Participation of various actors and conflicts of knowledge within public action for school autonomy and management
In Portugal, the knowledge mobilized and registered in the discussions over school autonomy and management is at the origin of one of the main conflicts amongst the various actors of public-policy making. This is the result of a lack of common grounds between the existing “supply” in the academic world of education sciences, as part of the educational administration area, and the “demand” by the personnel of the Ministry of Education for “useful” knowledge to guide the policy-making... Read more ...
Governing Autonomy: from Curricular Policies to Quality Assurance and Student Assessments
This is the executive summary of our research report. The Report focuses on how measurement and evaluation gradually became important issues on the Hungarian educational policy agenda. It summarizes the findings of the research conducted between September 2007 and July 2009. Read more ...
Knowledge as knowledge for policy
The expectation towards scientific and other forms of knowledge as a source for legitimisation, towards “experts as guarantors” is still vital. Read more ...
Scientific knowledge and its contingency
The boundaries between the representation of the social world – the knowledge about the world – and the “reality” of the social world are blurring within constructivistic approaches. This changes the focus on the production of scientific knowledge. Read more ...
Knowledge as legitimation in specific sectors
Scientific advice is a source of legitimisation in the political field. But as such, it nourishes the naive expectation of a hand-in-hand task-sharing between science and policy. Read more ...
Knowledge or knowledges?
In post-bureaucratic modes of governance, the multiple actors involved in the policy process each develop and promote their own ways of knowing. This means that policy-makers are faced with the challenge of assimilating, ordering and making sense of diverse knowledge claims.
