Sotiria Grek – 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.

In recent decades, governing practices in education have become highly contradictory: deregulation and decentralisation are accompanied by re-regulation and increased centralisation, contributing to considerable governing tensions in and across different national systems and within the emergent European education policy space. On the one hand there is the persistence of performance monitoring through target-setting, indicators and benchmarks, and on the other, the promotion of self-evaluation and ‘light touch’ regulation that express a ‘softer’ governance turn, and promote self-regulation as the best basis for constant improvement. Drawing on research undertaken into three national systems, this edited volume explores the attempts to manage these tensions in Europe through the development of inspection as a governing practice. Inspectorates and inspectors offer key locations for the exploration of governing tensions, positioned as they are between the international, the national, and the local and institutional, and with responsibility for both regulation and development. All three national systems offer contrasting approaches to inspection, all of which have changed considerably in recent years. Governing by Inspection positions inspection in the framework of changing education policy and politics, and in a period of intensive policy development and exchange in Europe. It will be key reading for academics, researchers and postgraduate students in the fields of education, political science and social policy.

This open access book conceptualises the Sustainable Development Goals as epistemic infrastructures that connect numbers, networks and governing paradigms.The book approaches quantification not merely as a tool for governing, but rather as a broader epistemic system through which global public policy is produced.

This open access book conceptualises the Sustainable Development Goals as epistemic infrastructures that connect numbers, networks and governing paradigms.The book approaches quantification not merely as a tool for governing, but rather as a broader epistemic system through which global public policy is produced.

This Open Access book offers a novel perspective on the role of quantification in the making of education utopias through an analysis of expert knowledge and its producers. Drawing on empirical findings from the European Research Council funded project ‘International Organisations and the Rise of a Global Metrological Field’ (METRO, 2017-2022), Education, Quantification and Utopia focuses on the ways that metrological realism has constructed a well-supported epistemic infrastructure, built on relationships and practices that go beyond the mere objectivity and reliability of numerical evidence. The book’s chapters outline how the production of new forms of education expertise have led to ideational and institutional interdependencies, and ultimately the making of an intricate, fragmented and opaque knowledge and governance web.

This Open Access book offers a novel perspective on the role of quantification in the making of education utopias through an analysis of expert knowledge and its producers. Drawing on empirical findings from the European Research Council funded project ‘International Organisations and the Rise of a Global Metrological Field’ (METRO, 2017-2022), Education, Quantification and Utopia focuses on the ways that metrological realism has constructed a well-supported epistemic infrastructure, built on relationships and practices that go beyond the mere objectivity and reliability of numerical evidence. The book’s chapters outline how the production of new forms of education expertise have led to ideational and institutional interdependencies, and ultimately the making of an intricate, fragmented and opaque knowledge and governance web.