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  • Serie: Palgrave Studies in Global Higher Education » Bokklubben.
  • About Governance of Educational Trajectories in Europe?
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Silvia Salini University of Milan Verified email at unimi. Daniele Checchi professor at the University of Milan Verified email at unimi. Verified email at unimi.


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Articles Cited by Co-authors. Journal of Comparative Policy Analysis 11 1 , , International Perspectives on the governance of higher education, , European Universities in Transition: Issues, models and cases, , Articles 1—20 Show more.

Help Privacy Terms. Critical factors in the use of evaluation in Italian universities G Rebora, M Turri Higher education 61 5 , , Qty : Please note there is a week delivery period for this title. Drawing on findings from a large EU-funded research project that took place over three years, this book analyses educational trajectories of young people in eight European countries: Finland, France, Germany, Italy, the Netherlands, Poland, Slovenia and the United Kingdom.

Contributors explore interactions between structural and institutional contexts of educational trajectories, the individual meaning attached to education and the strategies adopted by young people to cope with its demands. The book also analyses the decision-making processes of individual students, placing them firmly within the social contexts of their families, local schools, national education systems and welfare states, as well as transnational policy contexts.

In considering educational disadvantage, the book is based on primary, cross-national research with systematic analysis of the different themes addressed. As every chaptersis co-authored by two or three researchers, each based in a different country, the book goes beyond the usual country-based chapter design to provide an enriched insight into both comparative theory and research methods.

Governance of Educational Trajectories in Europe

I was particularly impressed with its attempt to grasp the complexity of what is happening to young people in eight European countries with strikingly different histories. The finding which stood out for me is the enormous pressure that an increasingly instrumental approach to policy puts on young people, especially those from disadvantaged backgrounds. The book's attempt to relate changes in governance to the educational decision-making of young people is well captured in the three case studies and their analysis.

Life histories have much to offer in fleshing out abstract policy ideas such as lifelong learning. It does so in ways that are theoretically informed, with a firm grounding in empirical data from eight European countries.

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