Ministerial Education Councils' Capacity for Policy Decision-Making in Canada, Germany, and Switzerland: Finding a Balanced Perspective

Autor/in	Faubert, Brent
Titel	Ministerial Education Councils' Capacity for Policy Decision-Making in Canada, Germany, and Switzerland: Finding a Balanced Perspective
Quelle	In: International Journal of Education Policy and Leadership, 17 (2021) 11, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-5062
Schlagwörter	Decision Making; Cross Cultural Studies; Foreign Countries; Government Role; Educational Policy; Policy Formation; Case Studies; Governance; Social Problems; Comparative Education; Competition; Power Structure; Public Agencies; Agency Role; Canada; Switzerland; Germany + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Cultural comparison; Kulturvergleich; Ausland; Politics of education; Bildungspolitik; Politische Betätigung; Case study; Fallstudie; Case Study; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Social problem; Soziales Problem; Vergleichende Erziehungswissenschaft; Wettkampf; Öffentliche Einrichtung; Kanada; Schweiz; Deutschland
Abstract	Scholars have become increasingly vigilant about leaders, the role of government and wider governance bodies, and their influence on education policy. Councils in Europe and North America, generally, and education councils, specifically, are good examples of influential bodies whose decision-making processes have rightfully come under scrutiny; however, many scholarly assessments have been characterized by rhetorical claims that focus on these bodies' limited ability to make decisions and address social challenges. This article details a qualitative, comparative case study conducted in 2018 that investigated how Councils of Ministers of Education in Canada, Germany, and Switzerland address national educational issues of collective interest. The resulting dataset is comprehensive, and this research invites colleagues to refine or rethink some of their limiting rhetorical tools and underlying assumptions. (As Provided).
Anmerkungen	PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01