Table Of ContentEvaluating European Education Policy-Making
Evaluating European
Education Policy-Making
Privatization, Networks and the
European Commission
Editedby
Manuel Souto-Otero
UniversityofBath,UK
Selectionandeditorialmatter©ManuelSouto-Otero2015
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Contents
ListofTablesandFigures ix
NotesonContributors x
ListofAbbreviations xiii
1 EuropeanPolicy-MakinginEducationandTraining:
BetweenInstitutionalLegitimizationandPolicy
Privatization 1
ManuelSouto-Otero
2 Competition,GovernanceandGlobalEducationPolicy 25
AntonioOlmedoandStephenJ.Ball
3 BreakingDowntheLearningSilos:WhatRolefor
EmployersandthePrivateSectorinEducationand
Learning? 53
JacobDencik
4 TheIncreasingNeedforPrivateActorsinPolicy-Making
attheEuropeanCommission 71
CynthiaM.H.Villalba
5 ‘Allin’?PatternsofParticipationinEUEducationPolicy 92
ÅseGornitzka
6 TheRoleofPrivateCompaniesinSupportingEuropean
PolicyintheFieldofEducationandTraining 124
DanielaUliˇcná
7 HEExpertsandCommissionedResearch:Between
Stability,FragilityandAmbiguity? 146
JeroenHuisman
vii
viii Contents
8 Conclusions:WhoBenefitsfromEUPolicy-Makingin
Education?TheEuropeanCommissionandthe
PrivatizationofEducationPolicy 166
ManuelSouto-Otero
Index 183
Tables and Figures
Tables
5.1 AttitudesamongEuropeanstowardsdecision-making
atthenationalversustheEuropeanlevelonpolicy
issues.Eurobarometer2010 104
5.2 Theconfigurationofexpertgroupsineducationand
neighbouringpolicyareas.Datafrom2007,2009and
2013 107
5.3 Typesofparticipantpresentinexpertgroupsunder
DGEACcomparedwithDGRTD,DGENTRandall
expert-groupDGs(percentageoftotalnumberof
expertgroupsundereachDG),2007 108
5.4 Stakeholderassociationsparticipatinginworking
groups,OMCeducation,2003 116
6.1 Overviewoffundingforpolicyreformpertypeof
activity 125
Figures
3.1 Frameworkoflifelonglearning 62
5.1 ParticipantsinOMCeducationTWGsaccordingto
organizationalaffiliation 114
6.1 ShareofthebudgetforEACanalyticaland
consultancyactivitiesallocatedtodifferenttypesof
organizationintheperiod2009–2013 132
ix
Contributors
StephenBallisKarlMannheimProfessorofSociologyofEducation,
InstituteofEducation,UniversityofLondon,UK;fellowoftheBritish
Academy; member of the Academy of Social Sciences; FRSA; Doctor
Honoriscausa(Turku);andhasaD.Litt(UniversityofLeicester).His
main areas of interest are in education policy analysis and the rela-
tionships between education and education policy, and social class.
His work brings to bear on these issues the tools and concepts of
policy sociology and in particular the methods of Michael Foucault
andPierreBourdieu.In2008hewasinvolvedinlaunchingtheBritish
EducationalResearchAssociation’sSocialTheoryandEducationspe-
cial interest group. Recent books are How Schools Do Policy (2012),
GlobalEducationInc.(2012),Networks,NewGovernanceandEducation
(with Carolina Junemann, 2012) and Foucault, Power and Education
(2013). He has two current research projects (British Academy and
Leverhulme Foundation), which explore the spread and impact of
a global education policy network, one focused on Africa and one
on India. He is also working on an international study of philan-
thropyandeducationpolicywithAntonioOlmedooftheUniversity
of Roehampton and Visiting Fellow at the Institute of Education,
UniversityofLondon,UK.
Jacob Dencik received his PhD in public policy from the Univer-
sity of Bath and has more than 10 years’ experience working as
a consultant and researcher focusing on issues linked to economic
development, human capital, innovation and competitiveness. He
has worked with numerous government agencies around the world
ontheseissues.Hehasalsoadvisedmanycompaniesontheirglobal
operationsandlocationstrategies.Heisaco-authorofTheEuropean
Challenge:Innovation,PolicyLearningandSocialCohesionintheKnowl-
edge Based Economy (2005) and contributing author to Enhancing the
EffectivenessofInnovation:NewRolesforKeyPlayers(2009).
x
NotesonContributors xi
ÅseGornitzkaisProfessorattheDepartmentofPoliticalScience,the
UniversityofOslo,andaffiliatedResearchProfessoratARENACentre
for European Studies, the University of Oslo. She is also Adjunct
ProfessorattheDepartmentofAdministrationandOrganizationThe-
ory at the University of Bergen. She is currently Editor in Chief
of Scandinavian Political Studies. Her main fields of academic interest
areintheroleoforganizationalfactorsinpoliticalsystemsandinsti-
tutionalchangeandreforminthepublicsector.Herresearchfocusis
onEUpolicymaking,therelationshipbetweenEUandthenational
level,andnationalreformsandgovernance,especiallyinthehigher
educationandresearchpolicy.Sheisapoliticalscientistandholdsa
doctoraldegreefromtheFacultyofPublicAdministration,University
ofTwente,theNetherlands.
Jeroen Huisman has been Professor of Higher Education in the
Department of Sociology at Ghent University, Belgium, since May
2013. He is also Director of the Center for Higher Education Gover-
nanceGhent.He completedhisPhDin1995at theCHEPS,Univer-
sityofTwente,theNetherlands.Hewasseniorresearcheratthecentre
until2005,thenwasappointedtotheUniversityofBath,UK,asPro-
fessorofHigherEducationManagement.Hismainresearchinterests
revolvearoundgovernance,includingsystem-levelpolicyandsteer-
ingdynamics,institutional-levelstrategiesandorganizationalchange
processes.
Antonio Olmedo is Reader in Education Policy, University of
Roehampton, UK. His research rests within the fields of education
policy analysis and the sociology of education. More specifically, he
is interested in aspects related to education policy and social class:
theroleoftheprivatesectorineducation;neoliberalpoliciesandthe
creationofquasimarkets;andglobalnetworks,internationalorgani-
zations, policy advocacy, philanthropy and edu-businesses; interna-
tionaleducationpolicyandemergingpatternsofaccess,opportunity
andachievementineducation.TogetherwithStephenBall,heiscur-
rentlyworkingonaresearchprojectfundedbytheBritishAcademy
entitled, ‘Philanthropy, business and education: Market-based solu-
tions to educational problems in developing countries’. He is also
involved in a research project with colleagues from the University
of Granada and the Complutense University of Madrid, Spain. This
