Governança da educação na União Europeia: redes, dados e standards

The broad area of education in the European Union was generally seen as a national question and responsibility, an area of subsidiarity, but over time there is a convergence of policy across the nations. The EU does not command convergence; indeed, it is unable to, but it does govern the area of education of education at all stages more and more. The problem of governing, how it can operate and what tools to use, is an interesting case of an ambiguous area within the EU and about calling an area into creation so that it can be managed effectively and quietly. In doing so, the governing technologies that are used are of as much interest as the actual policies proposed and so are the range of actors who participate in the construction and regulation of European education. Complex networks of public and private experts, using new data technologies and producing analyses and new benchmarks and standards, are brought together through various funding schemes into a system of attraction and persuasion, soft governance. Significant numbers of professionals have been willingly producing new political technologies, including data systems and standards, and the complex material production of new systems of education, and incorporate political technology, data production, experts and labour processes. The system has worked well but is it more than just coping with the ordinary present?El ámbito de la educación en la Unión Europea (UE) generalmente se considera como una cuestión de responsabilidad nacional, un ámbito subsidiario, pero a lo largo del tiempo se ha producido una convergencia de políticas de las naciones. La UE no comanda esta convergencia; ni es capaz de hacerlo, pero, cada vez más, gobierna el área de la educación en todas las etapas. El problema de la gobernanza, cómo funciona y qué herramientas utiliza, es un caso interesante de un área ambigua dentro de la UE y de llamar un área a la creación para que pueda ser gestionada de manera eficaz y silenciosa. Al hacerlo, las tecnologías gubernamentales utilizadas son de interés como las políticas propuestas, así como la gama de actores que participan en la construcción y regulación de la educación europea. Las redes complejas de expertos públicos y privados, utilizando nuevas tecnologías de datos y produciendo análisis y nuevos benchmarks y estándares se reúnen a través de varios esquemas de financiamiento de un sistema de atracción y persuasión, soft governance (gobernanza suave). Un número significativo de profesionales han generado voluntariamente nuevas tecnologías políticas, incluyendo sistemas de datos y estándares, la compleja producción material de nuevos sistemas de educación, incorporan tecnología, producción de datos, expertos y procesos de trabajo. El sistema ha funcionado, pero ofrece algo más que sólo tratar con el ordinario presente?A área da educação na União Europeia (UE) geralmente é vista como uma questão e responsabilidade nacional, uma área subsidiária, mas ao longo do tempo foi ocorrendo uma convergência de políticas das nações. A UE não comanda esta convergência; nem é capaz de fazê-lo, mas, cada vez mais, governa a área da educação em todos os estágios. O problema da governança, como opera e que ferramentas utiliza, é um caso interessante de uma área ambígua dentro da UE e de chamar uma área à criação para que possa ser gerida de modo eficaz e silencioso. Ao fazê-lo, as tecnologias governamentais usadas são de interesse como as políticas propostas bem como a gama de atores que participam da construção e regulação da educação Europeia. Redes complexas de experts públicos e privados, usando novas tecnologias de dados e produzindo análises e novos benchmarks e standards são reunidos por meio de vários esquemas de financiamento de um sistema de atração e persuasão, soft governance [governança suave]. Um número significante de professionais tem voluntariamente produzido novas tecnologias políticas, incluindo sistemas de dados e standards, a complexa produção material de novos sistemas de educação, incorporam tecnologia, produção de dados, experts e processos de trabalho. O sistema tem funcionado, mas oferece algo mais do que apenas lidar com o ordinário presente

Organised teachers and the labour movement 1900-1930

This case study of organised teachers falls into three main parts. In the first section there is a discussion of the working conditions and problems of teaching which is followed by detailed histories of strikes in West Ham, Herefordshire and the Rhondda. These took place in the period between 1900 and 1919 and illustrate the build-up of tension between teachers and their employers culminating in the salaries campaign of 1916 to 1919. Strikes and disputes reveal in speeches,letters or articles the tensions which the teachers faced working in the education system and possible ways of resolving them.The second part of the study is concerned with ideas which influenced teachers in trying to solve the contradictions of work and solutions generated by the Board of Education in devising a reconstructed system of State education. Teachers adopted or redefined various socialist strands of thought common in the first two decades of the century, in particular Fabianism, guild socialism and syndicalism and were influenced by practical examples of socialist reconstruction proposed by the Independent Labour Party or Trade Councils. Strongly expressed definitions of duty and the responsibility of teachers to the State promoted, among others, by H.A.L. Fisher were also attempting to influence teachers.In the last section, newly formulated teacher demands for self government were opposed by a strong counter-attack from the Treasury and from the Board of Education on the teachers, which in turn, encouraged many local education authorities to break a national pay agreement and return to pre-war working conditions. Bitter strikes were fought with the help of a weakened Labour movement and a divided teaching force.The case study is an argument for generating new theoretical categories to understand or examine teachers and opposes the theoretical straitjacket commonly applied to teachers, drawn from social mobility theory or neo-Marxism

The Understories of European Education: The Contemporary Life of Experts and Professionals

The European Space for Education exists in different forms; for example, as policy documents, regulations, projects, Ministers Meetings. In the last ten years or fifteen years, there has been an important growth in the work of experts and professionals, constructing the infrastructure of this Space. Their associations, created at a European level, are enmeshed and embedded in this work of construction. This is undramatic but essential work, and they have steadily engaged with the governance of Europe. But they live life in the shade, without summit meetings or media headlines, but with an essential place in the ecology of new European education

Outsourcing the Governing of Education: The Contemporary Inspection of Schooling in England

The schools inspection service in England has been privatised and private companies manage it, through contracts. These companies hire flexible and part time inspectors who may be led by a small number of permanent HM inspectors. This shift in the highly regulated inspection service has introduced new methods of operation, market based behaviours and commercial confidentiality into the education sector and contrasts with the older, elite, judgement-based advisory work of their predecessors. Knowledge is produced and used by new actors for new purposes. The outsourcing of school inspection is a significant step in governing education, and indicates a future development in its governing knowledge

Governing by inspection? European inspectorates and the creation of a European education policy space

This paper draws on the first, completed phase of a research project on inspection as governing in three European inspection systems. The data presented here draw attention to the rather under-researched associational activities of European inspectorates and their developing practices of policy learning and exchange, and highlight their significance as contributing to an emergent European Education Policy Space (EEPS). The paper is framed by original approaches to inspection that locate it as a set of governing practices, connected to changing governing forms and the growth of networks of relationships and flows of data across Europe. Comparisons are drawn between the relationships with Europe of inspectorates in Scotland, Sweden and England, drawing on Jacobsson's conceptualisation of regulative, inquisitive and meditative governance as a framing device. © 2013 © 2013 Taylor and Francis

Inspectorates and Politics: the trajectories of school inspection in England and Scotland

Cet article étudie l’influence des changements de la gouvernance de l’éducation en Europe sur les trajectoires des inspections et se concentre pour cela sur le système d’inspection de l’Ofsted en Angleterre et sur celui de l’inspection de Sa Majesté en Écosse (HMIE). Pour établir cette comparaison, nous analysons d’abord les caractéristiques historiques propres à chaque inspection avant d’envisager les principaux changements du travail et du positionnement de chacune d’elles et de discuter dans quelle mesure ces trajectoires sont déterminées par les changements politiques nationaux. Nous mettons ainsi en évidence un contraste entre le nouveau cadre d’inspection de l’Ofsted, qui cible les écoles aux performances insuffisantes dans un contexte d’accroissement du contrôle du pouvoir central en vue d’améliorer les résultats, et la promotion par l’inspection écossaise de l’auto-évaluation et de l’apprentissage collaboratif dans un contexte où le Parti national écossais (SNP) au gouvernement continue de vouloir affirmer l’indépendance écossaise.This paper looks at the ways in which the changing governing of education in Europe influences the trajectories of inspectorates and discusses changes in systems of inspection relating to Ofsted in England and Her Majesty’s Inspectorate of Education (HMIE) in Scotland. In drawing this comparison, we first consider the historically-embedded characteristics of inspection in the two systems, before looking at key changes in the work and positioning of the two inspectorates, and considering the extent to which these changes are shaped by changing national politics. We highlight Ofsted’s new framework for school inspection and its targeting of underperforming schools in the context of strong political steering towards academisation, and contrast this with HMIE/Education Scotland's promotion of self-evaluation and collaborative learning against the background of the Scottish National Party (SNP) government's pursuit of independence for Scotland

Frameworks of Regulation: Evidence, Knowledge and Judgement in Inspection

This issue of Sisyphus draws on work in the research project ‘Governing By inspection: school inspection and education governance in England, Scotland and Sweden’. That research seeks to fill a gap in the literature on the governing of education by examining the ways in which inspection regimes may be understood as governing education-in this case in the three national education systems of Sweden, England and Scotland. (...

The New Production of Governing Knowledge:Education Research in England

This article draws on critical discourse analysis (CDA) to explore the extent to which there is an interdependence between new governing forms, often characterised as 'post-bureaucratic' and new knowledge forms, that are often described in terms of 'mode 2' knowledge - that is, knowledge that combines the academy, the State and the private sector in co-production. The discussion is based on the analysis of a large number of policy texts concemed with education research as well as scrutiny of academic literature on research policy in England from 1945 to the present. Much recent policy and academic discourse, we suggest, characterises new knowledge forms as sociallyresponsive, and as potentially democratising knowledge, because of their apparent interactive, iterative, problem-focused and trans-disciplinary character. We suggest that such an analysis is insufficiently attentive to the discourse of the knowledge economy, and the related (discursive) turn in new knowledge production towards governing knowledge

Development and internal validation of a multivariable model to predict perinatal death in pregnancy hypertension

Objective To develop and internally validate a prognostic model for perinatal death that could guide community-based antenatal care of women with a hypertensive disorder of pregnancy (HDP) in low-resourced settings as part of a mobile health application. Study Design Using data from 1688 women (110 (6.5%) perinatal deaths) admitted to hospital after 32 weeks gestation with a HDP from five low-resourced countries in the miniPIERS prospective cohort, a logistic regression model to predict perinatal death was developed and internally validated. Model discrimination, calibration, and classification accuracy were assessed and compared with use of gestational age alone to determine prognosis. Main outcome measures: Stillbirth or neonatal death before hospital discharge. Results The final model included maternal age; a count of symptoms (0, 1 or ⩾ 2); and dipstick proteinuria. The area under the receiver operating characteristic curve was 0.75 [95% CI 0.71 - 0.80]. The model correctly identified 42/110 (38.2%) additional cases as high-risk (probability >15%) of perinatal death compared with use of only gestational age <34 weeks at assessment with increased sensitivity (48.6% vs. 23.8%) and similar specificity (86.6% vs. 90.0%). Conclusion Using simple, routinely collected measures during antenatal care, we can identify women with a HDP who are at increased risk of perinatal death and who would benefit from transfer to facility-based care. This model requires external validation and assessment in an implementation study to confirm performance