| European Educational | ISSN 1474-9041 | ||
| Volume 5 Number 1 2006 | |||
Other issues available | Journal home page | Publisher home page | |||
|
|||
CONTENTS [click on author's name for abstract and full text] | |||
| |||
| ECER KEYNOTE
| |||
Neo-liberalism and Marketisation: the implications for higher education |
DOI: 10.2304/eerj.2006.5.1.1 |
| VIEW FULL TEXT | CHINESE ABSTRACT 中文摘要 | BACK TO CONTENTS LIST |
|
This article is based on a keynote paper presented to the European Conference on Educational Research (ECER), University College Dublin, 5‑9 September 2005. The massification of education in European countries over the last 100 years has produced cultures and societies that have benefited greatly from state investment in education. To maintain this level of social and economic development that derives from high quality education requires continual state investment. With the rise of the New Right, neo-liberal agenda, there is an attempt to offload the cost of education, and indeed other public services such as housing, transport, care services etc., on to the individual. There is an increasing attempt to privatise public services, including education, so that citizens will have to buy them at market value rather than have them provided by the state. Europe is no exception to this trend of neo-liberalisation. Recent Organisation for Economic Cooperation and Development (OECD) reports, including one on higher education in Ireland, (2004), concentrate strongly on the role of education in servicing the economy to the neglect of its social and developmental responsibilities. The view that education is simply another market commodity has become normalised in policy and public discourses. Schools run purely as businesses are a growing phenomenon within and without Europe, and there is an increasing expectation in several countries that schools will supplement their income from private sources, even though they are within the state sector. In this article, the writer presents both a critique of the neo-liberal model of marketised education and a challenge to academics to work as public intellectuals both individually and with civil society organisations to develop a counter-hegemonic discourse to neo-liberalism for higher education. |
Governance Shifts in Higher Education: a cross-national comparison |
DOI: 10.2304/eerj.2006.5.1.18 |
| VIEW FULL TEXT | CHINESE ABSTRACT 中文摘要 | BACK TO CONTENTS LIST |
|
The article aims to interpret and compare recent governance shifts in higher education across several countries, both at the central government level and at the institutional or ‘corporate’ level. In order to do that it reviews the most significant literature about alternative theoretical models of governance in higher education and uses these models to interpret changing governance across several nations. It suggests the existence of a general tendency towards a ‘new managerialism’ governance model in Western Europe. In order to explain this tendency special attention is paid to countries in the forefront of governance innovation. The traditional continental European model is a term of comparison. |
| Globalisation and Europeification of Education Policies: routes, processes and metamorphoses |
DOI: 10.2304/eerj.2006.5.1.38 |
| VIEW FULL TEXT | CHINESE ABSTRACT 中文摘要 | BACK TO CONTENTS LIST |
|
The focus of this article concerns the supranational level, which, in the past few decades, has become increasingly important in the configuration of the field of education. The article examines the way education has been regarded and defined in the context of the European Union and the implications such processes have on the education systems of the member states. The dynamics of Europeification and the setting up of a global European reference for education policies currently possess an intensity, range and depth of intervention which are clearly distant from what was the case a mere decade ago. In this perspective, the European Union and other regional intergovernmental platforms, such as the Bologna Process, constitute settings for mediation that create, filter and convey the globalisation processes. |
| Evidence and Policy Research |
DOI: 10.2304/eerj.2006.5.1.57 |
| VIEW FULL TEXT | CHINESE ABSTRACT 中文摘要 | BACK TO CONTENTS LIST |
|
The EERJ roundtable took as its point of departure the experience of the Organisation for Economic Cooperation and Development’s (OECD) Centre for Educational Research and Innovation (CERI) in carrying out policy research. CERI has conducted four reviews of national educational research and development (in New Zealand, England, Mexico and Denmark), and has run a number of meetings specifically on the use of evidence-based policy research (in the USA, Sweden and the Netherlands). Tom Schuller, Head of CERI, presented some conclusions from these and other CERI activities. Responses were made by Wim Jochems, Open University of the Netherlands, Lejf Moos, Danish University of Education, and Agnes van Zanten, Observatoire Sociologique du Changement, CNRS, Paris. The EERJ Roundtable was an opportunity to return to the issues raised in the European Conference on Educational Research (ECER) 2003 Hamburg Roundtable on the ‘OECD Examiners’ Report on Educational Research and Development in England’ (European Educational Research Journal, 3(2), 2004, pp. 510‑526) in a wider context and as part of a trend to evaluate the quality and organisation of educational research, and its contribution to educational policy. |
© SYMPOSIUM JOURNALS |
