Discussion: The importance of context in european school policy reforms

TY - CHAP

T1 - Discussion: The importance of context in european school policy reforms

AU - Moos, Lejf

AU - Krejsler, John Benedicto

PY - 2023/8

Y1 - 2023/8

N2 - The chapter discusses relations between transnational alignments and national contestations in school reform policies in Europe in the movements and traffic between country and regional cases and transnational discourses. Influences from transnational agencies are discussed in relation to all country cases. Discussed is also whether soft governance instruments create more homogenized school systems across Europe over time, or whether national recontextualization and contestation make a difference that maintains different trajectories in school policies across Europe. The integration into the transnational collaborations made country politics more comparable, through the demand for performance in education and the demand for autonomy in governance. A pivotal policy advice involves devolving authority from the state downwards, to be designated as ‘the need for autonomy’ and the demand for performance and measurement in education.The comparisons in this chapter are built on a shared format of the accounts of the national political contexts, their histories and current situations. Using this material, we were able to identify three regions gathering the country cases, i.e. Central & Eastern Europe +& Western Balkans, Southern Europe, and Northwestern Europe. The region-construction illustrates interesting similarities and differences between national policies.

AB - The chapter discusses relations between transnational alignments and national contestations in school reform policies in Europe in the movements and traffic between country and regional cases and transnational discourses. Influences from transnational agencies are discussed in relation to all country cases. Discussed is also whether soft governance instruments create more homogenized school systems across Europe over time, or whether national recontextualization and contestation make a difference that maintains different trajectories in school policies across Europe. The integration into the transnational collaborations made country politics more comparable, through the demand for performance in education and the demand for autonomy in governance. A pivotal policy advice involves devolving authority from the state downwards, to be designated as ‘the need for autonomy’ and the demand for performance and measurement in education.The comparisons in this chapter are built on a shared format of the accounts of the national political contexts, their histories and current situations. Using this material, we were able to identify three regions gathering the country cases, i.e. Central & Eastern Europe +& Western Balkans, Southern Europe, and Northwestern Europe. The region-construction illustrates interesting similarities and differences between national policies.

KW - school policy reform

KW - European education

KW - transnational education policy

KW - Context

KW - Interpretations

KW - Comparison

KW - Regions

KW - Nations

KW - Power

UR - http://www.scopus.com/inward/record.url?scp=85167893148&partnerID=8YFLogxK

U2 - 10.1007/978-3-031-35434-2

DO - 10.1007/978-3-031-35434-2

M3 - Book chapter

SN - 978-3-031-35433-5

T3 - Educational Governance Research

SP - 303

EP - 327

BT - School Policy Reform in Europe

A2 - Krejsler, John Benedicto

A2 - Moos, Lejf

PB - Springer

CY - Cham

ER -