), R. Dale (2000), S. Robertson,(2008), G.E. Karlsen (2006), G.E. Karlsen (2007), S. Ball (2007).
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