Flexible Dienstleister der Wissenschaft

Mehr als achtzig Prozent der wissenschaftlichen Mitarbeiter sind befristet beschäftigt - gegenüber sieben Prozent in der freien Wirtschaft. Warum will die neue Regierung daran nichts ändern

Silent and explicit borrowing of international policy discourses : the case of the Swedish teacher education reforms of 2001 and 2011

The article presents different models of comparative education by discussing the government committee reports (SOU) which prepared the Swedish teacher education reforms of 2001 and 2011. These serve as examples for different kinds of policy borrowing from an international Bologna process discourse in national government document. The article facilitates Waldow (2009) term of “silent borrowing”. The reform of 2001 shows distinct references to international discourses without making this explicit. The reform of 2011 is then an example for explicit borrowing. The related government committee report refers very obvious to the Bologna process. However, this is seen as strategy in order to mark its distinction to its predecessor reform. Our cases are assumed to show how socio-historical and political contexts condition national discourses’ resources of legitimation

Learning productivity: the European productivity agency - an educational enterprise

This chapter focuses on the institutionalization of the European productivity agency (EPA) and its initial program, arguing that its establishment as an operational arm of the Organisation for European Economic Co-operation (OEEC) in 1953 was primarily a US endeavor aimed at maintaining Europe within the ideology and epistemology of the capitalist West. Education thus constituted a key means of enculturation. This chapter examines the United States as a key driver of the agency’s institutionalization and reveals the resistance to its establishment. This chapter analyzes the concept of productivity as a form of ‘epistemological conveyer’ and shows that the EPA’s educational aspirations amount to a process of enculturation. This chapter concludes by exploring how the EPA, with its productivity drive involving and creating a web of change agents, can be seen as a precursor of the OECD’s educational programs. It hints at education as a subtle yet neglected dissemination mechanism and thereby highlights the largely ignored roots of the OECD’s operations, ideas, and educational agenda