Studying the Construction of a “Knowledge-Based Regulation Tool”: Conceptual Issues

How has the OECD’s comparative inquiry on student performances (PISA) been constructed (and evolved over time, 1997-2007)? What kind of relationships has it established between knowledge and policy? In order to answer these questions we’ve studied PISA as an entity of complex multiple activities through which diverse social actors are engaged in the production, dissemination and use of ‘knowledge for... Read more ...


How Does Context Come into the Picture?

This is an excerpt of the integrative report of 12 national case studies carried out in the Orientation 2/1 phase of the project. Read more ...


Studying PISA: Major concepts
(public policy, regulation, policy instrument and knowledge based policy instrument)

Public policies are conceived as Programs of action promoted by the public authorities (Meny and Thoenig, 1989) focused on the identification and solution of collective problems, including not only the production of guidelines for action (values, goals, norms) but also the management of the collective action needed to actually implement those guidelines. However, public authorities (politicians and upper level civil servants) are not the only relevant actors in policy making. The growing... Read more ...


Conflicting knowledge forms in the field of Special Education Policy in Hungary

Some of the conflicts are epistemic controversies that occur both within and between disciplines. Read more ...


The forms of knowledge dissemination

The dissemination of knowledge can take different forms: launching institutions (the SEMC, the Special Education Methodological Centres) designed for diffusing knowledge and good practices, or fighting bad practices and promoting good practices at the same time (quality assurance through "equality experts" in charge of the LPEEOP); extending state-initiated training programs (targeting both special educators and "regular teachers"), introducing new tests and protocols, as well as new... Read more ...


Context or comparison?

New ways of governing often entail the development of indicators, benchmarks and other instruments of comparison. These risk failing to take into account the specificities of particular interests, particular situations and particular times with particular groups. How and why has comparison become so powerful? How might we take account of the idiosyncrasies of context?


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