Rhetoric or game changer: Social dialogue and industrial relations in education midst EU governance and privatisation in Europe

With a focus on EU multi-level governance and the case systems of French-speaking Belgium, Italy, Poland and Sweden, this final report presents detailed analysis and findings adressing the project’s four research questions: ■ How have IR and arrangements for social dialogue and collective bargaining in the education sector unfolded since 2008 – at the level of EU governance and in the four case systems? ■ How are developments in IR at the European and national scales associated with patterns of education reform and privatisation? ■ How are developments in IR at the European and national scales associated with the trajectory of EU governance, and especially within the context of the European Semester cycles under Europe 2020? ■ What are the implications of our findings for the prospects of the mainstreaming of the European Pillar of Social Rights concerning education personnel’s fair working conditions, professional prerogatives, social dialogue and education quality and equity

Indicators for All?:Monitoring Quality and Equity for a Broad and Bold Post-2015 Global Education Agenda

This paper sets out to reclaim rights-based thinking on for the current proposals forthe education Sustainable Development Goal (SDG). The proposed indicators areintended to contribute to a broad and bold agenda for education quality compatiblewith the targets set out in two proposals for a post-2015 education goals – the MuscatAgreement (Global Education For All Meeting 2014) and Open Working Group (OWG)proposal (Open Working Group for Sustainable Development Goals 2014). Two targetsare addressed, the "relevant learning outcomes" component of the basic educationtarget and the target for qualified teachers.The paper is organized into two parts. Part I looks back at experience with the educationMDG, EFA goals, and understandings of quality within the EFA movement to arrive at aframework for formulating indicators. Suggestions for post-2015 indicators are set out inPart II. The conclusion argues that the development goal should not only monitor whathas been achieved against a pre-determined agenda but support stakeholders across alllevels to create and implement a broad and bold agenda for education

Re-articulating the form of the political: contemporary education governance in the European Union. Introduction to the Special Issue

This article serves as an introduction to a Special Issue focusing on the nature, trajectories, and boundaries of contemporary European Union (EU) education governance. The Special Issue comprises four papers, which draw on original empirical research and employ different theoretical outlooks and methodologies. This introductory article situates these papers in the current scholarship on EU governance and Europeanisation. Arguing that the papers together demonstrate the significant advance of Europeanisation in the governing of European education systems since the late 1990s, we discuss the epistemic gains, complementarities and emphases of the four papers. Finally, we identify pertinent issues for further research

Report from the working group on diet and cancer.

No abstract available

Economic Analysis of Knowledge: The History of Thought and the Central Themes

Following the development of knowledge economies, there has been a rapid expansion of economic analysis of knowledge, both in the context of technological knowledge in particular and the decision theory in general. This paper surveys this literature by identifying the main themes and contributions and outlines the future prospects of the discipline. The wide scope of knowledge related questions in terms of applicability and alternative approaches has led to the fragmentation of research. Nevertheless, one can identify a continuing tradition which analyses various aspects of the generation, dissemination and use of knowledge in the economy

Wie stopt macht van de markt?

Corona en afstandsonderwijs hebben technologie en schaduwonderwijs wereldwijd enorm gestimuleerd. De EU is niet bij machte om in te grijpen én moedigt private invloeden aan, zonder oog voor de gevolgen op de lange termijn. Onderzoeker Tore Bernt Sorensen neemt privatisering onder de loep. Die kan zelfs gevolgen hebben voor het lerarentekort

Ordinalization and the OECD’s governance of teachers

Drawing on Marion Fourcade’s notion of ordinalization, we develop a conceptual grammar of comparison to explain a shift in the nature and outcomes of the governing capacity of the OECD over time. We argue that comparison as a mode of governance has been bound into the DNA of the OECD as a lever for advancing political liberalism since the inception of the organization. Moreover, we show that around 1990 the organization injected competitiveness into comparison by embracing ordinal modes of comparison revolving around the vertical ordering of things and people according to their relative positions on ranking scales. Yet, by analyzing the case of OECD statistics on teachers and in particular the Teaching and Learning International Survey (TALIS) program, we argue that the outcomes of the mechanism of ordinalization in the context of TALIS have thus far remained muted due to methodological constraints as well as the pluri-scalar politics involved

Globalization, teachers, and teacher education: theories, themes, and methodologies

This chapter serves as an introduction to the section “Globalization and Teacher Education” in The Palgrave Handbook of Teacher Education Research. The aim of the chapter, and the Handbook section overall, is to demonstrate the pertinence of the concept of globalization in making sense of contemporary developments in teacher education and thereby give momentum to new thinking and research. Drawing especially on the scholarship of Manfred Steger and Paul James, the chapter associates globalization with a dynamic of material “time-space compression” of cultural, economic, and political processes as well as subjective formations of global consciousness, which together destabilize the meanings and practices of modern linear time, the territorial nation-state, and individualized embodiment. The chapter first introduces the concept of globalization and the most influential theories in studies of globalization, education, and teachers, before mapping the main themes in the so far limited amount of scholarship about globalization and teacher education. Subsequently, the chapter introduces the Handbook section and demonstrates that the chapters included combine theories and concepts in ways that allow for taking into account the complex interplay between material and ideational factors in globalizing processes, together supporting notions of globalization as associated with hybridization and vernacularization. Finally, the chapter reflects on research agendas and the need for moving beyond methodological nationalism as well as methodological globalism in the study of teacher education and globalization