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THEORIZING

COLLECTING DATA

COMPARING

EDUCATION POLICIES

TRANSVERSAL

> The formation of a new social and cognitive identity in the Portuguese Ministry of Education

> The decline in bureaucratic-professional regulation and the trade unions’ knowledge

> The roles of experts in the educational policy-making process

> "Tacit" and "explicit" knowledge at the Portuguese Ministry of Education

> The Social and Cognitive Mapping of the Hungarian Education Area

> The Education and Children’s Chances Roundtable:
scenes of policy-making in Hungary

> Parents changing the Bavarian education Law

> The social and cognitive mapping of policy: The education sector in Romania

EVALUATION AND ACCOUNTABILITY

> Cognitive and Normative Features of a “Knowledge-Based Regulation Tool”: The Case of OECD’s PISA

> The experts mirror: an independent authority over “reality”?

> Translating PISA into the Hungarian policy discourse

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

> The Reception of the PISA Report in Hungary

> Governing Autonomy: from Curricular Policies to Quality Assurance and Student Assessments

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

> A post-bureaucratic policy: the evaluation of public schools

> L’institutionnalisation de l’évaluation de l’action publique en France et la modification de son cadre normatif

> PISA in Romanian Context

> PISA en Belgique francophone : un outil de légitimation politique et un instrument de surveillance

> La transformation des données issues des enquêtes PISA en connaissances et en arguments : un processus inscrit dans l’action publique

> La construction de dispositifs socio-techniques d’évaluation externe : un processus de traduction

> La réception des politiques d’évaluation externe en Communauté française : incidence des modes de construction et d’implémentation

SPECIAL EDUCATIONAL NEEDS

> The paradigm shift: the emergence of the integrated education public action in Hungary

> Competing and contested knowledges in the case of the integrated education public action in Hungary

> Knowledge Policies in the Hungarian Integrated Education Case Study

> New Regulatory Instruments: Assemblages of Knowledge and Policy Constellations in the case of the Hungary’s Integrated Education Public Action

> The influence of Local Decision-Makers, Street-Level Bureaucrats and Lay Actors in the Making of the Hungarian Integrated Education Public Action

> Travelling Policies beyond the National Borders: The Case of the Hungarian Integrated Education Public Action

> The Media’s Role in Hungary’s Education Integration

> The Influence of Europe in the Hungarian Integrated Education Case Study

> “Missing Knowledge” in the case of the Hungarian Integrated Education Public Action

> The politics of seating charts: a case-study of integrated education public action in Hungary

> Lacking Knowledge in the case of Special Education Policy in Hungary

> The Role of Local Actors in the Special Education Policy in Hungary

> International Influence on the Special Education Policy in Hungary

> The Role of Media in Special Education Policy in Hungary

> Knowledge-Policy constellations in the field of Special Education Policy in Hungary

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

> Paradigm shift in Special Education Policy in Hungary

> Researching the Special Education Policy in Hungary

> Targeting as a selective practice

> Legitimation by affliction

> Governmental knowledge vs. oppositional knowledge

> Knowledge and feasability

> Knowledge: a precondition for policy?

> Institutional immunization against knowledge

> Knowledge inconsistencies

> Knowledge in its media staging

> Targeting knowledge within the process of knowledge transformation

> Knowledge as practice

SCHOOL AUTONOMY AND DECENTRALIZATION

> Participation of various actors and conflicts of knowledge within public action for school autonomy and management

> The circulation, use, and relationship between Knowledge and policy in the public action of school autonomy and management

> The role of foreign institutions and experts in the evolution of the decentralization process

PROVISION OF TRAINING

> Mapping the Provision of Training

TEACHER TRAINING

> The intertwining of knowledge and politics: the politics of teachers’ in-service training

COMMUNITY

> The Community action programme in the Romanian education

SEX EDUCATION

> Searching for ‘what works’: Knowledge-Policy Configurations in Sex Education

> Knowledge and scenes in the regulation of school sex education policies

> Forms of Acknowledged Knowledge in School Sex Education Policies

(MENTAL) HEALTH POLICIES

TRANSVERSAL

> Parents changing the Bavarian education Law

> Actors of the Health Reform Process in Hungary

> Knowledge bricolage

> Mental health in Norway: Actors, organization and knowledge

SPECIAL EDUCATIONAL NEEDS

> Lacking Knowledge in the case of Special Education Policy in Hungary

> The Role of Local Actors in the Special Education Policy in Hungary

> International Influence on the Special Education Policy in Hungary

> Knowledge-Policy constellations in the field of Special Education Policy in Hungary

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

> Actors and forms of knowledge in the special education policy field of Hungary

> The forms of knowledge dissemination

> Researching the Special Education Policy in Hungary

ACTION PLAN FOR MENTAL HEALTH

> The role of WHO’s MHD&AP as a knowledge-based regulatory instrument
in the mental health policy processes in Hungary

> The Hungarian National Programme for Mental Health and its relation to the WHO-initiatives

> WHO, Mental Health, Europe

> Knowledge and Mental Health Policy: Reforming the Structure of Mental Health Services in Norway

EVALUATION AND ACCOUNTABILITY

> The organization of mental healthcare in laboratory: life and death of an assessment tool

> Accountability et évaluation : deux mots pour un même objet ?

> Qu’est-ce que l’évaluation d’un point de vue sociologique ? D’abord une pratique stratégique

> L’institutionnalisation de l’évaluation de l’action publique en France et la modification de son cadre normatif

> Définir l’évaluation et ses multiples variantes

> Norway, Mental Health and WHO

> Knowledge forms and interests in the Hungarian Health Reform

CONSULTATION PROCESSES

> Une action publique "à deux faces":
politiques publiques procédurales et régulation bureaucratique

> Transversal dialog: a “hybrid expertise –generating system”
torn between knowledge production and power conflicts

> Le champ de la santé mentale en Belgique à l’épreuve de la concertation:
de l’innovation politique à la politique de l’innovation

> Towards a Mentally Flourishing Scotland: Consultation as Public Action

RATIONALIZATION

> KBRT in use - fieldwork in a surgical hospital

> Knowledge based regulatory instrument in the Hungarian health sector

END OF LIFE

> Regulation of end-of-life-decisions. The advance directive and the will of the patient

> The process of individualisation in the regulation of end-of-life-decisions:
From professional guaranteed certainties to the will of the patient

BELGIUM

EDUCATION

> La réception des politiques d’évaluation externe en Communauté française : incidence des modes de construction et d’implémentation

MENTAL HEALTH

> Une action publique "à deux faces":
politiques publiques procédurales et régulation bureaucratique

> The organization of mental healthcare in laboratory: life and death of an assessment tool

> Transversal dialog: a “hybrid expertise –generating system”
torn between knowledge production and power conflicts

> Le champ de la santé mentale en Belgique à l’épreuve de la concertation:
de l’innovation politique à la politique de l’innovation

> The WHO in Belgium: cross-level networking

FRANCE

EDUCATION

> Mapping the Provision of Training

MENTAL HEALTH

> Les modes de régulation de la société, les instruments de l’action publique
et les régimes de connaissance

> Accountability et évaluation : deux mots pour un même objet ?

> Qu’est-ce que l’évaluation d’un point de vue sociologique ? D’abord une pratique stratégique

> L’institutionnalisation de l’évaluation de l’action publique en France et la modification de son cadre normatif

> Définir l’évaluation et ses multiples variantes

GERMANY

TRANSVERSAL

> Parents changing the Bavarian education Law

> Knowledge bricolage

> Targeting as a selective practice

> Knowledge as practice

> Local Actors within the Implementation Phase of the Public Action

EDUCATION

> Genealogical knowledge

> Legitimation by affliction

> Governmental knowledge vs. oppositional knowledge

> Knowledge and feasability

> Knowledge: a precondition for policy?

> Institutional immunization against knowledge

> Knowledge inconsistencies

> Knowledge in its media staging

> Targeting knowledge within the process of knowledge transformation

HEALTH

> Regulation of end-of-life-decisions. The advance directive and the will of the patient

HUNGARY

TRANSVERSAL

> European influence on the Hungarian Special Education Policy

> Translating PISA into the Hungarian policy discourse

> Lacking Knowledge in the case of Special Education Policy in Hungary

> The Role of Local Actors in the Special Education Policy in Hungary

> International Influence on the Special Education Policy in Hungary

> The Role of Media in Special Education Policy in Hungary

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

> Paradigm shift in Special Education Policy in Hungary

> Actors and forms of knowledge in the special education policy field of Hungary

EDUCATION

> European influence on the Hungarian Special Education Policy

> Competing and contested knowledges in the case of the integrated education public action in Hungary

> Knowledge Policies in the Hungarian Integrated Education Case Study

> New Regulatory Instruments: Assemblages of Knowledge and Policy Constellations in the case of the Hungary’s Integrated Education Public Action

> The influence of Local Decision-Makers, Street-Level Bureaucrats and Lay Actors in the Making of the Hungarian Integrated Education Public Action

> Travelling Policies beyond the National Borders: The Case of the Hungarian Integrated Education Public Action

> The Media’s Role in Hungary’s Education Integration

> The Influence of Europe in the Hungarian Integrated Education Case Study

> “Missing Knowledge” in the case of the Hungarian Integrated Education Public Action

> Translating PISA into the Hungarian policy discourse

> The Social and Cognitive Mapping of the Hungarian Education Area

> The intertwining of knowledge and politics: the politics of teachers’ in-service training

> The politics of seating charts: a case-study of integrated education public action in Hungary

> The Education and Children’s Chances Roundtable:
scenes of policy-making in Hungary

> The Reception of the PISA Report in Hungary

> Governing Autonomy: from Curricular Policies to Quality Assurance and Student Assessments

> Lacking Knowledge in the case of Special Education Policy in Hungary

> The Role of Local Actors in the Special Education Policy in Hungary

> International Influence on the Special Education Policy in Hungary

> The Role of Media in Special Education Policy in Hungary

> Knowledge-Policy constellations in the field of Special Education Policy in Hungary

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

> Paradigm shift in Special Education Policy in Hungary

HEALTH

> Hungary and WHO:
institutional relationship in the Mental Health field

> European influence on the Hungarian Special Education Policy

> The role of WHO’s MHD&AP as a knowledge-based regulatory instrument
in the mental health policy processes in Hungary

> The Hungarian National Programme for Mental Health and its relation to the WHO-initiatives

> Lacking Knowledge in the case of Special Education Policy in Hungary

> The Role of Local Actors in the Special Education Policy in Hungary

> International Influence on the Special Education Policy in Hungary

> Knowledge-Policy constellations in the field of Special Education Policy in Hungary

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

> Actors and forms of knowledge in the special education policy field of Hungary

> The forms of knowledge dissemination

> Researching the Special Education Policy in Hungary

> KBRT in use - fieldwork in a surgical hospital

> Knowledge based regulatory instrument in the Hungarian health sector

> Actors of the Health Reform Process in Hungary

> Knowledge forms and interests in the Hungarian Health Reform

NORWAY

HEALTH

> Mental health in Norway: Actors, organization and knowledge

> Knowledge and Mental Health Policy: Reforming the Structure of Mental Health Services in Norway

> Norway, Mental Health and WHO

PORTUGAL

EDUCATION

> The formation of a new social and cognitive identity in the Portuguese Ministry of Education

> The decline in bureaucratic-professional regulation and the trade unions’ knowledge

> The roles of experts in the educational policy-making process

> Participation of various actors and conflicts of knowledge within public action for school autonomy and management

> The circulation, use, and relationship between Knowledge and policy in the public action of school autonomy and management

> "Tacit" and "explicit" knowledge at the Portuguese Ministry of Education

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

> Searching for ‘what works’: Knowledge-Policy Configurations in Sex Education

> Knowledge and scenes in the regulation of school sex education policies

> Forms of Acknowledged Knowledge in School Sex Education Policies

> Knowledge transformation phases in the design and implementation
of a knowledge based regulation instrument

> A post-bureaucratic policy: the evaluation of public schools

ROMANIA

EDUCATION

> The role of foreign institutions and experts in the evolution of the decentralization process

> The social and cognitive mapping of policy: The education sector in Romania

> The Community action programme in the Romanian education

> PISA in Romanian Context

SCOTLAND

MENTAL HEALTH

> Scotland, Mental Health and WHO

> Towards a Mentally Flourishing Scotland: Consultation as Public Action

REPORTS

PAPERS

SPECIAL ISSUES

KNOWLEDGE AS A SOCIAL CONSTRUCT

THE TRANSFORMATIVE EFFECT OF KNOWLEDGE

KNOWLEDGE : A PRECONDITION FOR POLICY

KNOWLEDGE INSTEAD OF NORMS OR INCENTIVES

TRANSNATIONAL CHANGES / LOCAL SPECIFICITIES

THE STRENGTH OF COMPARISONS

KNOWLEDGE IS NOT A MIRROR OF REALITY

MORE KNOWLEDGE, MORE UNCERTAINTY

COMMUNITIES

GROWING INTERDEPENDENCIES

> Le changement des rapports entre connaissance et politique : défi pour l’analyse et pour l’action

> Travelling Policies beyond the National Borders: The Case of the Hungarian Integrated Education Public Action

> Translating PISA into the Hungarian policy discourse

EUROPEANISATION

> Hungary and WHO:
institutional relationship in the Mental Health field

> European influence on the Hungarian Special Education Policy

> The Influence of Europe in the Hungarian Integrated Education Case Study

> The role of WHO’s MHD&AP as a knowledge-based regulatory instrument
in the mental health policy processes in Hungary

POLICY

POST-BUREAUCRACY

> Le changement des rapports entre connaissance et politique : défi pour l’analyse et pour l’action

> Researching the Special Education Policy in Hungary

> Knowledge based regulatory instrument in the Hungarian health sector

> Policy as a rhetorical effect

NEW MODES OF REGULATION

> Le changement des rapports entre connaissance et politique : défi pour l’analyse et pour l’action

> Une action publique "à deux faces":
politiques publiques procédurales et régulation bureaucratique

> The decline in bureaucratic-professional regulation and the trade unions’ knowledge

> Knowledge Policies in the Hungarian Integrated Education Case Study

> Knowledge and scenes in the regulation of school sex education policies

> The Reception of the PISA Report in Hungary

> Governing Autonomy: from Curricular Policies to Quality Assurance and Student Assessments

> Researching the Special Education Policy in Hungary

> Knowledge based regulatory instrument in the Hungarian health sector

KNOWLEDGE

KNOWLEDGE-POLICY RELATIONS

PUBLIC ACTION

NON LINEARITY

> Knowledge-Policy constellations in the field of Special Education Policy in Hungary

PLACE OF LOCAL ACTORS

> Une action publique "à deux faces":
politiques publiques procédurales et régulation bureaucratique

> Transversal dialog: a “hybrid expertise –generating system”
torn between knowledge production and power conflicts

> The Role of Local Actors in the Special Education Policy in Hungary

> Towards a Mentally Flourishing Scotland: Consultation as Public Action

> Local Actors within the Implementation Phase of the Public Action

TRAVELLING POLICIES

ACROSS TERRITORIES

> Circulating Policy Patterns beyond Borders

> Parents changing the Bavarian education Law

ACROSS ‘LEVELS’

> International Influence on the Special Education Policy in Hungary

ACROSS EUROPE

> European influence on the Hungarian Special Education Policy

> Circulating Policy Patterns beyond Borders

PUBLIC DEBATES

EXPERIENCE-BASED KNOWLEDGE

EXPERT KNOWLEDGE

ACADEMIC KNOWLEDGE

STATE KNOWLEDGE

LEGAL KNOWLEDGE

MORAL KNOWLEDGE

KNOWLEDGE FOR POLICY

POST-BUREAUCRATIC KNOWLEDGE

FORMS OF KNOWLEDGE

EMBODIED / INSCRIBED / ENACTED

> Le changement des rapports entre connaissance et politique : défi pour l’analyse et pour l’action

TACIT / EXPLICIT

> "Tacit" and "explicit" knowledge at the Portuguese Ministry of Education

KNOWLEDGE TRANSFERT AND TRANSFORMATION

TRANSLATION

> Regulation of end-of-life-decisions. The advance directive and the will of the patient

> The role of WHO’s MHD&AP as a knowledge-based regulatory instrument
in the mental health policy processes in Hungary

> The Hungarian National Programme for Mental Health and its relation to the WHO-initiatives

> Knowledge as practice

> The WHO in Belgium: cross-level networking

COMPETING KNOWLEDGE

KNOWLEDGE IN COMPETITION

> Participation of various actors and conflicts of knowledge within public action for school autonomy and management

> Governing Autonomy: from Curricular Policies to Quality Assurance and Student Assessments

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

> Governmental knowledge vs. oppositional knowledge

> Institutional immunization against knowledge

> Knowledge inconsistencies

LEGITIMIZATION

> Governing Autonomy: from Curricular Policies to Quality Assurance and Student Assessments

ARGUMENTATION

COGNITIVE FRAMEWORKS

HOW DO THEY FRAME POLICY?

> Actors and forms of knowledge in the special education policy field of Hungary

KNOWLEDGE AND HISTORICITY

KNOWLEDGE REGIME

> European influence on the Hungarian Special Education Policy

> The WHO in Belgium: cross-level networking

EPISTEMIC COMMUNITIES

> The WHO in Belgium: cross-level networking

KNOWLEDGE AND GOVERNING

FABRICATING KBRT

> The Reception of the PISA Report in Hungary

> Governing Autonomy: from Curricular Policies to Quality Assurance and Student Assessments

> The role of WHO’s MHD&AP as a knowledge-based regulatory instrument
in the mental health policy processes in Hungary

> The Hungarian National Programme for Mental Health and its relation to the WHO-initiatives

USING KBRT

> Translating PISA into the Hungarian policy discourse

> The Reception of the PISA Report in Hungary

> Définir l’évaluation et ses multiples variantes

RESEARCHERS

POLITICAL ACTORS

INTEREST GROUPS

EXPERTS

USERS, LAY ACTORS

PROFESSIONALS

MEDIA

TRANSNATIONAL ACTORS

NEW ACTORS

GOVERNMENTS

DEMOCRATIC ASSEMBLIES

ADVISORY COMMITTEES

MEDIAS

SUPRANATIONAL

LOCAL

EVALUATION

TRAINING

TARGET

BEST PRACTICES


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