briefing papers for policy makers

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7. The professionalisation strategies have increased work demands on teachers and school administrators and control of their time has increased. But, this has reduced teachers’ capacity to work with individual students, as additional resources have not been made available. 8. However, quality assurance through assessment and evaluation is increasingly being determined centrally, thus increasing teachers' participation while reducing teachers' autonomy reducing teachers’ autonomy. 9. However, there appears to be a shift away from teachers addressing social issues to a pedagogical focus on the individual knowledge and attitudes of pupils. 10. Categories that classify individuals and groups by socio-economic status and poverty – thus relating to inclusion in schools appear to have remained the same since the 1960s. But the categories relating to differentiation, marginalisation and exclusion have shifted to include ethnicity, gender and race, including more detailed categories about family and delinquency in order to identify and target educational programmes, such as single parent families and teen-age pregnancy. 11. The cause and effect relationship of both ways of classifying exclusion are being correlated with characteristics of deviance. For example, the problem of marginalisation and exclusion is related to the social problems of lack of discipline in the community, unemployment, and dysfunctional families (single parent, teen-age pregnancy) and educational attainment. Therefore excluded groups are becoming defined through new social categories of deviance that make it less likely for these populations to ever become ‘of the average.’ 12. These external categories of deviance are then transferred into the school as internal ways of categorising students and it is then assumed that the role of the school is to re-socialise the child and family that are perceived to be deviant and lacking educational success. 13. Categories for statistical analysis are created in a way that helps decisions on how problems are acted upon by relating them to the causes of the problem. However the formulation of the categories, have often been influenced by whatever is the “social policy thinking” at the time. 14. Statistical categories ‘make-up kinds of people’ as individuals are transformed into calculable and governable groups. The ‘kinds of people’ targeted have typically been drawn from theories of deviancy, with the groups and individuals designated by social planning for rescue or redemption in the name of progress. 15. Thus, the characteristics of deviant students need to be placed against those that define the ‘good’ student. That student is one who is flexible, has problem-solving skills, collaborates and perpetually involved in a selfmonitoring and active ‘lifelong learning.’ The quality of child is one that embodies an entrepreneurial logic. 16. It is also recognized that the ‘targeted’ populations also use the categories to gain greater resource allocation. Key Recommendations The following recommendations were made: 1. There is a need to reconsider the significance and underlying categories and distinctions that are used to order and classify who is included and who is excluded in policy and research about policy. The systems of reason are governing mechanisms that not be taken-for-granted as the principles that order the ‘problem-solving’ of policy and actors are not neutral but constructive and productive of educational practice. 2. There is a need to re-examine what has been generally accepted about social policy as it might be obscuring rather than clarifying the issues that need to be considered. This requires not giving up questions of justice and equity but how the rectification of social problems defines the normal and the deviant. 3. There is a need for more careful consideration of policies relating to decentralisation with those relating to centralisation. 4. While notions of market, individualization, and more efficient local management of educational systems seem to have certain orthodoxy in reforms, policy makers should consider the downside of such reform, such as how new patterns of segregation and exclusion are produced. 116
The Final Report and results of this project are available through the electronic version of this report at: http://www.cordis.lu/citizens/publications.htm (under Reports) Key Publications Aro, Rinne & Kivirauma,. Northern Youth under Siege of policy change: Comparing youth’s educational opinions in Finland, Swede, Portugal, Spain and Australia, Scandinavian Journal of Educational Research, no 3, 2002. Ingólfur Ásgeir Jóhannesson, Sverker Lindblad og Hannu Simola, An inevitable progress? Educational restructuring in Finland, Iceland and Sweden at the turn of the millennium, Scandinavian Journal of Educational Research 46(3), 2002. Ingólfur Ásgeir Jóhannesson, Guðrún Geirsdóttir og Gunnar E. Finnbogason, Modern educational sagas: Legitimation of ideas and practices in Icelandic education, Scandinavian Journal of Educational Research 46(3), 2002. Lindblad & Popkewitz (eds.), Education governance and social integration and exclusion: National cases of educational systems and recent reforms, Uppsala reports on education 34, 1999. Lindblad & Popkewitz (eds.), Public discourses on education governance and social integration and exclusion. Analyses of policy texts in European contexts, Uppsala Reports on Education 36, 2000. Lindblad& Popkewitz (eds.), Statistics on education and social inclusion and exclusion in international and national contexts, Uppsala Reports on Education 37, 2001. Lindblad& Popkewitz (eds.), Listening to Education Actors on Governance and Social Integration and Exclusion, Uppsala Reports on Education 38, 2001. Lindblad& Popkewitz (eds.), Education Governance and Social Integration and Exclusion: Studies in the Powers of Reason and the Reasons of Power,Uppsala Reports on Education 39, 2001. Lindblad & Popkewitz, Controversies in education restructuring: International perspectives, Information Age Publishing (in progress). Lindblad, Johannesson & Simola, Education governance in transition, Scandinavian Journal of Educational Research, no 3, 2002. Lindblad, Lundahl, Lindgren & Zackari, Educating for the new Sweden?, Scandinavian Journal of Educational Research, no 3, 2002. Popkewitz, Lindblad & Strandberg, Review of research on education governance and social integration and exlusion, Uppsala Reports on Education 35, 1999. Popkewitz & Lindblad, Educational Governance and Social Inclusion and Exclusion: A Conceptual Review of Equity and Post- Modern Traditions, Discourse, (vol 21, no 1), 2000. Popkewitz & Lindblad, Estatísticas educacionais como um sistema de razão: re-lações entre governo da educação e inclusão e exclusão sociais, Educação & Sociedade, (vol.22, no.75), 2001. Simola, Rinne. & Kivirauma, Abdication of the education state or just shifting responsibilities? The appearance of a new system of reason in constructing educational governance and social inclusion/exclusion in Finland, Scandinavian Journal of Educational Research, no 3, 2002. Special issue, Scandinavian Journal of Educational Research (Vol 36, no 2). Results from the EGSIE project with a special focus on the Nordic countries. 117
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REPORT EUR 20791 European Union-sup
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2003 EUROPEAN COMMISSION European U
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Table of Contents Foreword ……
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Notes from the editor This report i
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Briefing Paper 1 Research Instituti
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4. Other incentives to improve mobi
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4. However, the push to make work e
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Key Publications Gornitzka, “Gove
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7. Despite strong resistance from e
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10. There needs to be encouragement
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The full title of the project is: E
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2. Some employers and politicians a
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Briefing Paper 11 Research Institut
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• A greater understanding of the
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The Final Report and results of thi
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9. Policy needs to provide opportun
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• The levels of teachers’ inter
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4. Strengthening the educational re
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Key Recommendations The project mad
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National Policy Recommendations 1.
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Key Recommendations The following r
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Page 69 and 70: Key Recommendations The following r
Page 71 and 72: 8. Lifelong Learning is still seen
Page 73 and 74: Briefing Paper 21 Research Institut
Page 75 and 76: Key Recommendations Specific recomm
Page 77 and 78: Tikkanen, T., Teknologian muutos ty
Page 79 and 80: • Moving from training-based deve
Page 87 and 88: This project is now being taken for
Page 89 and 90: 13. Some of the enterprises have ha
Page 93 and 94: Key Recommendations 1. Efforts shou
Page 95 and 96: 10. Although, it has been found tha
Page 97 and 98: 4. Separate analysis of the wage di
Page 99 and 100: Denny & Harmon, The impact of educa
Page 101 and 102: 10. In addition, important learning
Page 105 and 106: 8. Opening schools to activities be
Page 113 and 114: establishing links between the scie
Page 115 and 116: Sassi, Ogborn, Pintó, Quale, Vienn
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Page 119: Briefing Paper 35 Research Institut
Page 123 and 124: 8. Apprenticeships also have invest
Page 127 and 128: • The import behaviour (nature an
Page 133 and 134: University of Barcelona 3. Further
Page 135 and 136: Educational research supported by D
Page 139 and 140: mentoring to help the less confiden
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Page 145 and 146: Key Recommendations Political and l
Page 147 and 148: Further information The final repor
Page 149 and 150: 8. Learning in a “learning compan
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Page 161 and 162: Adaptability and Entrepreneurship 6
Page 163 and 164: 18. Gender audits and relevant acti
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Key Recommendations 1. The focus of
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• Shaping European learning relat
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Forthcoming Publications: Arriaga,
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Further Information The project sta
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3. Concerning inequalities it has b
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Summaries of research project clust
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Briefing Paper 36 Contact address:
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7. Policy should encourage long-ter
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• Development of a culture of col
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8. Compensation programmes/schemes
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5. Combating segregation at school
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questionnaire approaches to increas
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learning partnerships, 178 learning
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