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Policy learning and governance of education policy in the EU
Centre for Socio‐Legal Studies, University of Oxford, Manor Road, Oxford, OX1 3UQ, UK.
Department of Education, School of Public Policy and Professional Practice, University of Keele, Staffordshire, Keele, ST5 5AZ, UK.
2010 (English)In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 25, no 4, 443-463 p.Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2010. Vol. 25, no 4, 443-463 p.
Keyword [en]
open method of coordination, policy learning, governance of education, discourse analysis
National Category
Educational Sciences
Research subject
URN: urn:nbn:se:umu:diva-51533DOI: 10.1080/02680931003782819ISI: 000281228200002OAI: diva2:483873
Available from: 2012-01-26 Created: 2012-01-26 Last updated: 2016-08-31Bibliographically approved

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Alexiadou, Nafsika
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