23 SES 05 D, Education Policy Borrowing and Transfer
The paper asks which mechanisms pattern policy borrowing and transfer of education policies in the European Union. It draws on Lange and Alexiadou's (2010) typology of mutual, imperialistic, competitive and surface policy learning within the Open Method of Coordination as applied to education. In this vein, it discusses the research questions and the methods of analysis of two studies.
The first study has to do with policies against early school leaving (ESL) in Spain. In this area, the paper hypothesizes that both the central and (a sample of) regional governments recently adopted the EU recommendations by means of competitive learning. That is, these educational authorities were apparently interested in meeting some statistical targets but did not elaborate on the rationale and the implications of those recommendations. This argument draws on evidence collected for project ABJOVES during 2012-16 (IP: Aina Tarabini, Univ. Autònoma de Barcelona, http://abjoves.es). It is particularly relevant insofar as Spain records the highest ESL rate in the EU.
The second study has to do with lifelong learning policies. Since 2013, the Commission has tried to extend the Youth Guarantee Scheme from a few countries to all the member states. Here, the point is whether this process enacts a sort of mutual learning which entails developing a common and shared rationale for policy-making. In this regard, the paper draws on project YOUNG ADULLLT (IP: Marcelo Parreira, Univ. Münster, http://www.young-adulllt.eu). This work will be conducted between 2016 and 2019.
These two hypotheses are inspired by a more general thesis. Research on education policy borrowing and transfer has noticed that a varied array of mechanisms can make a huge difference in the reception of the same guidelines in different settings (Steiner-Khamsi & Waldow, 2012). The point is that ideas are extremely influential in political activity, but they are always enmeshed in complex webs of social relations (Schmidt, 2008). Thus, education policy normally proceeds by selectively enacting certain priorities that affect some aspects of teaching and school organisation (Ball et al, 2012). Unsurprisingly, Lange and Alexiadou's (2010) findings on education and Europeanisation are not exceptional compared to other policy areas. In fact, Europeanisation often proceeds by means of strategically using political and cognitive instruments to manage the relationship between the different layers of governance (Radaelli & Bolleyer, 2009; Radaelli et al, 2013).
Ball, S., M., M., H. Braun, A. K., and Perryman, J. 2012. How Schools Do Policy. Policy Enactments in Secondary Schools. New York: Routledge. Corbin, J. & Strauss, A. (1990) Grounded Theory Research: Procedures, Canons, and Evaluative Criteria. Qualitative Sociology, 13(1): 3-21. Fairclough, N. 2003. Critical Discourse Analysis: The Critical Study of Language. London: Longman. Harvey, W. (2011). Strategies for conducting elite interviews. Qualitative Research, Vol. 11, No. 4, pp. 431–441. Huang, R. 2014. RQDA: R-Based Qualitative Data Analysis. R Package Version 0.2-6. URL http://rqda.r-forge.r-project.org/. http://rqda.r-forge.r-project.org/. Lange, B. & Alexiadou, N. 2010. Policy Learning and Governance of Education Policy in the EU. Journal of Education Policy 25, no. 4: 443–463. Radaelli, C., and Bolleyer, N. 2009. Has Europeanization Gone Too Far? Comparative European Politics 7, no. 3: 384–395. Radaelli, C., Dunlop, C., and Fritsch, O. 2013. Narrating Impact Assessment in the European Union. European Political Science 12: 500–521. Steiner-Khamsi, G., and Waldow, F. 2012. Policy Borrowing and Lending. World Yearbook of Education. London and New York: Routledge.
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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