Evidence and Expertise in Nordic Education Policy : A Comparative Network Analysis

1st ed. 2022

Book Details

Format Paperback / Softback

ISBN-10 3030919617

ISBN-13 9783030919610

Edition 1st ed. 2022

Publisher Springer Nature Switzerland AG

Imprint Springer Nature Switzerland AG

Country of Manufacture GB

Country of Publication GB

Publication Date Apr 2nd, 2022

Print length 429 Pages

Weight 598 grams

Dimensions 15.00 x 21.30 x 3.20 cms

Product Classification: Educational strategies & policy Organization & management of education Central government policies

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This open access book explores how policy makers draw on national, regional and international expertise in issuing school reform within five Nordic countries.

Introduction: A Comparative Network Analysis of Knowledge Use in Nordic Education Policies.- What is in a Reference? Theoretically Understanding the Uses of Evidence in Education Policy.- Exploring the Architecture of Policy Knowledge: A Methodological Note.- Policy Borrowing and Evidence in Danish Education Policy Preparation. The Case of the Danish Public School Reform of 2013.- Evidence and Expert Power in Finnish Education Policy Making: The 2010‒2016 National Core Curriculum Reform.- The Irregular Formation of State Policy Documents in the Icelandic Field of Education 2013‒2017.- Structuring School Reform Policy With Evidence: The Inter-Mediational Role of Knowledge Sources and Arguments.- The Complexity of Context in Legitimating National School Reforms: The Case of Sweden.-

1. Evidence-based Policymaking in Nordic Countries: Different Settings, Different Practices?.- How Much is Policy Advice Changed and Lost in Political Translation?.- The OECD and the Field of Knowledge Brokers in Danish, Finnish, and Icelandic Education Policy.- Regional Policy Spaces, Knowledge Networks and the "Nordic Other".- On Evidence, Impact, and Layers in Education Policy Processes.- Evidence-Based Policy Making and Educational Reform in Nordic Europe: Main contributions of the POLNET Study.- Conclusion: Toward a Renewed Understanding of Evidence-Based Policy in Education.

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