Boundary Control and Education Policy in Federal Systems: Explaining Sub-Federal Resilience in Canada and Germany

Autor/in	Broschek, Jörg
Titel	Boundary Control and Education Policy in Federal Systems: Explaining Sub-Federal Resilience in Canada and Germany
Quelle	In: Comparative Education, 57 (2021) 4, S.452-473 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2021.1958628
Schlagwörter	Comparative Education; Educational Policy; Administrative Organization; Government School Relationship; Case Studies; Government Role; Institutional Characteristics; Educational History; Foreign Countries; Social Systems; Power Structure; Achievement Tests; Secondary School Students; International Assessment; Elementary Secondary Education; Standards; Political Influences; Canada; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; History of education; Bildungsgeschichte; Ausland; Social system; Soziales System; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Standard; Political influence; Politischer Einfluss; Kanada; Deutschland
Abstract	The development of the modern nation-state was an inherently centralising process. Education policy and the institutionalisation of mass public schooling played a key role in this process, facilitating industrialisation and the generation of mass loyalty toward the state. In almost all federal systems, however, education policy remained an exclusive jurisdiction of the sub-federal level, with important long-term implications. Adopting a most dissimilar case design by using two contrasting cases -- Canada and Germany -- this paper argues that boundary control has been an effective mechanism for sub-federal governments to consolidate and retain authority over education policy, despite recurring pressures for more harmonisation or even uniformity. Although both federations differ profoundly in terms of their institutional characteristics and macro-sociological contexts, boundary control strategies variously allowed sub-federal actors in both federations to thwart efforts of the federal level to assume a greater role in education policy over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01