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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? El ámbito de la educación en la Unión Europea (UE) generalmente se considera como una cuestión de responsabilidad nacional, un ámbito subsidiario, pero a lo largo del tiempo se ha producido una convergencia de políticas de las naciones. La UE no comanda esta convergencia; ni es capaz de hacerlo, pero, cada vez más, gobierna el área de la educación en todas las etapas. El problema de la gobernanza, cómo funciona y qué herramientas utiliza, es un caso interesante de un área ambigua dentro de la UE y de llamar un área a la creación para que pueda ser gestionada de manera eficaz y silenciosa. Al hacerlo, las tecnologías gubernamentales utilizadas son de interés como las políticas propuestas, así como la gama de actores que participan en la construcción y regulación de la educación europea. Las redes complejas de expertos públicos y privados, utilizando nuevas tecnologías de datos y produciendo análisis y nuevos benchmarks y estándares se reúnen a través de varios esquemas de financiamiento de un sistema de atracción y persuasión, soft governance (gobernanza suave). Un número significativo de profesionales han generado voluntariamente nuevas tecnologías políticas, incluyendo sistemas de datos y estándares, la compleja producción material de nuevos sistemas de educación, incorporan tecnología, producción de datos, expertos y procesos de trabajo. El sistema ha funcionado, pero ofrece algo más que sólo tratar con el ordinario presente? A área da educação na União Europeia (UE) geralmente é vista como uma questão e responsabilidade nacional, uma área subsidiária, mas ao longo do tempo foi ocorrendo uma convergência de políticas das nações. A UE não comanda esta convergência; nem é capaz de fazê-lo, mas, cada vez mais, governa a área da educação em todos os estágios. O problema da governança, como opera e que ferramentas utiliza, é um caso interessante de uma área ambígua dentro da UE e de chamar uma área à criação para que possa ser gerida de modo eficaz e silencioso. Ao fazê-lo, as tecnologias governamentais usadas são de interesse como as políticas propostas bem como a gama de atores que participam da construção e regulação da educação Europeia. Redes complexas de experts públicos e privados, usando novas tecnologias de dados e produzindo análises e novos benchmarks e standards são reunidos por meio de vários esquemas de financiamento de um sistema de atração e persuasão, soft governance [governança suave]. Um número significante de professionais tem voluntariamente produzido novas tecnologias políticas, incluindo sistemas de dados e standards, a complexa produção material de novos sistemas de educação, incorporam tecnologia, produção de dados, experts e processos de trabalho. O sistema tem funcionado, mas oferece algo mais do que apenas lidar com o ordinário presente?

The schools inspection service in England has been privatised and private companies manage it, through contracts. These companies hire flexible and part time inspectors who may be led by a small number of permanent HM inspectors. This shift in the highly regulated inspection service has introduced new methods of operation, market based behaviours and commercial confidentiality into the education sector and contrasts with the older, elite, judgement-based advisory work of their predecessors. Knowledge is produced and used by new actors for new purposes. The outsourcing of school inspection is a significant step in governing education, and indicates a future development in its governing knowledge., Sisyphus - Journal of Education, Vol 2, Issue 1 (2014): Frameworks of Regulation: Evidence, Knowledge and Judgement in Inspection

The European Space for Education exists in different forms; for example, as policy documents, regulations, projects, Ministers Meetings. In the last ten years or fifteen years, there has been an important growth in the work of experts and professionals, constructing the infrastructure of this Space. Their associations, created at a European level, are enmeshed and embedded in this work of construction. This is undramatic but essential work, and they have steadily engaged with the governance of Europe. But they live life in the shade, without summit meetings or media headlines, but with an essential place in the ecology of new European education., Sisyphus - Journal of Education, Vol 1, Issue 1 (2013): The European Educational Space: New Fabrications

This paper has several significant themes compressed within it: the relation between the organization of mass schooling and its sustenance by simple technologies, the ways in which class and school routines bound objects and actions together, the particular relation between innovators and artifacts, and the economy and method of production of school artifacts. They are ways to approach the constitution of the process of schooling with particular attention to the material context that supported the ways that objects are given meaning within it. In this approach, we emphasize the pedagogic work around object lessons, revealing several meanings, each one connected to wider, but many times distinct analyses on schooling. The mechanic aspects of those tasks could fit in perfectly with the ideas of the Rational Factory and other organizations, since they were created in the XIXth century. The pedagogy of learning implicit in the classes, which, in its own words, was sophisticated, could not be separated from the formalism and the mechanization of that period. Indeed Pestalozzi’s ideas about objects and their use in schooling suggest they became widespread because they were capable of melding in with larger dominant themes about productive organizations and their realization through multiple and accumulating mechanized tasks. The objects, and the necessity to observe and to draw them, fit in with the thesis of technical literacy, a necessary skill in developing workers for the new industrial organizations.