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oapen-20.500.12657-540152022-04-14T03:01:19Z Evidence and Expertise in Nordic Education Policy Karseth, Berit Sivesind, Kirsten Steiner-Khamsi, Gita education policy curriculum reform social network analysis policy transfer analysis education governance policy knowledge Open Access bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy bic Book Industry Communication::J Society & social sciences::JP Politics & government::JPQ Central government::JPQB Central government policies bic Book Industry Communication::J Society & social sciences::JN Education bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education This open access book explores how policy makers draw on national, regional and international expertise in issuing school reform within five Nordic countries. In an era of international comparison, policy makers are expected to review best practices, learn from experiences from elsewhere, and apply international standards propelled by international organizations. Do they do so? What counts, for them, as evidence and expertise? The chapters draw methodologically on bibliometric data, network analysis, document analysis and expert interviews. They show compellingly how governments use “evidence” strategically and selectively for agenda setting and policy decisions. This book will be of interest and value to scholars of education policy, specifically within the Nordic region, and international and comparative education. 2022-04-13T15:08:44Z 2022-04-13T15:08:44Z 2022 book ONIX_20220413_9783030919597_10 9783030919597 https://library.oapen.org/handle/20.500.12657/54015 eng application/pdf n/a 978-3-030-91959-7.pdf https://link.springer.com/978-3-030-91959-7 Springer Nature Palgrave Macmillan 10.1007/978-3-030-91959-7 10.1007/978-3-030-91959-7 6c6992af-b843-4f46-859c-f6e9998e40d5 9783030919597 Palgrave Macmillan 429 Cham open access
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This open access book explores how policy makers draw on national, regional and international expertise in issuing school reform within five Nordic countries. In an era of international comparison, policy makers are expected to review best practices, learn from experiences from elsewhere, and apply international standards propelled by international organizations. Do they do so? What counts, for them, as evidence and expertise? The chapters draw methodologically on bibliometric data, network analysis, document analysis and expert interviews. They show compellingly how governments use “evidence” strategically and selectively for agenda setting and policy decisions. This book will be of interest and value to scholars of education policy, specifically within the Nordic region, and international and comparative education.
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