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1.
This article examines the ideational construction and definition of the European Digital Education Area (EDEA) as a policy space and mechanism for the mainstreaming of digital technologies in Europe's education and training systems. It revisits the foundational pillars on which it is premised, proposed in a previous iteration of the concept: formal legislation, mainstreaming of digital education actions and interlinked networks of practice. Employing a mixed methods approach, involving discourse analysis of key policy documents enacted over the past two decades, an online survey of ICT project coordinators under the Lifelong Learning Programme, and interviews with policy officers at the European Commission, the study reinforces the structure and utility of the EDEA for ICT diffusion in education. It argues for its formal acknowledgment as a political priority and key policy area enforceable through instruments similar to those existing under the Bologna Process for a coherent, concerted and strategic approach to digital education at EU level.  相似文献   

2.
The creation of a distinctive and useful European education policy space is a necessary part of the project of Europeanization in the European Union. A ‘European education area’ is fundamental to the contemporary structuring of the European Union; it announces the arrival of a major discursive space, centred on education in which the legitimation, steering and shaping of European governance is being played out. This article explores the problem of governance and education, through its first stage, the construction of a European education project, based on cultural inheritance and then cooperation networks; then it examines, in the second stage, the determination of a new policy of lifelong learning. This new policy shifts the emphasis from formal institutional influence and centres on the individual learner, stressing performance and comparison. The article discusses the difficulty of this task, and its most important aspect, connecting governance and a meaningful project.  相似文献   

3.
Open methods for coordinating (OMC) education policies in the EU rely on a number of techniques, one of which is policy learning. This article examines how policy learning and governance transform each other. More specifically, policy‐learning in the education OMC becomes differentiated into four distinct learning styles: mutual, competitive, surface and imperialistic learning. While they overlap with some forms of policy learning discussed in the literature, they are also different by focusing upon interactions and political dynamics between the European Commission and the member states. In seeking to understand how governing through learning occurs, we argue that any ‘impact’ of EU‐level policy‐learning is co‐constructed by both the European Commission and the member states. The analysis of this article is grounded in a discourse analytical and institutionalist perspective. It draws on qualitative data derived from semi‐structured interviews with officials from the Directorate General for Education and Culture in the European Commission and on EU documents generated during policy‐learning activities.  相似文献   

4.
European societies have become increasingly diverse as a result of legal and illegal migration flows, and educationists are facing the challenge of how to address the presence of migrant students. In recent years, there has been increasing activity at European level in the field of intercultural education despite the principle of subsidiarity. This article draws on 30 European level policy documents published within the last decade to analyse the dynamics influencing intercultural education in Europe. These include European Union institutions (such as European Commission, European Council, and Council of Ministers) and Council of Europe documents. Our discussions are situated within historical and contemporary European immigration policy developments. We argue that the main emphasis of recent European level policies and directives is on fostering social cohesion through incorporating migrant students. In so doing, European organisations have had to deal with arguments surrounding the legitimacy of European policy initiatives in the field of intercultural education.  相似文献   

5.
Abstract

An Organisation for Economic Cooperation and Development research priority, innovative learning environments (ILEs) have been translated into policy and practice in 25 countries around the world. In Aotearoa/New Zealand, learning spaces are being reconceptualised in relation to this policy work by school leaders who are confronted by an impetus to lead pedagogic change. The article contributes a conjunctural analysis of the milieu around the redesign of these education facilities. Recognising that bodies and objects entwine in pedagogic spaces, we contribute a new materialism reading of ILEs as these are instantiated in New Zealand. New materialism recognises the agential nature of matter and questions the anthropocentric narrative that frames the post-enlightenment conception of what it means to be human. The decentring of human subjects through a materialist ontology facilitates a consideration of the power of objects to affect the spatial politics of learning environments. The article traces a relationship between the New Zealand strategic plan for Education 2015–2021 and principal conceptions of ILE as the lived spaces of this policy actualisation and the disciplinary/control society conjuncture. Informed by theories of spatial practice, we argue that principals’ understandings of ‘space’ are integral to pedagogic approaches within open-plan spaces. A conjunctural analysis can expand the capacity to act politically. By examining the complex conditions of a political intervention, in this case ILEs, we trace the displacements and condensations of different sorts of contradictions, and thus open up possibilities for action.  相似文献   

6.
In England, governing bodies continue to be responsible for the conduct of publicly funded schools. This article compares the governing of publicly funded primary schools (for 5–11 year olds) and secondary schools (for 11–18 year olds). The research analysed policy documents and the governing of 16 primary and 14 secondary schools. The main governance mode for both primary schools and secondary schools is hierarchical and similar in nature, and the governing bodies of primary and secondary schools use broadly similar governing instruments. However, they differ in significant ways. In primary schools, governing is smaller in scale and less complex. Primary school governing is closer to the school and children, and the images held by governors of the system to be governed are better developed in primary schools. Functional knowledge was more useful in primary school governing, and the use of informal meetings as instruments of governance was more widespread in primary school governing. The findings and their implications need to be taken into account in the analysis of and policy making for school governing.  相似文献   

7.
Abstract

European education governance is increasingly affected by and effectuated through digital means. This article presents an analysis of the way in which Europe is increasingly deploying digital technologies, and more specifically websites, in order to shape and communicate its education policies. Drawing on the notion of the diagram as the multimodal combination of texts and visuals into a single plane, the article scrutinizes two websites that play a central role in the production and distribution of policy data: first, the European Commission’s Directorate Education and Culture website presenting the Education and Training monitor; second, the Open Education Europa website stimulating the deployment of Open Education practices in Europe. Conceived as active devices, various diagrams on these websites are analyzed in view of the operations they perform. It is argued that these diagrams portray related interplays of absence and presence, enact specific spaces into being, and call for specific ways of taking action upon the reality they purport to represent. As such, diagrams have become an integral part of European education governance in the digital age.  相似文献   

8.
ABSTRACT:  Prior to its election to office in 2007, the Australian Labor Party announced a commitment to introduce Trade Training Centres (TTCs) into all Australian secondary schools as an initiative of its Education Revolution. TTCs were proposed as a key element of Federal Labor's education and training policy that aimed to manage future risks to Australia's competitiveness in the emerging global economy and to support school-to-employment transitions for young people. This analysis adopts a governmentality framework to conceptualise the Federal Government's introduction of TTCs alternatively as a key strategy for nationalising social investment politics in Australia. The paper draws on recent Australian policy documents to argue that TTCs are social technologies that work to open up social spaces in and around schools for governing relationships between schools and other community stakeholders, particularly businesses and families. The paper concludes by examining policy implications, including those of social justice, for promoting school community partnerships through TTCs.  相似文献   

9.
In the present study we provide an interpretation of a general narrative of transnational governance of higher education. All the elements of the narrative – competition, ranking autonomy and accountability – are visibly present in contemporary higher education policy agenda. We examine these not as separate ideas and practices but as an interlinked whole, bringing an amount of coherence to transnational governance of higher education in Europe. All the elements, as they are currently represented in policy statements by the European higher education establishment, are premised on social atomist ontology and ideology of competition. Consequently, drawing on textual evidence we argue that the recent trend for increasing universities' institutional autonomy and accountability has been justified by reference to competitive logic, which, in turn, has been strengthened by the practice of comparative ranking. The article contributes to diagnosing potential misconceptions that frame the current higher education policy-making in Europe.  相似文献   

10.
This article discusses two school‐based case studies of vocational education and training in the areas of information technology and hospitality from the perspective of the agendas of ‘lifelong learning’. Lifelong learning can be seen as both a policy goal leading to institutional and programme reforms and as a process which fosters in learners identities that enable them to thrive in the circumstances of contemporary life. These case studies suggest that current approaches to vocational education and training in schools are enacting the first but not the second of these agendas. Institutional barriers are being removed and work placements drawn in to schooling programmes. However, the pedagogy, assessment and curriculum of the programmes emphasizes short‐term (and conflicting) knowledge objectives rather than orientations to flexible lifelong learning. We argue that it is teachers rather than the students who are thrust most forcibly into adopting new learner‐worker identities consonant with the attributes of ‘lifelong learners’ and the demands of the contemporary workplace.  相似文献   

11.
Abstract

In this article, we discuss the process of standardization of Higher education (HE) initiated by the Bologna Process bringing to the forefront the temporal politics of the standardization of European Higher Education Arena (EHEA). Empirically, we perform a comparative review of the Scorecards indicators at the base of the Bologna Process monitoring project. We argue that the fabrication of EHEA could be seen as the installation of new time-space ‘time’ and ‘space’ appear inevitably intertwined. Instead of being a simple addition, the time space of EHEA interferes with the multiple time spaces of educational institutions and is characterized by being a network time, an unbroken and fragmented temporality sustained, enacted through, and controlled by the fluidity and the malleability of standards. They change recurrently over time, playing with different rhythms. What emerges is an overall arrhythmia that maintains the field permanently in tension. This reconfigures temporality as intrinsically manifold: as multiple and heterogeneous. Moreover, the temporal politics of standards reconfigures perception of past, present and especially future. The current state of implementation is constantly being (re)shaped in relation to the present and future performances, where’s one today level of EHEA targets achievement forms the basis for improvement tomorrow. In this scenario, assessing standards and headline targets become a policy instrument for synchronizing the countries performances, by locating them in a temporal framework that encodes future-oriented dispositions.  相似文献   

12.
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13.
The European Qualifications Framework (EQF) for lifelong learning has been characterized as a policy instrument with a number of contested ideas, raising questions about the process through which such instruments are developed at European level. The introduction of the EQF is in this article examined through variations of neo-institutional theory: historical contingency perspective, rational perspective, normative perspective and a process of chance. The EQF is examined as a case, using documents and expert interviews as empirical sources. The article highlights the complex interplay between various historical processes that enabled the introduction of the EQF and how problems and solutions can drive the process forward in a dialectic manner. Furthermore, while the impact of the EQF on national level remains to be seen at this point, the analysis uncovers increased space for introducing new instruments on EU level.  相似文献   

14.
This article is concerned with exploring the ways in which head teachers’ leadership for social justice is understood and enacted within the context of inclusion. Head teachers’ leadership praxis is influenced by individual understandings of social justice, as well as dominant institutional realities and policy priorities that indicate the extent to which there is commitment to the process of socially just change. This commitment is significantly manifested in the ways in which an educational system advances new forms of professionalism, effectiveness indicators and accountability regimes that are aligned with concerns about providing socially just and non-discriminatory learning communities for learner diversity.  相似文献   

15.
Theoretically and methodologically, understanding the role of research within art and design practices is a recurring theme within contemporary dialogue and debate. In the published literature, there are many questions around how categories and definitions of artistic research are employed within the increasingly under‐resourced realm of higher education. This article contributes to this larger discussion by building up our knowledge of a particular feature of this landscape: how research policy and planning documents at art and design universities represent and define artistic research. While examining research at the level of practice remains important, we must also understand the symbolic and practical weight that institutional directives carry. In light of recent literature on artistic research and the debates concerning its evaluation and institutionalisation, this article develops our contemporary understanding of the role of the art and design university as an important mediator of conflicting perspectives on the ‘value’ of art and design research. Based on a discourse analysis of research planning documents from Canada's three independent public art and design universities, this article will argue that it is not the definition of artistic research itself that is the most contentious feature of university research planning – it is defining the value of this research that invites conflict and concern.  相似文献   

16.
In this article, the focus is on educational governing in the making. Drawing on conceptual underpinnings of socio-technical approaches, this implies an interest both on the way in which a sound knowledge base for policy measures is created, as on the distribution of that knowledge through publically available instruments. Governing by evidence only is possible when it relies on concrete instruments, such as feedback reports, publically consultable audits and examples of good practice. Since knowledge-related practices increasingly make use of online tools where knowledge is accessible for each and all, three websites are analysed in a particular way to describe the making of evidence. First, considered as active devices, the websites are analysed as essential components of the governing by evidence: by publishing specific data and information in a particular way, they come to constitute what comes to count as evidence and the way in which it comes to count. By addressing their visitors in a particular way, moreover, they constitute for whom it comes to count as evidence. As such, we argue, it becomes visible that digital spaces of evidence actually make schools real, and, at once, that there are different modes for schools to exist.  相似文献   

17.
The article analyzes the basic documents adopted by the ministers of education of the country participants in the Bologna Process at their latest meeting in Yerevan, Armenia. It identifies the problems and challenges facing national education systems during the present stage of development, and explores the priorities and obligations of these countries to promote cooperation and integration in the framework of a common educational space. Particular attention is paid to the analysis of statistical data and national reports on the implementation of the main objectives established by European agreements during the current decade. A key factor in ensuring mutual trust and creating a common space for higher education is establishing a multitiered quality assurance system at the institutional, national, and European levels. The author argues for the need to review and approve the new Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG).  相似文献   

18.
ABSTRACT

In the last decades, most countries have adopted data-intensive policy instruments aimed at modernizing the governance of education systems, and strengthening their competitiveness. Instruments such as national large-scale assessments and test-based accountabilities have disseminated widely, to the point that they are being enacted in countries with very different administrative traditions and levels of economic development. Nonetheless, comparative research on the trajectories that governance instruments follow in different institutional and socio-economic contexts is still scarce. On the basis of a systematic literature review (n?=?158), this paper enquires into the scope and modalities of educational governance change that national large-scale assessments and test-based accountability instruments have triggered in a broad range of institutional settings. The paper shows that, internationally, educational governance reforms advance through path-dependent and contingent processes of policy instrumentation that are markedly conditioned by prevailing politico-administrative regimes. The paper also reflects on the additive and evolving nature of educational governance reforms.  相似文献   

19.
艾伦·泰特教授(Alan Tait),是国际开放和远程教育领域最知名的研究学生学习支持的专家之一。现任英国开放大学教育及语言学院院长,欧洲远程和网络化学习联盟(简称为EDEN,全称为European Distance and E-Learning Network.网址:ht-tp://www.eden-online.org)的副主席,《欧洲开放,远程和网络化学习杂志》(全称Euro-pean Journal of Open,Distance and E-Learning,网址:http://www.eurodl.org)的主编。艾伦·泰特教授从1974年起就一直供职于英国开放大学,曾分别服务于英国开放大学的总部和地区中心,1989-1998期间曾任《开放学习》(Open Learning)杂志的编辑,他所提出的关于学生学习支持的理念和模式被很多研究者所引用,并被诸多的实践者所运用,其研究兴趣主要有学生支持/学习者支持、学习中心的组织、学生指导与咨询,以及辅导教师的管理和培训。  相似文献   

20.
This article provides a case study of the development of the Open Learning Systems Education Trust's “English in Action” programme in South Africa from 1993 to the end of 2004. It describes the programme's development from a model focused on enhancing learner involvement and learner gains to a model of distance education and open learning focused on promoting teacher and learner gains through school, classroom, and teacher support, and through in‐service teacher training. It documents the expansion of schools, teachers, and learners involved in the programme over a 12‐year period. It also points out the implications and limitations of the use of radio to enhance teacher and learner involvement in open learning, in terms of the renewed interest in radio learning which has taken place over recent years in developing countries, as well as more broadly internationally.  相似文献   

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