Educational reform and modernisation in Europe: The role of national contexts in mediating the new public management

Hall, David; Grimaldi, Emiliano; Gunter, Helen; Møller, Jorunn; Serpieri, Roberto; Skedsmo, Guri

doi:10.1177/1474904115615357

Cited by 54 publications

(50 citation statements)

References 32 publications

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“…NPM emerged in the mid-1970s in Anglo-Saxon countries, especially Australia, New Zealand and the United Kingdom (Hood 1991;Gunter 2012). It spread to most OECD countries in the 1990s and became the world-dominant paradigm of public policies in the early 2000s (Hall et al 2015). Despite major differences between national cases, there have been several common trends in educational policies associated with NPM (Hood 1991), including the introduction of school autonomy and the professionalisation of principals, who have increasingly been chosen from professions other than teachers; national and international assessments (e. g. PISA, TIMSS, PIRLS and cantonal standardized reference tests); the standardization of knowledge (from the 1998 English National Curriculum to the 2011-2014 Swiss Lehrplan 21/PER); and increased teacher accountability.…”

Section: New Public Management's Effects On Educational Institutionsmentioning

confidence: 99%

How the World of Work Transforms Educational Institutions

Duc

Duemmler

Durler

et al. 2019

Swiss Journal of Sociology

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The Introduction of Labor-Market Requirements into the Educational System Educational institutions differ in their proximity to the world of work. While some prepare learners for a future school-to-work transition or train them in a specific occupation or profession, others offer a more general educational program that is more distant from labor-market requirements. Economic labor market concerns do not automatically enter and merge with the inherent logics of educational institutions. Educational institutions do not only function to prepare individuals for the labor market, but also to integrate them into society socially, culturally and politically. Nevertheless, there is a relationship between school levels and their proximity to labor-market requirements. While obligatory educational programs are logically more distant from the employment system, post-obligatory secondary and tertiary educational programs tend to be related to this system more closely, albeit in different ways. In Switzerland, post-obligatory education has historically been divided into academic, general and vocational education. The proximity to labor-market requirements is greatest in the latter (Georg and Sattel 2006). The vocational education and training (VET) system, which dominates the post-mandatory educational system in Switzerland, trains apprentices to be able to enter occupational positions in the labor market immediately after completing their training. Indeed, occupational organizations define the ordinances and the main components of the relevant curriculum, while state federal authorities are only responsible for issuing them (SEFRI 2018). During the last few decades, however, educational policy has become more prominent in formulating strategies and initiating reforms in order to better adapt the educational system and its programs to labor-market realities and changes (Tomlinson 2013). Since the 1990s, the attractiveness of VET and its capacity to adapt to the labor market's requirements for new and higher qualifications have been questioned. Increasing numbers of students have been drawn to higher education (Kiener and Gonon 1998). In response, new vocational programs were created to enable lifelong learning and continuous integration into the employment system, universities of applied sciences were established and the VET system introduced the Vocational Baccalaureate Diploma. These reforms were intended to render the system more permeable to tertiary education in view of a labor market situated in a globalized economy and based on knowledge-intensive activities (Kiener and Gonon 1998). The academic system has not escaped educational strategies to take labor-market needs more into account, in particular in light of the expansion of the university

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Section: New Public Management's Effects On Educational Institutionsmentioning

confidence: 99%

How the World of Work Transforms Educational Institutions

Duc

Duemmler

Durler

et al. 2019

Swiss Journal of Sociology

View full text Add to dashboard Cite

show abstract

“…Further, such global influences are also often interpreted to lead to national developments that are directed towards achieving seemingly universal goals (Karseth & Sivesind, 2010;Pettersson, Prøitz, & Forsberg, 2017;Røvik, 2014;Simola, Rinne, Varjo, & Kauko, 2013). Nevertheless, local, regional and national variations more often characterize the field of education (Hall et al, 2015;Hopmann, 2008Hopmann, , 2015. Governance research that relies too much upon examining overall and national policies might lead to methodological nationalism (Chernilo, 2011;Sager, 2016), where the various levels of education are placed in the background and empirical, e.g.…”

Section: Domestic and Local Influences In Education Policymentioning

confidence: 99%

Domestic and local influences in education policy

Prøitz

2018

Nordic Journal of Studies in Educational Policy

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“…The effects of PISA cannot be separated from the contextual forces of Neoliberalism upon global educational systems throughout the world (for example, Hall et al, 2015;Savage et al, 2013) which has implications for social justice and the organisation of society (Rezai-Rashti et al, 2016). 'The globalisation of education' has resulted in increased global inequalities (Zajda, 2015;Connell, 2013), notwithstanding, the confusions and challenges of implementing global educational reforms (O'Leary & Wood, 2016).…”

Section: Educational Practice and Theorymentioning

confidence: 99%

Speaking from the Stomach? Ventriloquised Ethnocentrisms about Finnish Education

Simpson¹,

Dervin²

2017

educat prac theory

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In recent years the words 'Finnish education' are accompanied by utterances of 'an education miracle', 'the best education system', 'a success' and a number of other adjectives and superlatives to 'describe' education in Finland. While Finland's PISA ranking has declined media interest and discourses on 'Finnish education' have not relented. Seemingly, Finland's educational system is as popular as it has ever been. Finland's education system is viewed with 'international admiration' yet behind these discourses are a number of discursive contradictions. Using the discursive concept of ventriloquism (Tannen, 2010;Cooren, 2014) we show how 'Finnish education' has become ventriloquised -when 'Finnish education' is uttered a number of automatically generated responses are uttered by speakers. In this sense, discourses on 'the success of the Finnish education system' act as prevailing meta-discourses. We argue that, behind these constructs, can too easily lie ventriloquised discourses reinforcing and (re)producing Finnish ethnocentrisms, intercultural ignorance and a lack of regard for the other. Through analysing the discourses of specific educators and academics on 'Finnish education' we show that behind the 'hype' and meta-discourses on the Finnish education system lie possible sentiments of (hidden) ethnocentrisms, (hidden) xenophobia, and (hidden) racism.

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Educational reform and modernisation in Europe: The role of national contexts in mediating the new public management

Cited by 54 publications

References 32 publications

How the World of Work Transforms Educational Institutions

How the World of Work Transforms Educational Institutions

Domestic and local influences in education policy

Speaking from the Stomach? Ventriloquised Ethnocentrisms about Finnish Education

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