Antoni Verger – författare

Providing a comprehensive introduction to the topic of accountability and datafication in the governance of education, the World Yearbook of Education 2021 considers global policy dynamics and policy enactment processes. Chapters pay particular attention to the role of international organizations and the private sector in the promotion of performance-based accountability (PBA) in different educational settings and at multiple policy scales. Organized into three sections, chapters cover: the global/local construction of accountability and datafication; global discourse and national translations of performance-based accountability policies; and enactments and effects of accountability and datafication, including controversies and critical issues.With carefully chosen international contributions from around the globe, the World Yearbook of Education 2021 is ideal reading for anyone interested in the future of accountability and datafication in the governance of education.

Providing a comprehensive introduction to the topic of accountability and datafication in the governance of education, the World Yearbook of Education 2021 considers global policy dynamics and policy enactment processes. Chapters pay particular attention to the role of international organizations and the private sector in the promotion of performance-based accountability (PBA) in different educational settings and at multiple policy scales. Organized into three sections, chapters cover: the global/local construction of accountability and datafication; global discourse and national translations of performance-based accountability policies; and enactments and effects of accountability and datafication, including controversies and critical issues.With carefully chosen international contributions from around the globe, the World Yearbook of Education 2021 is ideal reading for anyone interested in the future of accountability and datafication in the governance of education.

Since the General Agreement on Trade in Services (GATS) was created in 1995, there has been international pressure towards the liberalization of education all over the world, as well as new challenges to the traditional internationalization rationale in the field of higher education. Nevertheless, education liberalization under the GATS is also a contested process. Public universities, teachers unions, development NGOs and other education stakeholders have opposed and campaigned against the GATS in different countries and at a range of levels from local to global.Based on intensive fieldwork in the WTO headquarters and on two case studies (Argentina and Chile), Antoni Verger opens the black-box of the GATS negotiations in the field of education. His well-documented work explores in-depth how domestic actors and interests are key to understanding the constitution of the global education liberalization process entailed by the GATS as well as the opposition to this process in certain places. This book is crucial reading to anyone with an interest in the future of higher education.

Since the General Agreement on Trade in Services (GATS) was created in 1995, there has been international pressure towards the liberalization of education all over the world, as well as new challenges to the traditional internationalization rationale in the field of higher education. Nevertheless, education liberalization under the GATS is also a contested process. Public universities, teachers unions, development NGOs and other education stakeholders have opposed and campaigned against the GATS in different countries and at a range of levels from local to global.Based on intensive fieldwork in the WTO headquarters and on two case studies (Argentina and Chile), Antoni Verger opens the black-box of the GATS negotiations in the field of education. His well-documented work explores in-depth how domestic actors and interests are key to understanding the constitution of the global education liberalization process entailed by the GATS as well as the opposition to this process in certain places. This book is crucial reading to anyone with an interest in the future of higher education.

Education privatization is a global phenomenon that crystallizes in countries with very different cultural, political, and economic backgrounds. In this book, the authors examine how privatization policies are being adopted and why so many countries are engaging in this type of education reform. The authors explore the contexts, key personnel, and policy initiatives that explain the worldwide advance of the private sector in education, and identify six different paths toward education privatization— as a drastic state sector reform (e.g., Chile, the U.K.), as an incremental reform (e.g., the U.S.A.), in social-democratic welfare states, historical public-private partnerships (e.g., Netherlands, Spain), de facto privatization in low-income countries, and privatization via disaster. Book Features: The first comprehensive, in-depth investigation of the political economy of education privatization at a global scale. An analysis of the different strategies, discourses, and agents that have contributed to advancing (and resisting) education privatization trends. An examination of the role of private corporations, policy entrepreneurs, philanthropic organizations, think-tanks, and teacher unions.

This insightful book brings together both academics and researchers from a variety of international organizations and aid agencies to explore the complexities of public private partnerships (PPPs) as a resurgent, hybrid mode of educational governance that operates across scales, from the community to the global. The contributors expertly study the different types of partnership arrangements and thoroughly critique the value of PPPs. Some chapters explore how PPPs, as a policy idea, have been constructed in transnational agendas for educational development and circulated globally, while other chapters explore the role and implications of PPPs in developing countries, providing arguments for and against an expanding reliance on PPPs in national educational systems. The theoretical framing of the book draws upon leading theories of international relations to develop a unique perspective on the global governance of education. It will prove insightful for both scholars and policy makers in public policy and education. Contributors: F. Barrera-Osorio, Z. Bhanji, A. Draxler, S. Fennell, M. Ginsburg, J. Guaqueta, J. Harma, A.V. Jaimovich, A.A. Marphatia, F. Menashy, K. Mundy, S.-A. Oh, H.A. Patrinos, S.L. Robertson, M. Ron-Balsera, P. Rose, P. Srivastava, J. van Fleet, A. Verger

The Research Handbook on Education Privatization and Marketization analyses global trends related to two of the most debated topics in contemporary education policy.Comprehensive and multidisciplinary, this Research Handbook expands on new conceptual, theoretical and methodological approaches to the study of privatization and marketization. Chapters cover key themes including: new developments in the field such as tax credit scholarship and low fee private schools; the enactment and impact of privatization and marketization; and resistance movements and regulatory responses. Offering international insights from education, sociology, geography and political science, the authors conduct an in-depth examination of innovative frameworks for current and future studies, building upon existing knowledge and continuing an important dialogue in this evolving area of research.This is an indispensable resource for students and researchers of sociology, education studies, political science, and public policy. Practitioners and policymakers within international organisations, research foundations, think tanks, and civil society organisations will also find this Research Handbook beneficial.

This timely book investigates the emergence of data-for-accountability as a governing tool in education. Five leading scholars explore its evolution over time and across regions, highlighting how datafication in education benefits some and disadvantages others.The authors trace the origins of using data for accountability in education back to the 1990s, demonstrating how various actors have adapted and tailored this trend, thus diversifying its use as a governance tool. They examine the rise of student testing, performance-based evaluation and governance by numbers to reveal the political, economic and pedagogical uses and abuses of data. Drawing on a variety of methods, theories and disciplines, including a combination of macro-, meso-, and microlevel analyses, the authors illustrate how these instruments have taken root globally, why they persist and how their meanings and effects vary across policy contexts.Data for Accountability in Education is a crucial resource for scholars, students and practitioners in comparative education and international education policy, as well as those engaged with the sociology of education. Policymakers working with educational data will also find the book a valuable reference point for understanding accountability in education.

This innovative new handbook offers a comprehensive overview of the ways in which domestic education policy is framed and influenced by global institutions and actors. Surveys current debates about the role of education in a global polity, highlights key transnational policy actors, accessibly introduces research methodologies, and outlines global agendas for education reformIncludes contributions from an international cast of established and emerging scholars at the forefront of the field thoughtfully edited and organized by a team of world-renowned global education policy expertsEach section features a thorough introduction designed to facilitate readers’ understanding of the subsequent material and highlight links to interdisciplinary global policy scholarshipWritten in an accessible and engaging style that will appeal to domestic and international policy practitioners, social scientists, and education scholars alike

This latest volume in the World Yearbook of Education series examines the global education industry both in OECD* countries as well as developing countries, and presents the works of scholars based in different parts of the word who have significantly contributed to this area of research. Focusing on the areas of cross-over in public-private partnerships in education, WYBE 2016 critically examines the actors and factors that have propelled the global rise of the education industry.Split into three key sections, Part I explores how education agendas are shaped; Part II considers the private financing of education and the export of school improvements to professional consultancies; and Part III analyses new market niches, such as low-fee private schooling and for-profit education provisions.The book draws upon case studies of many global organizations, including: The Bill and Melinda Gates FoundationPearson Affordable Learning FundBridge International AcademiesTeach for AllOmega SchoolsCo-edited by three internationally renowned scholars, Antoni Verger, Christopher Lubienski and Gita Steiner-Khamsi, WYBE 2016 will be a valuable resource for researchers, graduates and policy makers who are interested in the global education industry.*Convention on the Organisation for Economic Co-operation and Development.

This latest volume in the World Yearbook of Education series examines the global education industry both in OECD* countries as well as developing countries, and presents the works of scholars based in different parts of the word who have significantly contributed to this area of research. Focusing on the areas of cross-over in public-private partnerships in education, WYBE 2016 critically examines the actors and factors that have propelled the global rise of the education industry.Split into three key sections, Part I explores how education agendas are shaped; Part II considers the private financing of education and the export of school improvements to professional consultancies; and Part III analyses new market niches, such as low-fee private schooling and for-profit education provisions.The book draws upon case studies of many global organizations, including: The Bill and Melinda Gates FoundationPearson Affordable Learning FundBridge International AcademiesTeach for AllOmega SchoolsCo-edited by three internationally renowned scholars, Antoni Verger, Christopher Lubienski and Gita Steiner-Khamsi, WYBE 2016 will be a valuable resource for researchers, graduates and policy makers who are interested in the global education industry.*Convention on the Organisation for Economic Co-operation and Development.

This book pays tribute to an intellectual giant. The twenty-one succinct chapters comprising the volume, and the variety of scholars who have authored them, are indicative of his intellectual, geographical and intergenerational reach. These chapters reflect the towering influence of Roger Dale’s work in fields such as the Sociology of Education, Globalization and Education Policy Studies, and Comparative and International Education. While engaging critically with Roger’s intellectual ideas—and without exception the authors demonstrate the significance of these to their own theoretical and research endeavors—they also include personal reflections on his role as mentor, role model, networker, and friend. Together the chapters are testimony to the richness, quality and diversity of Roger Dale’s work and the extent to which it has inspired several generations of scholars from very different world locations. In a final chapter, Roger Dale himself responds from his usual humble position to all contributors and reviews the key aspects of an exceptional and ongoing intellectual journey.

The movement of policy is a core feature of contemporary education reform. Many different concepts, including policy transfer, borrowing and lending, travelling, diffusion and mobility, have been deployed to study how and why policy moves across jurisdictions, scales of governance, policy sectors or organisations. However, the underlying theoretical perspectives and the foundational assumptions of different approaches to policy movement remain insufficiently discussed. To address this gap, this book places front and center questions of theory, ontology, epistemology and method related to policy movement. It explores a wide diversity of approaches to help understand the policy movement phenomena, providing a useful guide on global studies in education, as well as insights into the future of this dynamic area of work.

Exploring the interplay between globalization, education and international development, this comprehensive introduction surveys the impact of global education policies on local policy in developing countries. With chapters written by leading international scholars in the field, drawing on a full range of theoretical perspectives and offering a diverse selection of case studies, this new edition has been revised and updated throughout to reflect changing policy debates and issues whilst maintaining the theoretical and intellectual coherence of the first edition. This second edition of Global Education Policy and International Development includes:- Seven entirely new chapters on the emerging debates in the field, including large-scale assessments, quality of teaching and education in emergencies- Contributions from the leading scholars in the field, such as Stephen J. Ball, Roger Dale, Susan Robertson, Gita Steiner-Khamsi and Elaine Unterhalter- Supportive pedagogical features such as chapter outlines, questions for discussion, key reading recommendations and boxed case studies and vignettes- Updated case studies from a variety of countries in the Global SouthFrom students of education, development and globalization to practitioners working in developing contexts, Global Education Policy and International Development is an essential textbook for those seeking to understand how global forces and local realities meet to shape education policy in the developing world.

Exploring the interplay between globalization, education and international development, this comprehensive introduction surveys the impact of global education policies on local policy in developing countries. With chapters written by leading international scholars in the field, drawing on a full range of theoretical perspectives and offering a diverse selection of case studies, this new edition has been revised and updated throughout to reflect changing policy debates and issues whilst maintaining the theoretical and intellectual coherence of the first edition. This second edition of Global Education Policy and International Development includes:- Seven entirely new chapters on the emerging debates in the field, including large-scale assessments, quality of teaching and education in emergencies- Contributions from the leading scholars in the field, such as Stephen J. Ball, Roger Dale, Susan Robertson, Gita Steiner-Khamsi and Elaine Unterhalter- Supportive pedagogical features such as chapter outlines, questions for discussion, key reading recommendations and boxed case studies and vignettes- Updated case studies from a variety of countries in the Global SouthFrom students of education, development and globalization to practitioners working in developing contexts, Global Education Policy and International Development is an essential textbook for those seeking to understand how global forces and local realities meet to shape education policy in the developing world.