Introduction—Education Policy in Transformation

Nagel, Alexander-Kenneth; Martens, Kerstin; Windzio, Michael

doi:10.1057/9780230281295_1

Cited by 34 publications

(32 citation statements)

References 35 publications

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“…We focus, on the one hand, on the institutional opportunities and constraints in the political and education system, reflected by the number of veto players and the degree of centralization (Ganghof 2003;Tsebelis 1995). On the other hand, we incorporate the notion that ideas, norms and identities can also impact reforms, especially in the field of education (see Fearon and Wendt 2002;Nagel, Martens, and Windzio 2010). Thus actors may cling to historically entrenched principles of education despite internal or external pressures for change (see Martens et al 2010).…”

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confidence: 99%

Towards an education approach à lafinlandaise? French education policy after PISA

Dobbins

Martens

2012

Journal of Education Policy

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In this article, we address whether international student comparisons have changed the dynamics of French secondary education policy. We focus on the increasingly significant impact of the Organization for Economic Cooperation Development (OECD)'s Programme for International Student Assessment (PISA) on France, a country previously known for its aversion to international comparisons and its turbulent relationship with the OECD. We argue that not only are transnational pressures -in our study the perception of PISA -crucial determinants for the fate of potential reform measures, but also the capacity of the state to transform its education system and take corrective measures. Along these lines, we also examine the role of historically embedded guiding principles of education, in the French case most notably that of equality (égalité). We focus, in particular, on efforts of French policy-makers to emulate elements of the recent 'PISA champion' Finland.

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confidence: 99%

Towards an education approach à lafinlandaise? French education policy after PISA

Dobbins

Martens

2012

Journal of Education Policy

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“…Built on the foundation of the Enlightenment, the German idea of education was based on the ideal of ‘ Bildung ’, which refers to ‘an unfolding of personality through self‐cultivation’ (Lundahl & Waldow, , p. 372) and ‘humanistic character building rather than instrumental ideas of learning for economic life’ (Wiborg, , p. 542). Utilitarian education outcomes were subordinate to personal self‐refinement (Nagel, Martens & Windzio, ). Whilst economic considerations always existed in the interpretation of the education purposes, the humanistic education ideal was a keystone in evaluating education policies and potential reform initiatives.…”

Section: The German Reaction To Pisa In a Comparative Perspectivementioning

confidence: 99%

PISA and its consequences: Shaping education policies through international comparisons

Niemann¹,

Martens

Teltemann

2017

Euro J of Education

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As the field of education has become a highly internationalised policy field in the last decade, international organisations such as the OECD play an ever more decisive role in the dissemination of knowledge, monitoring of outcomes, and research in education policy. Although the OECD lacks any binding governance instruments to put coercion on States or to provide material incentive, it has successively expanded its competences in this field. OECD advanced its status as an expert organisation in the field of education mainly by designing and conducting the international comparative PISA study. With PISA, the OECD was able to greatly influence national education systems. Basically, States were faced with external advice based on sound empirical data that challenged existing domestic policies, politics, and ideas. One prominent case for the impact of PISA is Germany. PISA was a decisive watershed in German education policy‐making. Almost instantly after the PISA results were publicised in late 2001, a comprehensive education reform agenda was put forward in Germany. The experienced reform dynamic was highly surprising because the traditional German education system and politics were characterised by deep‐rooted historical legacies, many involved stakeholders at different levels, and reform‐hampering institutions. Hence, a backlog of grand education reforms have prevailed in Germany since the 1970s. The external pressure exerted by PISA completely changed that situation.

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“…From the governmental capacity/political economy (see Wilensky 2002) point of view, the empirical analysis concentrates on the education policymaking processes, the key actors, coalitions and decisions, and the parliamentary debates and negotiations. Germany, with its federal structure of Länder, is characterized by many veto players exhibiting a rather rigid political pattern, while Norway and England have few veto players (Nagel et al 2010). In Norway, the few but powerful veto players imply a culture of bargaining and coalition building, while in England there are few veto players and a winner-takes-all parliamentary system.…”

Section: Path-dependent Implementation Of the European Qualificationsmentioning

confidence: 99%

“…Education on the one hand has been linked to nation-building processes (Bartolini 2005) and the development of welfare states, and it is seen as a precondition for economic progress. On the other hand, the EU has the extended responsibilities, competencies and ability to recommend that nation states change their education policies (Nagel et al 2010). The overall ambition of this study is to explore the implementation of the EQF in the national settings of Norway, Germany and England, and to identify the explanatory factors of its degree of success.…”

Section: Introductionmentioning

confidence: 99%

Path-dependent Implementation of the European Qualifications Framework in Education. A Comparison of Norway, Germany and England

Helgøy

Homme

2013

Journal of Comparative Policy Analysis: Research and Practice

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By comparing the implementation of the European Qualifications Framework (EQF) in three education systems, this article advances the understanding of implementation processes and outcomes. The analytical framework combines concepts of norm diffusion with institutional, political and practical dimensions of implementation. Although a certain degree of norm diffusion is revealed, we find a variety of points of correspondence between national problem definitions and the EQF, varying levels of stakeholder involvement, as well as national institutional robustness against full EQF implementation. The national implementations represent different mind-sets and signify translation processes that reflect continuation of established institutional practices.

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Introduction—Education Policy in Transformation

Cited by 34 publications

References 35 publications

Towards an education approach à lafinlandaise? French education policy after PISA

Towards an education approach à lafinlandaise? French education policy after PISA

PISA and its consequences: Shaping education policies through international comparisons

Path-dependent Implementation of the European Qualifications Framework in Education. A Comparison of Norway, Germany and England

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