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Soft Governance, International Organizations and Education Policy Convergence

E-BookPDF1 - PDF WatermarkE-Book
273 Seiten
Englisch
Palgrave Macmillan UKerschienen am17.08.20161st ed. 2016
This book examines the extent to which international organizations have shaped reforms in education and training in federalist countries with regards to policy convergence. In advanced democracies, international organizations have become increasingly influential in government activity. This also applies to policy fields that have traditionally been nearly exclusively regulated by the nation-state. How strong is their influence in policy fields like education where they rely on purely soft governance to stimulate national policies? From a political science perspective, three major initiatives are analyzed: the OECD's PISA study, the European Bologna process and the European Union's Copenhagen process. Within a few years, these initiatives have contributed to deep transformations within the education arena. This book elucidates the processes in which nation-states comply with these initiatives, using the examples of Switzerland and the United States. 


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Tonia Bieber is Policy Advisor to the Federal Ministry of Education and Research, Germany. Before, she was Senior Researcher at the Kolleg-Forschergruppe 'Transformative Power of Europe' of Otto-Suhr-Institute, Free University of Berlin, and at the Collaborative Research Center 'Transformations of the State', University of Bremen, Germany. She has published on multilevel governance, international organizations, European integration in education and training policies, and policy convergence. She is the co-editor of Shaping Inequalities: Welfare State Transformation and its Outcomes.mehr
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Produkt

KlappentextThis book examines the extent to which international organizations have shaped reforms in education and training in federalist countries with regards to policy convergence. In advanced democracies, international organizations have become increasingly influential in government activity. This also applies to policy fields that have traditionally been nearly exclusively regulated by the nation-state. How strong is their influence in policy fields like education where they rely on purely soft governance to stimulate national policies? From a political science perspective, three major initiatives are analyzed: the OECD's PISA study, the European Bologna process and the European Union's Copenhagen process. Within a few years, these initiatives have contributed to deep transformations within the education arena. This book elucidates the processes in which nation-states comply with these initiatives, using the examples of Switzerland and the United States. 


div>


Tonia Bieber is Policy Advisor to the Federal Ministry of Education and Research, Germany. Before, she was Senior Researcher at the Kolleg-Forschergruppe 'Transformative Power of Europe' of Otto-Suhr-Institute, Free University of Berlin, and at the Collaborative Research Center 'Transformations of the State', University of Bremen, Germany. She has published on multilevel governance, international organizations, European integration in education and training policies, and policy convergence. She is the co-editor of Shaping Inequalities: Welfare State Transformation and its Outcomes.
Details
Weitere ISBN/GTIN9781137476951
ProduktartE-Book
EinbandartE-Book
FormatPDF
Format Hinweis1 - PDF Watermark
FormatE107
Erscheinungsjahr2016
Erscheinungsdatum17.08.2016
Auflage1st ed. 2016
ReiheTransformations of the State
Seiten273 Seiten
SpracheEnglisch
IllustrationenXIX, 273 p. 4 illus. in color.
Artikel-Nr.2014335
Rubriken
Genre9200

Inhalt/Kritik

Inhaltsverzeichnis
1;Series Preface;6
2;Acknowledgments;8
3;Contents;12
4;Abbreviations;14
5;List of Illustrations;18
6;List of Tables;20
7;Part I: Framing Soft Governance, Education, and Convergence;21
8;Chapter 1: Education in Transition: An Empirical Puzzle;22
8.1;Internationalization Processes in Education;26
8.2;The Approach and Intentions of the Book;30
8.3;The Plan of the Book;36
8.4;Notes;38
8.5;References;39
9;Chapter 2: Measuring Convergence in Education Policy;44
9.1;Measuring Policy Convergence;44
9.2;The PISA-Based OECD Recommendations;46
9.3;The Aims of the Bologna Process;49
9.4;The Aims of the Copenhagen Process;52
9.5;Multistage Case Selection and Methodology;55
9.6;Notes;59
9.7;References;60
10;Chapter 3: Soft Governance and Voluntary Policy Convergence: A Theoretical Framework;63
10.1;International Organizations and Soft Governance;63
10.2;Policy Convergence;67
10.2.1;Transnational Communication;70
10.2.2;International Regulatory Competition;75
10.3;Veto Players;82
10.4;Notes;89
10.5;References;91
11;Chapter 4: Education Policy-Making in Switzerland: Origins and Trends;100
11.1;Historical and Ideational Foundations of the Education System;101
11.1.1;Historic Landmarks in General Education;103
11.1.2;Historic Landmarks in Vocational Education and Training;104
11.2;Swiss Education Policy-Making Today;106
11.2.1;The Structure of the Education System;107
11.2.2;Political Authorities, Legislation, and Funding;110
11.3;International Contextualization;115
11.3.1;Participation in OECD Programs;117
11.3.2;Participation in EU Programs and Worldwide Cooperation;120
11.4;Notes;122
11.5;References;123
12;Part II: Switzerland: An Extreme Case;128
13;Chapter 5: Swiss Reforms in Compulsory Education: Drawing Lessons from PISA s Revelations;129
13.1;Swiss Reforms and the OECD Recommendations;131
13.1.1;The Action Plan PISA-2000;131
13.1.2;The Strategy on Language Teaching;132
13.1.3;The Constitutional Revision;133
13.1.4;The Reform Project HarmoS ;134
13.1.4.1; 1) Superordinate Aims of Compulsory Schooling;136
13.1.4.2; 2) Unitary Structural Benchmark Figures;137
13.1.4.3; 3) Instruments of System Development and Quality Assurance;138
13.1.4.4; 4) Organization of the School Day;141
13.1.5;Results: Degree and Dimensions of Delta-Convergence;141
13.2;PISA: A Driver of Harmonization;144
13.2.1;PISA Results: The Intensification of Swiss Problem Pressure;144
13.2.2;PISA as a Source of Scientific Legitimization and Lesson-Drawing;146
13.2.3;Domestic Players and PISA s Reception in Switzerland;148
13.2.4;PISA as a Facilitator of Policy Learning;150
13.2.5;Boosting Competition in Education: PISA s Benchmarking;153
13.2.6;Results: Convergence through Learning, Legitimization, and Competition;156
13.3;Conclusion;157
13.4;Notes;159
13.5;References;160
14;Chapter 6: Swiss Reforms in Higher Education: The Poster Child of the Bologna Process;165
14.1;Swiss Reforms and the Bologna Aims;166
14.1.1;The Law on Financial Aid to Universities;167
14.1.2;The Federal Law on Universities of Applied Sciences;169
14.1.3;The Two Bologna Directives and the Agreement on Permeability;170
14.1.4;Directives on Quality Assurance and Directives on Accreditation;171
14.1.5;The Constitutional Revision;172
14.1.6;Federal Law on Financial Aid to Universities and Intercantonal Concordat;172
14.1.7;The National Qualifications Framework;174
14.1.8;The Social Dimension;175
14.1.9;The Global Context of European Higher Education;176
14.1.10;Results: Degree and Dimensions of Delta-Convergence;176
14.2;Bologna: A Catalyst for Swiss Coordination;179
14.2.1;The Window of Opportunity for Reforms;180
14.2.2;Swiss Communication in Transnational Networks;182
14.2.3;Consultative Members of the BFUG;184
14.2.4;The EC s Role as a Full BFUG Member;185
14.2.5;Switzerland s Striving for Competitiveness;188
14.2.6;Results: Communication and Competition as Convergence Factors;192
14.3;Conclusion;193
14.4;Notes;196
14.5;References;197
15;Chapter 7: Swiss Reforms in Vocational Education and Training: Cherry-Picking from the Copenhagen Process;201
15.1;Swiss Reforms and the Copenhagen Aims;202
15.1.1;The Federal Law on VET;202
15.1.2;Reform Projects on the Copenhagen Process;204
15.1.3;Results: Degree and Dimensions of Delta-Convergence;214
15.2;Copenhagen: Implementation à la carte;215
15.2.1;Competitive Pressure for Positioning Swiss VET in the European Context;217
15.2.2;The Blocking Impact of Domestic Players;219
15.2.3;Limited Transnational Communication;220
15.3;Conclusion;222
15.4;Notes;224
15.5;References;225
16;Part III: Comparative Conclusions;228
17;Chapter 8: Explaining Convergence in Education Policy;229
17.1;Comparison of Main Findings;230
17.1.1;The Dimensions and Degree of Policy Convergence;231
17.1.2;Causal Mechanisms of Voluntary Policy Convergence;233
17.1.3;Transnational Communication;236
17.1.4;International Regulatory Competition;238
17.1.5;Veto Players;239
17.2;Education Reforms in the USA and Their International References;242
17.2.1;No Response to the PISA Study?;246
17.2.2;Bologna à la Carte;249
17.3;Notes;253
17.4;References;253
18;Chapter 9: Soft Governance in Education: Lessons and Prospects;256
18.1;Recapitulating the Approach of This Book;257
18.2;Discussion of Research Findings and Alternative Explanations;259
18.3;Contribution of This Book and Future Prospects;262
18.4;References;269
19;Annex;271
20;Interviews;271
20.1;European Commission;271
20.2;Switzerland;271
20.3;USA;272
21;Index;274mehr

Autor

Tonia Bieber is Policy Advisor to the Federal Ministry of Education and Research, Germany. Before, she was Senior Researcher at the Kolleg-Forschergruppe 'Transformative Power of Europe' of Otto-Suhr-Institute, Free University of Berlin, and at the Collaborative Research Center 'Transformations of the State', University of Bremen, Germany. She has published on multilevel governance, international organizations, European integration in education and training policies, and policy convergence. She is the co-editor of Shaping Inequalities: Welfare State Transformation and its Outcomes.