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001472267 019__ $$a1392344360
001472267 020__ $$a9783031354342$$q(electronic bk.)
001472267 020__ $$a3031354346$$q(electronic bk.)
001472267 020__ $$z3031354338
001472267 020__ $$z9783031354335
001472267 0247_ $$a10.1007/978-3-031-35434-2$$2doi
001472267 035__ $$aSP(OCoLC)1392166014
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001472267 050_4 $$aLC93.A2
001472267 08204 $$a379.4$$223/eng/20230814
001472267 24500 $$aSchool policy reform in Europe :$$bexploring transnational alignments, national particularities and contestations /$$cJohn Benedicto Krejsler, Lejf Moos, editors.
001472267 260__ $$aCham :$$bSpringer,$$c2023.
001472267 300__ $$a1 online resource
001472267 4901_ $$aEducational Governance Research ;$$vv. 22
001472267 5050_ $$aIntro -- Contents -- Part I: Introduction -- Chapter 1: Introduction: School Policy Reform in Europe Between Transnational Alignment and National Contestation -- Introduction to the Challenges of School Policy Reform in Europe -- How Postwar Economic Transnational Collaboration Came to Include Education -- Transnational and Neoliberal Technologies to Reforming School, Education, and the Public Sector -- Digitalization of Education and Edubusiness -- The Transnational Turn Meeting New National(ist) Responses
001472267 5058_ $$aAlignment Vs. Diversity in Europe: The Unfolding of National School Policy Reform Narratives -- School Policy Reform in Eleven Nations Across the EU and England -- Conclusion -- References -- Part II: National Cases: Northwestern Europe -- Chapter 2: Danish School Policy: Remaining Nordic While Going Transnational -- Nordic School and Teacher Education Policies: An Overview -- Danish School Policy and Its Postwar Roots -- The Neoliberal Turn, Accountability, and Standards-Based Education -- The Post-millennial Turn -- The OECD Country Report on Evaluation Culture and Danish School Reform
001472267 5058_ $$aThe Merging of Transnational, National(First) and Commercial Agendas -- The School Reform of 2013 -- At the Crossroads? Transnational Policy Meets National(First) Resistance -- References -- Chapter 3: England: Neo-Liberalism, Regulation and Populism in the Educational Reform Laboratory -- Introduction -- The Context for Post-welfarist School Reform -- Post-war School Reforms in England -- The Emergence of and Early Challenges to Comprehensive Schools -- Establishing Post-welfarist Reform in England (1979-1997) -- The 1988 Education Reform Act
001472267 5058_ $$aSchool Reform and the Conservative Administrations of the 1990s -- Regulatory Government and the Demise of Self-Regulation -- School Marketisation -- Embedding Post-welfarist School Reform in England (1997-2010) -- New Labour, Standards and Continuity -- Marketisation and Privatisation Under New Labour -- Schools and Performance Data -- Schools in Scotland and Wales and Devolution -- New Labour and the Mainstreaming of Privatisation and Marketisation -- Accelerating Post-welfarist School Reform in England (2010-Present Day) -- Rapid Growth of Academies
001472267 5058_ $$aLocal Authorities Displaced, Multi-academy Trusts Emerge -- Centralising Tendencies Persist -- Populism and Educational Reform -- Discussion -- References -- Chapter 4: School Reform Policy and Governance in Germany Between National and Transnational Expectations: With Outlooks on Austria and Switzerland -- Introduction -- Historical, Sociological, and Cultural Contexts -- Germany: Main School Policy Reforms Since the 1990s -- Key Transnational Agendas, Effects on School Policy, Contestations, and Recontextualizations -- Main School Policy Reforms Since the 1990s
001472267 506__ $$aAccess limited to authorized users.
001472267 520__ $$aThis book discusses national school policy reforms in a number of key European countries and shows how these are framed in transnational collaborations that meet with national particularities and contestations. It gives an overview of school policy developments that represents the diversity of Europe within a comparative framework. It takes point of departure in the fact that European countries in their school and education policies have been increasingly aligning with each other, mostly via transnational collaborations, the OECD, EU, and the Bologna Process. Even the IEA has been instrumental to motivate alignments by means of influential surveys, knowledge production and methodological development. This alignment in terms of common standards, social technologies, qualification frameworks and so forth have aimed at facilitating mobility of students, workers, business and so forth as well as fostering a European identity among citizens from Europes patchwork of small and medium-size countries, representing a patchwork of different languages, cultures and societal contexts. In national recontextualizations, however, alignments have been continuously contested according to the particularities of what has been possible educationally and politically in the different national contexts. Furthermore, the return of national(isms) as well as the rise of edubusiness and digitalization have been increasingly influential. This book thus concludes that increasing transnational alignments have to be observed with meticulous attention to different national contexts that matter greatly. .
001472267 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed August 14, 2023).
001472267 650_0 $$aEducation and state$$zEurope.
001472267 650_0 $$aEducational change$$zEurope.
001472267 650_0 $$aEducational innovations$$zEurope.
001472267 655_0 $$aElectronic books.
001472267 7001_ $$aKrejsler, John Benedicto.
001472267 7001_ $$aMoos, Lejf.
001472267 77608 $$iPrint version: $$z3031354338$$z9783031354335$$w(OCoLC)1380387725
001472267 830_0 $$aEducational governance research ;$$vv. 22.
001472267 852__ $$bebk
001472267 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-35434-2$$zOnline Access$$91397441.1
001472267 909CO $$ooai:library.usi.edu:1472267$$pGLOBAL_SET
001472267 980__ $$aBIB
001472267 980__ $$aEBOOK
001472267 982__ $$aEbook
001472267 983__ $$aOnline
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