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Series Preface |
6 |
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Acknowledgments |
8 |
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Contents |
12 |
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Abbreviations |
14 |
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List of Illustrations |
18 |
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List of Tables |
20 |
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Part I: Framing Soft Governance, Education, and Convergence |
21 |
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Chapter 1: Education in Transition: An Empirical Puzzle |
22 |
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Internationalization Processes in Education |
26 |
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The Approach and Intentions of the Book |
30 |
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The Plan of the Book |
36 |
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Notes |
38 |
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|
References |
39 |
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Chapter 2: Measuring Convergence in Education Policy |
44 |
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Measuring Policy Convergence |
44 |
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The PISA-Based OECD Recommendations |
46 |
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The Aims of the Bologna Process |
49 |
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The Aims of the Copenhagen Process |
52 |
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Multistage Case Selection and Methodology |
55 |
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Notes |
59 |
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References |
60 |
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Chapter 3: Soft Governance and Voluntary Policy Convergence: A Theoretical Framework |
63 |
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International Organizations and Soft Governance |
63 |
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Policy Convergence |
67 |
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Transnational Communication |
70 |
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International Regulatory Competition |
75 |
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Veto Players |
82 |
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Notes |
89 |
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|
References |
91 |
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|
Chapter 4: Education Policy-Making in Switzerland: Origins and Trends |
100 |
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Historical and Ideational Foundations of the Education System |
101 |
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Historic Landmarks in General Education |
103 |
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Historic Landmarks in Vocational Education and Training |
104 |
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Swiss Education Policy-Making Today |
106 |
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The Structure of the Education System |
107 |
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Political Authorities, Legislation, and Funding |
110 |
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International Contextualization |
115 |
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Participation in OECD Programs |
117 |
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Participation in EU Programs and Worldwide Cooperation |
120 |
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Notes |
122 |
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References |
123 |
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Part II: Switzerland: An Extreme Case |
128 |
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Chapter 5: Swiss Reforms in Compulsory Education: Drawing Lessons from PISA’s Revelations |
129 |
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Swiss Reforms and the OECD Recommendations |
131 |
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The Action Plan PISA-2000 |
131 |
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The Strategy on Language Teaching |
132 |
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The Constitutional Revision |
133 |
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The Reform Project ‘HarmoS’ |
134 |
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1) Superordinate Aims of Compulsory Schooling |
136 |
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2) Unitary Structural Benchmark Figures |
137 |
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3) Instruments of System Development and Quality Assurance |
138 |
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4) Organization of the School Day |
141 |
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Results: Degree and Dimensions of Delta-Convergence |
141 |
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PISA: A Driver of Harmonization |
144 |
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PISA Results: The Intensification of Swiss Problem Pressure |
144 |
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PISA as a Source of Scientific Legitimization and Lesson-Drawing |
146 |
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|
Domestic Players and PISA’s Reception in Switzerland |
148 |
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|
PISA as a Facilitator of Policy Learning |
150 |
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Boosting Competition in Education: PISA’s Benchmarking |
153 |
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Results: Convergence through Learning, Legitimization, and Competition |
156 |
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Conclusion |
157 |
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Notes |
159 |
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References |
160 |
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Chapter 6: Swiss Reforms in Higher Education: The Poster Child of the Bologna Process |
165 |
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Swiss Reforms and the Bologna Aims |
166 |
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The Law on Financial Aid to Universities |
167 |
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The Federal Law on Universities of Applied Sciences |
169 |
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The Two Bologna Directives and the Agreement on Permeability |
170 |
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Directives on Quality Assurance and Directives on Accreditation |
171 |
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The Constitutional Revision |
172 |
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Federal Law on Financial Aid to Universities and Intercantonal Concordat |
172 |
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The National Qualifications Framework |
174 |
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The Social Dimension |
175 |
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The Global Context of European Higher Education |
176 |
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Results: Degree and Dimensions of Delta-Convergence |
176 |
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Bologna: A Catalyst for Swiss Coordination |
179 |
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The Window of Opportunity for Reforms |
180 |
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Swiss Communication in Transnational Networks |
182 |
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Consultative Members of the BFUG |
184 |
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The EC’s Role as a Full BFUG Member |
185 |
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Switzerland’s Striving for Competitiveness |
188 |
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|
Results: Communication and Competition as Convergence Factors |
192 |
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Conclusion |
193 |
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Notes |
196 |
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References |
197 |
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Chapter 7: Swiss Reforms in Vocational Education and Training: Cherry-Picking from the Copenhagen Process |
201 |
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Swiss Reforms and the Copenhagen Aims |
202 |
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The Federal Law on VET |
202 |
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Reform Projects on the Copenhagen Process |
204 |
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Results: Degree and Dimensions of Delta-Convergence |
214 |
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Copenhagen: Implementation à la carte |
215 |
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Competitive Pressure for Positioning Swiss VET in the European Context |
217 |
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The Blocking Impact of Domestic Players |
219 |
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Limited Transnational Communication |
220 |
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Conclusion |
222 |
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Notes |
224 |
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References |
225 |
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Part III: Comparative Conclusions |
228 |
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Chapter 8: Explaining Convergence in Education Policy |
229 |
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Comparison of Main Findings |
230 |
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The Dimensions and Degree of Policy Convergence |
231 |
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Causal Mechanisms of Voluntary Policy Convergence |
233 |
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Transnational Communication |
236 |
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International Regulatory Competition |
238 |
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Veto Players |
239 |
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Education Reforms in the USA and Their International References |
242 |
|
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No Response to the PISA Study? |
246 |
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Bologna à la Carte |
249 |
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Notes |
253 |
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References |
253 |
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Chapter 9: Soft Governance in Education: Lessons and Prospects |
256 |
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Recapitulating the Approach of This Book |
257 |
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Discussion of Research Findings and Alternative Explanations |
259 |
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Contribution of This Book and Future Prospects |
262 |
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References |
269 |
|
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Annex |
271 |
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Interviews |
271 |
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|
European Commission |
271 |
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|
Switzerland |
271 |
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|
USA |
272 |
|
|
Index |
274 |
|