Education policy governance and the power of ideas in constructing the new European Education Area

Alexiadou, Nafsika; Rambla, Xavier

doi:10.1177/14749041221121388

Cited by 11 publications

(5 citation statements)

References 29 publications

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“…In light of the EU’s continuous efforts from the 1980s onwards to promote teacher’s learning and labour market mobility in Europe (cf. Directive 2013/55/EU on the recognition of teacher qualifications for free movement in the Single Market), we might even understand the trajectory of EU governance over recent decades as strategic efforts to create a European professional exchange field for teachers, given further momentum by the strategy to create a European Education Area ( Alexiadou and Rambla, 2023 ). This field remains rudimentary, yet the point highlights the need to trace the evolution of issues, such as teacher mobility, shortages, recruitment, and retention, as this European professional exchange field develops and adds further complexity to the very issues that EU governance seeks to address.…”

Section: Discussionmentioning

confidence: 99%

The European Union’s governance of teachers and the evolution of a bridging issue field since the mid-2000s

Sorensen,

Dumay

2024

European Educational Research Journal

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Concerned with European Union (EU) governance of teachers since the mid-2000s, this paper makes an empirical as well as theoretical contribution to education policy studies in the context of EU governance. Drawing on neo-institutional field theory and an empirical material of policy documents and interviews, the paper analyses the consolidation and evolution of a field at the EU level that is focused on the governance of the teaching profession. We argue that this field constitutes a bridging issue field, spanning several policy domains, including education, employment and economy, and characterised by non-linear and relatively slow change. We demonstrate how the field since the mid-2000s has become elaborated via the strategic framing of teacher skills and careers as policy issues, the mobilisation of actors and networks, and an expanding institutional infrastructure of mechanisms and policy instruments. Theoretically, the paper advances the debate on EU governance by highlighting the epistemic gains of neo-institutional field theory in making sense of soft governance contexts and their trajectories as an outcome of the interplay between issue framings, different types of actors, and institutional infrastructure.

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Section: Discussionmentioning

confidence: 99%

The European Union’s governance of teachers and the evolution of a bridging issue field since the mid-2000s

Sorensen,

Dumay

2024

European Educational Research Journal

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“…Therefore, it was incumbent on policymakers to make and carry out policies to ensure educational equality across genders. Educational policies should be made to promote inclusive education, paying enough attention to gender discrepancies in academic self-concept and minimizing gender stereotypes in educational settings (Alexiadou and Rambla, 2022 ). As for curriculum policy, courses should integrate learning orientation, and goal orientation with activity orientation, imperceptibly enhancing female students' STEM self-concept (Mynott, 2018 ).…”

Section: Discussionmentioning

confidence: 99%

Gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy: A systematic review

Wang

2023

Front. Psychol.

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Although academic self-concept plays a crucial role in promoting students' education, there is a paucity of studies simultaneously exploring the gender-moderated effects of academic self-concept. This study aimed to explore gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy. With Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocol (PRISMA-P) and STARLITE criteria, this study screened and assessed the retrieved literature, finally including 53 studies. It was concluded that academic self-concept exerted a positive influence on improving achievement, enhancing motivation, ameliorating performance, and boosting self-efficacy. It should also be noted that interrelations between academic self-concept and other educational constructs may be much more complicated than expected since gender disparities may moderate the effects of academic self-concept. Gender discrepancies in academic self-concept could account for the gap between male students and female students in subject-specific achievement, motivation, performance, and self-efficacy, especially in STEM courses. Teaching interventions and educational policies should be taken to enhance female students' STEM courses self-concept. Future studies should promote educational equality, highlight academic self-concept of special groups, and enhance academic self-concept in online learning.Systematic review registrationhttps://osf.io/uxjnv/?view_only=b10db44d34154d96a361c159ca15a5b5.

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“…In the specialised literature on EU education governance, the increasing budgets and scope of EU education and training policy activities have been understood as signalling the mutual implications between European integration and the formation of a European education space, evident in the launch of a series of highly profiled 'areas', such as the European Research Area in 2000 and the European Higher Education Area in 2010, the latter building on the Bologna Process (Carter and Lawn, 2015;Dale, 2009a;Harmsen, 2015;Lawn and Grek, 2012;Nóvoa and Lawn, 2002). More recently, the ambition to create a European Education Area was launched in 2017, and the set of strategic goals for the 2021-2030 period indicate yet another step change in the scope of EU education governance (Alexiadou and Rambla, 2023).…”

Section: Making Sense Of Eu Education Governancementioning

confidence: 99%

Re-articulating the form of the political: Contemporary education governance in the European Union. Introduction to the Special Issue

Sorensen,

Eeva

2024

European Educational Research Journal

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This article serves as an introduction to a Special Issue focusing on the nature, trajectories, and boundaries of contemporary European Union (EU) education governance. The Special Issue comprises four papers, which draw on original empirical research and employ different theoretical outlooks and methodologies. This introductory article situates these papers in the current scholarship on EU governance and Europeanisation. Arguing that the papers together demonstrate the significant advance of Europeanisation in the governing of European education systems since the late 1990s, we discuss the epistemic gains, complementarities and emphases of the four papers. Finally, we identify pertinent issues for further research.

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Education policy governance and the power of ideas in constructing the new European Education Area

Cited by 11 publications

References 29 publications

The European Union’s governance of teachers and the evolution of a bridging issue field since the mid-2000s

The European Union’s governance of teachers and the evolution of a bridging issue field since the mid-2000s

Gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy: A systematic review

Re-articulating the form of the political: Contemporary education governance in the European Union. Introduction to the Special Issue

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