The Global Educational Policy Environment in the Fourth Industrial Revolution by Jules Tavis D.;Berman Evan;

Author:Jules, Tavis D.;Berman, Evan;
Language: eng
Format: epub
Publisher: Emerald Publishing Limited
Published: 2016-12-18T00:00:00+00:00

EXTRA-TERRITORIAL GOVERNANCE MECHANISMS: TRANS-REGIONAL REGIMES AND SUPRANATIONAL ENTITIES

Unlike PPPs, epistemic communities, and other transnational actors in education, we also see the rise of “trans-regional regimes” (Jules, 2012), “international education regimes” (Do Amaral, 2010; Tikly, 2016), and extra-territorial entities – such as, the African Union, Caribbean Community (CARICOM), Mercado Común del Sur (MERCOSUR), the Association of Southeast Asian Nations (ASEAN), and the European Union – that are now shaping the domestic education agendas of their members from the regional or supranational level. The educational landscape is transforming, as international, transnational, and regional organizations have become major players in governing the education policy field. Several authors have discussed the relationship between education governance and regime theory to explain the transformation and reaction of policymakers to education policy (Do Amaral, 2010; Jules, 2012, 2015; Tikly, 2016). In making such assumptions, these authors have drawn on Krasner’s (1993) work on “international regimes” to conceptualize “the main concern of governance … [by examining] the complex interrelations of action and coordination on various levels of analysis” (Do Amaral, 2010, p. 59). Krasner (1993) argues that a regime is composed of a set of “principles, norms, rules, and decision-making procedures around which actors’ expectations converge in a given issue area” (p. 1). Regime theory emerges in the 1970s as a way of denoting “sets of government arrangements” that include “networks of rules, norms, and procedures that regulate behaviors and control its effects” (Keohane & Nye, 1971, p. 19). Indeed, Jessop (1998) was prompted to write that “international relations has discovered ‘international regimes’, i.e., a form of co-ordination which avoid international anarchy and yet by-pass the nation-state – and which has therefore been described as involving ‘governance without government’” (p. 31). Regimes in education are viewed as establishing frameworks (reducing transactional costs) and coordinate actors’ expectations (improving quality and quantity of information available to states) as issues arise within any given policy space. Keohane (1983) notes that the “denser the policy space, the more highly interdependent are different issues, and therefore the agreements made about them” (pp. 155–156). Keohane (1983), in distinguishing between agreements and regimes, notes that agreements are ah doc “one-shot” arrangements, whereas the purpose of regimes is to facilitate agreements. Similarly, Jervis (1983) argues that regimes “[imply] not only norms and expectations that facilitate cooperation, but a form of cooperation that is more than the following of short-run self-interest” (p. 173). Thus, regimes do not arise on their own accord; they can be envisaged as “intervening variables standing between basic and causal variable and outcomes of behavior” (Krasner, 1983, p. 5). According to Stein (1993), regimes are based upon common interest or collaboration. Regimes in education have evolved as “arrangements peculiar to substantive issue-areas in international relations that are characterized by the condition of complex interdependence: neither hierarchy nor anarchy prevails and states really practice self-help” (Hass, 1993, p. 27). In fact, Do Amaral (2010) suggests that educational “regime” involved in the “governance” of educational services “… focus on the different conceptualizations of how sociopolitical regulation processes are coordinated among the different agents, be they public or private” (p.

Download

Copyright Disclaimer:
This site does not store any files on its server. We only index and link to content provided by other sites. Please contact the content providers to delete copyright contents if any and email us, we'll remove relevant links or contents immediately.