Inclusion and democracy.

https://www.nber.org/system/files/working_papers/w18121/w18121.pdf

Hard evidence on soft skills

Anderson, Benedict. 1991. Imagined Communities: Reflections on the Origin and Spread of Nationalism. London: Verso. Briggs, Asa and Peter Burke. 2005. A Social History of the Media from Gutenberg to the Internet. Cambridge: Polity Press. Chun, Wendy Hui Kyong. 2006. \"Introduction: Did Somebody Say New Media?\" In Wendy Hui Kyong Chun and Thomas Kennan eds., New Media/Old Media: A History and Theory Reader. New York: Routledge, pp. 1-11. Deibert, Ronald. 1997. Parchment, Printing and Hypermedia: Communication in World Order Transformation. New York: Columbia University Press. Elsaesser, Thomas. 2006. \"Early Film History and Multi-Media: An Archaeology of Possible Futures?\" In Wendy Hui Kyong Chun and Thomas Kennan eds., New Media/Old Media: A History and Theory Reader. New York: Routledge, pp. 13-26. Jenkins, Henry. 2006. Convergence Culture: Where Old and New Media Collide. New York: New York University Press. Luhman, Niklas. 2000. The Reality of the Mass Media. Cambridge: Polity Press. Mirzoeff, Nicholas. 2006. \"Network Subjects or, The Ghost is the Message.\" In Wendy Hui Kyong Chun and Thomas Keenan eds., New Media/Old Media: A History and Theory Reader. New York: Routledge, pp. 335-345. Saenger, Paul. 1997. \"Introduction\" to Space Between Words: The Origins of Silent Reading. Stanford: Stanford University Press, pp. 1-17. Thorburn, David and Henry Jenkins eds. 2003. Rethinking Media Change: The Aesthetics of Transition. Boston: MIT Press.

Imagined Communities: Reflections on the Origin and Spread of Nationalism (review)

The extent to which member states transpose EU directives in a timely fashion is often argued to be strongly associated with the general effectiveness of national bureaucracies. But what kind of institutional solutions ensure better performance? This paper examines the patterns and effects of departmental oversight across 28 ministries in Estonia, Hungary, Poland and Slovenia. In mapping the strength of oversight, it relies on around 90 structured interviews regarding the rules-in-use on transposition planning, legal review and monitoring of deadlines. The analysis of the impact of departmental oversight is based on an original dataset of over 300 directives with transposition deadlines between January 2005 and December 2008.

On the european union

Organization for Economic Cooperation and Development (OECD)

This paper examines the Programme for International Student Assessment (PISA), which has become a major and influential component of the Organisation for Economic Cooperation and Development’s (OECD) educational work. This measure of comparative performance of educational systems of member and other nations is based on tests commissioned by the OECD. The paper discusses the role of the OECD in establishing the ‘comparative’ turn and also describes PISA, its management and effects. It provides three examples of the impact of PISA in Finland, Germany and the UK before moving the focus to its impacts at the transnational level, through an examination of how key European policy actors see PISA and its effects. The paper concludes that PISA, through its direct impact on national education systems in Europe and beyond, has become an indirect, but nonetheless influential tool of the new political technology of governing the European education space by numbers.

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Governing by numbers: the PISA ‘effect’ in Europe

Europeanizing Education: governing a new policy space

This paper draws on a comparative study of the growth of data and the changing governance of education in Europe. It looks at data and the ‘making’ of a European Education Policy Space, with a focus on ‘policy brokers’ in translating and mediating demands for data from the European Commission. It considers the ways in which such brokers use data production pressures from the Commission to justify policy directions in their national systems. The systems under consideration are Finland, Sweden, and England and Scotland. The paper focuses on the rise of Quality Assurance and Evaluation mechanisms and processes as providing the overarching rationale for data demands, both for accountability and performance improvement purposes. The theoretical resources that are drawn on to enable interpretation of the data are those that suggest a move from governing to governance and the use of comparison as a form of governance.

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National Policy Brokering and the Construction of the European Education Space in England, Sweden, Finland and Scotland.

Through a sociological analysis of the knowledge and actors that have become central to international assessments, the paper focuses on the processes that influence the production of shared narratives and agendas, adopting the position that their existence is not organic, but rather the product of undertakings that often fabricate and manage, rather than strive for ‘real’ consensus. The paper suggests that limiting the analysis to the role of travel and exchanges of experts and policy-makers in the making of policy is, in fact, the construction of an ‘ideal-type’ of an international policy-making world. Recent research on these encounters suggests that one needs to focus on actors’ conflict and struggles, rather than processes of ‘collective puzzling’. Using the concept of ‘political work’, as well as elements of Bourdieu’s field theory, the paper shows the ways that international comparative testing in the field of education has not only offered policy-makers with much needed data to govern, but has in f...

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Expert Moves: International Comparative Testing and the Rise of Expertocracy.

Over recent years, research has shown the ways that national governments have seemingly ceded some of their autonomy in education policy development to international organisations (IOs) in the context of globalisation and one of its conduits, Europeanisation. This article develops the idea that IOs, and particularly the Organisation for Economic Co-operation and Development (OECD), have had significant policy influence within the context of education policy development in the European education space. The article focuses on an examination of the OECD's Programme for International Student Assessment (PISA) and the more recent Programme for the International Assessment of Adult Competencies (PIAAC) in order to discuss processes of problematisation and normalisation of the notions of 'skills' and 'competencies' by the two major European IOs, the OECD and the European Commission. It examines the ways both concepts have turned into a policy problem in need of soft governance through new data, standards and policy solutions. The article presents work in progress as part of the new project Transnational Policy Learning: a comparative study of OECD and EU education policy in constructing the skills and competencies agenda, funded by the Economic and Social Research Council. It is therefore a speculative article, setting out the research agenda and explaining the reasons why the construction of policy problems at the European education policy level needs to be further problematised itself by the research community.

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Sotiria Grek

Papers

Governing by numbers: the PISA ‘effect’ in Europe

Europeanizing Education: governing a new policy space

National Policy Brokering and the Construction of the European Education Space in England, Sweden, Finland and Scotland.

Expert Moves: International Comparative Testing and the Rise of Expertocracy.

International Organisations and the Shared Construction of Policy ‘Problems’: Problematisation and Change in Education Governance in Europe