The Early School Leaver Count as a Policy Instrument in EU Governance: The Un/intended Effects of an Indicator

Autor/inn/en	Kuusipalo, Paula; Alastalo, Marja
Titel	The Early School Leaver Count as a Policy Instrument in EU Governance: The Un/intended Effects of an Indicator
Quelle	In: International Studies in Sociology of Education, 29 (2020) 1-2, S.61-84 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kuusipalo, Paula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2019.1624592
Schlagwörter	Dropouts; Educational Policy; Governance; Political Influences; Educational Indicators; Performance Based Assessment; Policy Analysis; Comparative Analysis; Foreign Countries; Measurement; Secondary Education; Educational Attainment; European Union + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Politics of education; Bildungspolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Political influence; Politischer Einfluss; Educational indicato; Bildungsindikator; Leistungsermittlung; Politikfeldanalyse; Ausland; Messverfahren; Sekundarbereich; Bildungsabschluss; Bildungsgut
Abstract	The EU has embraced the use of indicators as policy instruments for achieving common aims. One of the indicators, 'early school leaver' (ESL), depicts the proportion of young people leaving education and training prematurely. Initially defined as an education policy indicator, it has been transformed into a performance indicator measuring the targets of the current Europe 2020 strategy. In this article, we examine how the indicator works as "a policy instrument" at different levels of governance applying the conceptual tools provided by the policy instrumentation approach to unpack the components, pinpoint the political effects, and reveal the power relations they produce. Thus challenging the taken-for-grantedness of comparison as a way of knowing we have intended to shift the focus of discussion concerning the role of large-scale comparisons in education towards more productive directions: moving from problematisation and deconstruction of comparison to engaging with processes of measurement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01