Governança da educação na União Europeia: redes, dados e standards

Martin Lawn

doi:10.18593/r.v44i3.20897

Authors

Martin Lawn https://orcid.org/0000-0002-4564-7575

DOI:

https://doi.org/10.18593/r.v44i3.20897

Keywords:

Governing, Experts, Data, Standards

Abstract

The broad area of education in the European Union was generally seen as a national question and responsibility, an area of subsidiarity, but over time there is a convergence of policy across the nations. The EU does not command convergence; indeed, it is unable to, but it does govern the area of education of education at all stages more and more. The problem of governing, how it can operate and what tools to use, is an interesting case of an ambiguous area within the EU and about calling an area into creation so that it can be managed effectively and quietly. In doing so, the governing technologies that are used are of as much interest as the actual policies proposed and so are the range of actors who participate in the construction and regulation of European education. Complex networks of public and private experts, using new data technologies and producing analyses and new benchmarks and standards, are brought together through various funding schemes into a system of attraction and persuasion, soft governance. Significant numbers of professionals have been willingly producing new political technologies, including data systems and standards, and the complex material production of new systems of education, and incorporate political technology, data production, experts and labour processes. The system has worked well but is it more than just coping with the ordinary present?

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Author Biography

Martin Lawn

Centre for Research in Digital Education

Moray House, University of Edinburgh

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