Restrictive and Expansive Policy Learning--Challenges and Strategies for Knowledge Exchange in Upper Secondary Education across the Four Countries of the UK

Autor/inn/en	Hodgson, Ann; Spours, Ken
Titel	Restrictive and Expansive Policy Learning--Challenges and Strategies for Knowledge Exchange in Upper Secondary Education across the Four Countries of the UK
Quelle	In: Journal of Education Policy, 31 (2016) 5, S.511-525 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2015.1132012
Schlagwörter	Secondary School Students; Educational Policy; Foreign Countries; International Education; Guidelines; Educational Change; Models; Policy Analysis; Power Structure; Global Approach; Achievement Tests; International Assessment; International Organizations; Governance; Self Determination; United Kingdom; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Sekundarschüler; Politics of education; Bildungspolitik; Ausland; Internationale Erziehung; Richtlinien; Bildungsreform; Analogiemodell; Politikfeldanalyse; Globales Denken; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; International organisation; International organisations; International organization; Internationale Organisation; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Selbstbestimmung; Großbritannien
Abstract	This article examines the challenges and possibilities for UK policy learning in relation to upper secondary education (USE) across England, Scotland, Wales and Northern Ireland (NI) within current national and global policy contexts. Drawing on a range of international literature, the article explores the concepts of "restrictive" and "expansive" policy learning and develops a framework of dimensions for examining what is taking place across the UK at a time of change for all four national USE systems. From an examination of recent national policy literatures and interviews with key policy actors within the "UK laboratory", we found that the conditions for expansive policy learning had markedly deteriorated due to "accelerating divergence" between the three smaller countries and a dominant England that has been pursuing an "extreme Anglo Saxon education model". The article also notes that some aspects of policy learning continue to take place "beneath the radar" between UK and wide civil society organisations. This activity is more prevalent across the three smaller countries although each, to differing degrees, is still constrained by its position in relation to the UK as a whole. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01