umu.sePublikasjoner
Endre søk
Begrens søket
1 - 5 of 5
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Alexiadou, Nafsika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Framing education policies and transitions of Roma students in Europe2019Inngår i: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 55, nr 3, s. 422-442Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this article is to identify the contexts and conditions that allow for successful education transitions and opportunities for the Roma minority in Europe. Thus far, transnational and national policies have failed to ensure Roma inclusion and education equality, even though some progress is visible. Using a combination of policy analysis and interviews with NGO and European Union actors, University academics and Roma students, the article examines the key contexts that frame education policies and create the necessary conditions for education transitions. It identifies the problems and challenges within the contemporary EU education policy frameworks and highlights the tensions between political rhetoric and policy commitments that are visible at national, transnational, and local levels. In addition, through a focus on individual student experiences, the article captures the lived reality of Roma students who have managed their education transitions with success.

  • 2.
    Alexiadou, Nafsika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Helgøy, Ingrid
    NORCE Norwegian Research Centre.
    Homme, Anne
    NORCE Norwegian Research Centre.
    Lost in transition: Policies to reduce early school leaving and encourage further studying in Europe2019Inngår i: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 55, nr 3, s. 297-307Artikkel i tidsskrift (Annet vitenskapelig)
  • 3.
    Alexiadou, Nafsika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Van de Bunt-Kokhuis, Sylvia
    Vrije Universiteit Amsterdam, The Netherlands.
    Policy space and the governance of education: transnational influences on institutions and identities in the Netherlands and the UK2013Inngår i: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 49, nr 3, s. 344-360Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article presents a comparative analysis of two country-specific cases. The comparative analysis is situated within the broad domain of the changing knowledge economy landscape for educational policy. The two cases examine the transfer, embedding and enactment of policies during the interactions between supranational, national, institutional and individual levels. Case study one concerns policy transfers and their mediation between the EU and the national levels, drawing from empirical research on the UK. Case study two explores the experience and interpretation of higher education mobility practices from the point of view of individual mobile academics located in, or connected to, the Dutch frameworks of higher education. We employ the concept of space to illuminate the effects on education policy and practice of the changing relationships between the national and inter-, supranational levels of discourse and practice. Our central thesis is that even though EU member states have lost sovereign power over defining education goals and outcomes, hindering dynamics remain. The extent to which policies and discourses from ‘outside’ the national level are integrated and adopted ‘within’ depends on the interaction between education–political discourses with existing institutionalised practices. In the case of the EU education policies we observe a weak form of policy transfer to the national level. In the UK there is a combination of a dense institutional field in education and a Eurosceptic political discourse. In the Dutch case of individual academics, on the other hand, we found a positive discourse around international academic mobility. A moderately adapted set of regulatory frameworks and emerging support structures facilitate to varying degrees the Dutch practice of academic mobility.

  • 4. Grek, Sotiria
    et al.
    Lawn, Martin
    Lingard, Bob
    Ozga, Jenny
    Rinne, Risto
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Simola, Hannu
    National policy brokering and the construction of the European Education Space in England, Sweden, Finland and Scotland2009Inngår i: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 45, nr 1, s. 5-21Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper draws on a comparative study of the growth of data and the changing governance of education in Europe. It looks at data and the 'making' of a European Education Policy Space, with a focus on 'policy brokers' in translating and mediating demands for data from the European Commission. It considers the ways in which such brokers use data production pressures from the Commission to justify policy directions in their national systems. The systems under consideration are Finland, Sweden, and England and Scotland. The paper focuses on the rise of Quality Assurance and Evaluation mechanisms and processes as providing the overarching rationale for data demands, both for accountability and performance improvement purposes. The theoretical resources that are drawn on to enable interpretation of the data are those that suggest a move from governing to governance and the use of comparison as a form of governance.

  • 5. Helgøy, Ingrid
    et al.
    Homme, Anne
    Lundahl, Lisbeth
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Combating low completion rates in Nordic welfare states: Policy design in Norway and Sweden2019Inngår i: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 55, nr 3, s. 308-325Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Low completion rate in upper secondary education is seen as a bigproblem in the Nordic countries. School failure has shown todramatically increase the risks for unemployment and  labourmarket exclusion with severe consequences for both society andthe young person. This paper analyses national policy measures tocombat low upper secondary education completion rates inNorway and Sweden, often regarded as representing a socialdemocratic welfare model and a universalistic transition regime.The analysis demonstrates that although this issue has receivedextensive political attention, the two countries display somewhatdifferent policy designs. The Norwegian approach is proactive andtargeted while the Swedish policy is more general and directedtowards reforming organisational structures in upper-secondary education. In sum, our analysis demonstrates that nationalgovernance structures shape and influence policy design in thecontext of an increasingly diversified Nordic social democraticwelfare state regime.

1 - 5 of 5
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf