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Abstract

A major tendency in late modern education in Europe is a transformation in governance from governance by rules and directives to governance by goals and results, often in combination with deregulation and decentralisation of decision-making. The implications of such a transformation is discussed in the Report in relation to different contexts of educational traditions and ideas of Bildung as well as in relation to societal consequences in terms of social inclusion and exclusion.
The EGSIE project explored the implications of these transitions in education governance during the 1990s. We worked with nine national cases � Australia, Finland, Germany, Greece, Iceland, Portugal, Spain, Sweden, and the UK (England and Scotland). The studies were organized around three sets of theoretical questions: (1) What are the narratives or sagas of changes in education governance? (2) How are the subjects in education constructed? (3) What are the relations between governance and social inclusion and exclusion?

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