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Säntti, Janne; Hansen, Petteri; Saari, Antti – Policy Futures in Education, 2021
The future is rarely problematised in education even though it is self-evident in everyday schoolwork and present also in the management of education. However, we should understand how different future visions influence our understanding of education. In this paper, we apply rhetorical analysis and study how the future of education is rhetorically…
Descriptors: Foreign Countries, Educational Policy, Educational Trends, Futures (of Society)
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Paananen, Maiju; Grieshaber, Susan – Journal of Education Policy, 2023
The early childhood education (ECE) sector has been subjected to increased governance, which has manifested in an increased focus on monitoring and steering the daily life of preschools. It is well documented that instruments of governance change teachers' priorities and practices. Changes are not always in line with the aims of the governing…
Descriptors: Early Childhood Education, Governance, Preschools, Foreign Countries
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Atas, Ufuk; Daloglu, Aysegül; Hildén, Raili K. – European Journal of Teacher Education, 2023
The professional development of teacher educators has received global interest worldwide following the notion that teacher educators are profoundly responsible for teacher education quality. Still, research on teacher educator professional development is scarce in Finland and under-researched in Turkey. In this article, the authors examine how…
Descriptors: Foreign Countries, Teacher Educators, Teacher Role, Knowledge Base for Teaching
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Touko Vaahtera; Sirpa Lappalainen – Pedagogy, Culture and Society, 2024
Drawing from critical disability studies and cultural studies, this article unpacks cultural understandings of digital abilities. We analyse policy documents on digital education as cultural texts which communicate cultural values. Methodologically, we understand policy ideas as deriving from the larger culture. Our analysis first explores how…
Descriptors: Educational Policy, Digital Literacy, Ability, Economic Change
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Sabzalieva, Emma; Roser, Jaime; Mutize, Takudzwa – Hungarian Educational Research Journal, 2023
Self-regulation in the governance of higher education systems is often assumed to improve institutional performance, accountability, and responsiveness. Although studies of higher education governance have addressed the extent of self-regulation across national systems, there has been less investigation of the links between self-regulation and…
Descriptors: Self Management, Governance, Higher Education, Educational Quality
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Juha Tuunainen; Kari Kantasalmi; Sari Laari-Salmela – Journal of Higher Education Policy and Management, 2024
Referring to failures in policy-driven public governance research this paper looks at strategising in higher education. It expands horizons for understanding university strategies in a more nuanced way than hitherto has been done. Deploying systems theory, it shows how different temporalities co-exist in strategies and how their change reflects…
Descriptors: Foreign Countries, Research Universities, Strategic Planning, Educational Legislation
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Saari, Antti – European Educational Research Journal, 2022
This article studies topological reflexivity in educational policy discourse, when policy is considered in terms of eradicating the distances involved and increasing mobility and commensurability. Topological reflexivity is critically evaluated from a Lacanian point of view as a form of political fantasy which structures reality within the…
Descriptors: Educational Policy, Futures (of Society), Educational Environment, Resistance to Change
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Gunnulfsen, Ann Elisabeth, Ed.; Ärlestig, Helene, Ed.; Storgaard, Merete, Ed. – Educational Governance Research, 2023
This book discusses principals' prerequisites and work within the five Nordic countries and focuses on schools as formal institutions that carry out functions delegated to them by the social collective. It includes a discussion about what kind of state policy demonstrates autonomy in Nordic schools, as well as the ways in which school leaders as…
Descriptors: Comparative Education, Leadership, Principals, State Policy
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Petteri Hansen; Ingólfur Ásgeir Jóhannesson – Scandinavian Journal of Educational Research, 2024
In this article, we examine how policymakers from three Nordic countries, Finland, Iceland and Sweden, reflect on the future at 2 different points in time: just before the first PISA study (1998-1999) and more than 15 years later (2015-2017). The empirical data consist of interviews (N = 37) with national policymakers, collected in two comparative…
Descriptors: Foreign Countries, Educational Policy, Policy Formation, Educational Trends
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Minni Matikainen – Journal of Transformative Education, 2024
Transformative learning in teacher education qualitatively changes future teachers' meaning systems of learning, teaching, and education. In this study, I explored transformative learning in Finnish class teacher education. Data were collected by observing student teachers over two academic years. Data also contains writings that student teachers…
Descriptors: Transformative Learning, Teacher Education Programs, Foreign Countries, Longitudinal Studies
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Reay, Diane – Irish Educational Studies, 2022
This article draws on case studies from abroad to illustrate what to avoid and what to promote in the quest for a socially just educational system. It first looks at the range of goals different countries have pursued in relation to education. It then focuses more closely on policies in a range of European countries, that have inhibited or enabled…
Descriptors: Social Justice, Access to Education, Educational Policy, Equal Education
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Gomendio, Montse – Education Next, 2023
Since 2000, the Programme for International Student Assessment, or PISA, has tested 15-years-olds throughout the world in reading, math, and science. Developed by the Organization for Economic Cooperation and Development, or OECD, and administered every three years, PISA is designed to yield evidence for governments on which education policies…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
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Johanna Heikka; Riikka Hirvonen; Sanni Kahila; Harri Pitkäniemi; Takumi Yada; Eeva Hujala – Early Years: An International Journal of Research and Development, 2023
This study aimed to examine how Finnish early childhood education (ECE) teachers use planning, assessment and development (PAD) hours across different areas of the national ECE curriculum. The PAD of pedagogy carried out by ECE teachers is an important quality factor in ECE. In Finland, the working hours reserved for planning, assessment and…
Descriptors: Foreign Countries, Early Childhood Teachers, Planning, National Curriculum
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Asta Järvinen; Ari Sivenius – Cogent Education, 2023
The present study examines the educational speech that appears in the upper secondary school curriculum. Teaching and the organisation of teaching is guided by the written reality of the curriculum.The Foucaultian approach is applied to study the discursive events, i.e. expressions presented as true. The study is based on the interest in the role…
Descriptors: Secondary School Curriculum, Foreign Countries, Educational Policy, Teaching Methods
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Tuija Kasa; Kristiina Brunila; Reetta Toivanen – Educational Review, 2024
Finland has repeatedly been presented as a "success story" of equality and education, promoter of human rights and included equality and human rights as part of national curricula. However, research has shown the slow progress of integrating topics of equality and human rights in teacher education despite hundreds of project-based…
Descriptors: Foreign Countries, Teacher Education Programs, Intervention, Civil Rights
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