23 SES 05.5 PS, General Poster Exhibition
General Poster Session during Lunch
Since 2000 the European Union (EU) education policy-making tools, which drive change and push different EU education agendas forward, have entirely changed. New policy-making tools include: regular monitoring, comparison, and reporting of education systems, evaluation by peers (peer review process) and large-scale international comparative assessment studies. They are primarily based on knowledge and expertise, and through interaction, constitute a new mode of EU governance. They work as governing devices by drawing national systems closer into European and global frameworks and practices through negotiation, co-option, cross-comparison, and competition (Ioannidou 2007; Ozga 2008; Delvaux and Mangez 2010; Grek 2010). These rich sources of educational research results and analyses are available to support member states in conceiving and implementing their education policies and education practices. In this way, they influence national education policies and therefore evidence-based education is seen as the driver of reform in national education systems.
Some authors (de Peuter 2007, Weiss et al. 2008) suggest that although basing educational policymaking on scientific evidence may be a good idea, its implementation and rigor are lacking. In other words, the knowledge being produced at the EU and international level is not being used in either the education policies or education practices of member states. In these new modes of EU governance where expert knowledge plays a key role, the successful translation of internationally produced knowledge is necessarily dependent on the experts and their influence in national education systems. Authors agree that empirical evidence in this field is missing and that the research question addressed in this paper – “What is the real role of international comparative assessment studies in member states and therefore in European education space”? – has not yet been satisfactorily answered.
The basic objective of the paper is to fill the research gap by providing an innovative research framework for investigating the role of international comparative assessment studies as part of evidence-based education in EU member states. In this way, the theories about the new modes of governance, policy learning and evidence-based policy will be used to introduce and explain the importance of international comparative assessment studies for national education policies and to highlight the empirical findings about the role international comparative assessment studies play in Slovenian education policy making. The paper therefore explain local contextual influences in relation to their interplay with international policy trends, in particular the spreading idea of evidence-based policy making and the efforts made to adapt to this model in Slovenian educational space. In conducting empirical research, special emphasis will be on the changing relationship between experts and expert knowledge on the one side and policy makers and stakeholders on the other side. At the end, previously mentioned theories will be also used to critically estimate the role international comparative assessment (should) play in Slovenian and therefore also European education space.
Altrichter, Herbert. 2010. Theory and Evidence on Governance: conceptual and empirical strategies of research on governance in education. European Educational Research Journal 9 (2): 147-158. Baker, Robyn. 2003. Promoting a Research Agenda in Education within and beyond Policy and Practice. Educational Research for Policy and Practice 2 (3): 171-182. Cooper, Amanda, Ben Levin and Carol Campbell. 2009. The growing (but still limited) importance of evidence in education policy and practice. Journal of Educational Change 10 (2-3): 159-171. European Commission. 2007. Towards more knowledge-based policy and practice in education and training. Brussels: European Commission. Grek, Sotiria. 2008. From symbols to numbers: the shifting technologies of education governance in Europe. European Educational Research Journal 7 (2): 208-218. Grek, Sotiria and Jenny Ozga. 2010. Re-inventing public education: the new role of knowledge in education policy-making. Public Policy and Administration 25 (3): 271-288. Ioannidou, Alexandra. 2007. A Comparative Analysis of New Governance Instruments in the Transnational Educational Space: a shift to knowledge-based instruments? European Educational Research Journal 6 (4): 336-347. Lajh, Damjan and Urška Štremfel. 2011. Exploiting the potential of the open method of coordination in Slovenian education policy. Sociologycky časopis 47 (3): 507-529. Lajh, Damjan and Urška Štremfel. 2011. The reception of the open method of coordination in Slovenia. Ljubljana: Faculty of Social Sciences. Lawn, Martin. 2006. Soft Governance and the Learning Spaces of Europe. Comparative European Politics 4 (2-3): 272-288. Ozga, Jenny. 2008. Governing Knowledge: research steering and research quality. European Educational Research Journal 7 (3): 261-272. Radaelli, M. Claudio. 2008. Europeanization, Policy Learning, and New Modes of Governance. Journal of Comparative Policy Analysis 10 (3): 239-254. Sanderson, Ian. 2002a. Evaluation, Policy Learning and Evidence-Based Policy Making. Public Administration 80 (1): 1-22.
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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