Policy learning and governance of education policy in the EU
Policy learning and governance of education policy in the EU
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欧盟教育政策的政策学习和治理
DOI：
10.1080/02680931003782819
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发表时间：
2010
影响因子：
2.5
通讯作者：
Nafsika Alexiadou
中科院分区：
文献类型：
--
作者：
Bettina Lange;Nafsika Alexiadou
欧盟的开放式教育政策协调方法依赖于许多技术，其中之一就是政策学习。本文探讨了政策学习和治理是如何相互转化的。更具体地说，教育OMC中的政策学习分为四种不同的学习风格：相互学习，竞争学习，表面学习和帝国主义学习。虽然它们与文献中讨论的某些形式的政策学习重叠，但它们也不同，它们侧重于欧盟委员会和成员国之间的互动和政治动态。在试图理解如何通过学习进行治理的过程中，我们认为欧盟层面的政策学习的任何“影响”都是由欧盟委员会和成员国共同构建的。本文的分析是基于话语分析和制度主义的视角。它利用了来自欧盟委员会教育和文化总局官员的半结构化访谈以及政策学习活动期间生成的欧盟文件的定性数据。
Open methods for coordinating (OMC) education policies in the EU rely on a number of techniques, one of which is policy learning. This article examines how policy learning and governance transform each other. More specifically, policy‐learning in the education OMC becomes differentiated into four distinct learning styles: mutual, competitive, surface and imperialistic learning. While they overlap with some forms of policy learning discussed in the literature, they are also different by focusing upon interactions and political dynamics between the European Commission and the member states. In seeking to understand how governing through learning occurs, we argue that any ‘impact’ of EU‐level policy‐learning is co‐constructed by both the European Commission and the member states. The analysis of this article is grounded in a discourse analytical and institutionalist perspective. It draws on qualitative data derived from semi‐structured interviews with officials from the Directorate General for Education and Culture in the European Commission and on EU documents generated during policy‐learning activities.
英格兰、瑞典、芬兰和苏格兰的国家政策斡旋和欧洲教育空间的建设
影响因子：
3.3
作者：
Grek S
通讯作者：
Grek S