Titlebook: Evidence and Expertise in Nordic Education Policy; A Comparative Networ Berit Karseth,Kirsten Sivesind,Gita Steiner-Khamsi Book‘‘‘‘‘‘‘‘ 202

蜿蜒而流

Girish Chandra Ghivela,Joydeep Senguptahe national needs. National experts play a central role in this process: it is particularly their ability to explicate international comparative data that was considered as “expertise” in the reform process.

态学

Amit Bhattacharyya,Manash Chanda,Debashis Dere. The WP2014 base their data and values mainly on OECD references. The analysis reveals a scarcity of professional resources in the Ministry, a culture of short time-frames, and loosely defined protocols in the policy making that contribute to ministerial governance and externalization.

Aggregate

Approaches to the Evolution of SOA Systems, of context seriously, this chapter provides valuable insights into the multidirectional policy process that filters the expert knowledge that is ultimately used by politicians as evidence in legitimating school reforms.

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https://doi.org/10.1007/978-3-319-71327-4 of the references which “made” it to the political level demonstrates how knowledge gets lost, rebalanced, or reinterpreted in the policy process. This chapter situates the findings within discussions on the changing role of advisory commissions in today’s policymaking.

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中国纪念碑

Huu Quy Tran,Ca Van Phan,Quoc-Tuan Vienerent policy contexts. The POLNET study challenges these assumptions through comparative research conducted in the Nordic education policy space. This commentary chapter reflects on the most important contributions of the POLNET study, as well as on the implications of this study for future research.

Flounder

Introduction: A Comparative Network Analysis of Knowledge Use in Nordic Education Policies,authorize evidence in their attempt to propose reform agendas and issue school reforms in their respective countries? The chapter provides an overview of the book and summarizes each of the following chapters.

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,The Irregular Formation of State Policy Documents in the Icelandic Field of Education 2013–2017,re. The WP2014 base their data and values mainly on OECD references. The analysis reveals a scarcity of professional resources in the Ministry, a culture of short time-frames, and loosely defined protocols in the policy making that contribute to ministerial governance and externalization.