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9. Aligning Policy Ideas and Power: The Roots of the 'Competitiveness Frame' in European Education Policy

Author

Cino Pagliarello, Marina

Abstract

How and why do some ideas attain agenda status while others do not? This paper seeks to explore these questions in the context of the policy changes observed in European education policy. By drawing from the literature on agenda-setting and employing process tracing, the paper develops a theoretical argument to investigate the causal mechanisms through which a new problem definition is set. The central argument is that three factors affect how a problem definition wins over another: (i) the presence of a policy entrepreneur; (ii) the ability to construct a convincing narrative to support a particular interpretation of a problem; and (iii) the specific zeitgeist of a given period, namely the social and political context within which ideas gain ground. The paper contributes to the literature on European education policy by examining how ideas about education emerged. It also contributes to the theoretical debate on agenda setting studies.

Published
2020
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11. Constructing the 'Europe of Knowledge'? : the role of ideas in the transformations of European Education Policy (1973-2010)

Author

Cino Pagliarello, Marina

Subjects
379.4, JZ International relations
Abstract

Since the launch of the Lisbon strategy in 2000, the European Union has significantly transformed its education policy under the umbrella notion of the ‘knowledge economy’. In particular, the dominant policy discourse links education to economic growth with the predominance of education as a pro-market policy over education as a policy aimed at social inclusion. In addition, the European Commission performs a more cognitive, normative and regulative role through the governance mode of the Open Method of Coordination and its monitoring mechanisms such as performance indicators and benchmarking. Although these changes have been acknowledged by the literature, the tendency of structural or institutional accounts has been to take them for granted or as inevitable. The purpose of this thesis is to provide a theoretically and empirically based analysis of the policy process of these transformations. By drawing upon ideational theories and by employing process tracing over a time frame of more than three decades, the thesis builds a three-stage theoretical argument to explore in a structured fashion how the consensus around specific ideas about the goals of European education policy was formed, which actors advocated it, and why it prevailed. The empirical material draws on original and confidential archival sources, primary sources, official EU documents, and few in-depth elite interviews. The findings show how a specific problem definition of education allowed the European Commission to strategically construct a specific education agenda around the notion of the knowledge economy, which also reflected the preferences of powerful economic actors within the European Union. However, the findings also suggest that the polysemantic concept of the idea of knowledge economy itself acted as coalition magnet by aggregating actors with diverging interests as well as reinforcing the power and interests of the actors advocating this idea. By looking at the political-economic causes of the transformations of education, this thesis adds new knowledge to the current EU education policy literature. In addition, the thesis contributes to the current debates on the role of ideas in shaping political outcomes.

Published
2017
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16. Baseline study - Western Balkans: 21st century schools programme

Author

Bartlett, Will, Cino Pagliarello, Marina, Prica, Ivana, and Monastiriotis, Vassilis

Subjects
LB Theory and practice of education, HC Economic History and Conditions, JN Political institutions (Europe)
Abstract

The countries of the Western Balkans (Albania, Bosnia and Herzegovina, Kosovo, Montenegro, North Macedonia and Serbia) have been in a process of transition to a market economy over the past 30 years that is in some respects still not yet complete, in part due to the interrupting effects of wars and conflicts, in part due to the delayed onset of transition that in some countries (e.g., Serbia) did not really get off the ground until the democratic turn began in 2000. The economic restructuring that the transition has involved has created a demand for new skills following the introduction of new technologies and new forms of business organisation. The need for the development of Information and Computer Technology (ICT) and coding skills among school pupils is recognised by all governments in the region in key strategic documents. However, the roll-out of coding, programming, informatics and ICT in primary schools varies from one country to another. The British Council 21st Century Schools Programme is a three-year programme to provide training to school leaders and teachers in the skills needed to improve the teaching practice using critical thinking and problem solving (CTPS) teaching methods and the application of IT skills, primarily coding and programming within the classroom using micro:bit hardware donated by the UK government. This Baseline Report presents the characteristics of the primary education systems in the Western Balkans prior to Programme implementation that are relevant to the baseline stage of the British Council 21st Century Schools Programme. The main aim of the Baseline Report is to establish the initial measurement of the evaluation indicators, outcomes and outputs as set out in the Programme Evaluation Plan. The Baseline Report also examines the basic assumptions of the Theory of Change (Logic Model) of the Programme, which identifies how Programme interventions are expected to bring about the various outputs and outcomes of the Programme. It therefore checks the assumptions on which the effective delivery of the Programme are based.

Published
2020

19. Unpacking ambiguity in ideational change: the polysemy of the 'Europe of Knowledge'.

Author

Cino Pagliarello, Marina

Subjects
*POLYSEMY, *AMBIGUITY, *EDUCATION policy, *INSTITUTIONAL environment, *INFORMATION economy
Abstract

What is ambiguity, and why does it matter in policy change? Often treated as an exogenous factor, the ambiguity of ideas has been considered a taken for granted entity instrumental to actors' strategic action. Less attention has been devoted to elucidating the nature and drivers of ambiguity in the policy process. Building on the concept of 'boundary objects', originally developed within the sociology of science, this article identifies polysemy as one explanatory factor through which multiple and contradictory meanings are shared across a constellation of different actors. Empirically, the article examines how the idea of the 'Europe of Knowledge' in European education policy was first rejected in the mid-1990s and then adopted only a few years later thanks to its polysemy. By 'objectifying' an idea into a boundary object, polysemy can thus create entry or exit options in the institutional arena by legitimising actors' cooperation and enabling (policy) entrepreneurship. [ABSTRACT FROM AUTHOR]

Published
2022
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20. Vocational education’s weakness in the Balkans is hampering labour markets and perpetuating social exclusion

Author

Bartlett, Will, Gordon, Claire, Contributors: Branković, Nina, Kaludjerović, Jadranka, Mojsoska, Blazevski, Nikica, Cino- Pagliarello, Marina, a Milio, Simona, Oruc, Nermin, and Xhumari. Merita

Subjects
Education system, Balkans
Abstract

Education systems in the Balkans are highly selective: best performing students gain entry into gymnasia, while others attend vocational education training (VET) schools. Children of VET- educated parents are likely to follow in their genitors’ footsteps. High rates of vocational enrolment, furthermore, are not matched by effectiveness in skill formation. A large research project by LSE researchers, whose overview has been recently published by the European Training Foundation, suggests that allocating more resources, improving teacher training and updating curricula are key measures to allow for a change of tide. Will Bartlett and Claire Gordon summarise the findings.

Published
2014

21. What Giorgia Meloni’s policy agenda could mean for Italy and Europe

Author

Cino Pagliarello, Marina, Tedesco, Davide, Cino Pagliarello, Marina, and Tedesco, Davide

Abstract

Following her party’s victory in the Italian general election, Giorgia Meloni is set to lead Italy’s next government. Marina Cino Pagliarello and Davide Tedesco assess what her policy agenda might mean for both Italy and Europe.

22. Baseline study - Western Balkans: 21st century schools programme

Author

Bartlett, Will, Cino Pagliarello, Marina, Prica, Ivana, Monastiriotis, Vassilis, Bartlett, Will, Cino Pagliarello, Marina, Prica, Ivana, and Monastiriotis, Vassilis

Abstract

The countries of the Western Balkans (Albania, Bosnia and Herzegovina, Kosovo, Montenegro, North Macedonia and Serbia) have been in a process of transition to a market economy over the past 30 years that is in some respects still not yet complete, in part due to the interrupting effects of wars and conflicts, in part due to the delayed onset of transition that in some countries (e.g., Serbia) did not really get off the ground until the democratic turn began in 2000. The economic restructuring that the transition has involved has created a demand for new skills following the introduction of new technologies and new forms of business organisation. The need for the development of Information and Computer Technology (ICT) and coding skills among school pupils is recognised by all governments in the region in key strategic documents. However, the roll-out of coding, programming, informatics and ICT in primary schools varies from one country to another. The British Council 21st Century Schools Programme is a three-year programme to provide training to school leaders and teachers in the skills needed to improve the teaching practice using critical thinking and problem solving (CTPS) teaching methods and the application of IT skills, primarily coding and programming within the classroom using micro:bit hardware donated by the UK government. This Baseline Report presents the characteristics of the primary education systems in the Western Balkans prior to Programme implementation that are relevant to the baseline stage of the British Council 21st Century Schools Programme. The main aim of the Baseline Report is to establish the initial measurement of the evaluation indicators, outcomes and outputs as set out in the Programme Evaluation Plan. The Baseline Report also examines the basic assumptions of the Theory of Change (Logic Model) of the Programme, which identifies how Programme interventions are expected to bring about the various outputs and outcomes of the Programme. It

23. Sergio Mattarella’s re-election as Italian President: a turning point for Italy’s populist parties?

Author

Cino Pagliarello, Marina, Tedesco, Davide, Cino Pagliarello, Marina, and Tedesco, Davide

Abstract

On 29 January, Sergio Mattarella was re-elected as Italian President. Marina Cino Pagliarello and Davide Tedesco write that Mattarella’s re-election could act as a catalyst for Italy’s two largest populist parties – the League and the Five Star Movement – to pursue a more moderate course.

24. LSE continental breakfast 8: 'follow', 'unfriend' or 'take a break'? Three Brexit scenarios envisaged

Author

Cino Pagliarello, Marina and Cino Pagliarello, Marina

Abstract

'Follow', 'unfriend' or 'take a break'? Reporting on LSE Continental Breakfast discussions held under Chatham House rules among Italian and British economists, policy-makers and the public in Rome in early February 2018, Marina Cino Pagliarello (LSE) looks at the economic and political consequences of the three options still open to the UK. She then outlines the possibility of a Brexit that is 'lost in transition' due to the apparently irreconcilable demands on each side.

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