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French Education Politics after PISA and Bologna — Rupture or Continuité?

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Internationalization of Education Policy

Part of the book series: Transformations of the State ((TRST))

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Abstract

Around the world, education policy-making has changed significantly over the past ten years. France is no exception in this regard. Its education system has recently embraced new strategies to promote access and equality, while also redefining the relationship between the state and education providers. In the academic literature, there is a consensus that internationalization has substantially contributed to the new modes of governance in higher education, in addition to a major overhaul of existing study structures (Musselin and Paradeise 2009; Dobbins 2012; Dobbins and Martens 2012). France’s lacklustre results in the Programme for International Student Assessment (PISA) increased the already strong problem pressure and provided additional ammunition for reform efforts by the Sarkozy government. References to PISA top performers have justified new education policies which link the goals of the French left (for example, the promotion of equality) and conservatives (for example, pedagogical autonomy) (Robert 2008; Baudelot and Establet 2009; Dobbins and Martens 2012).

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  1. University of Bremen, Germany

    Kerstin Martens , Philipp Knodel  & Michael Windzio ,  & 

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Dobbins, M. (2014). French Education Politics after PISA and Bologna — Rupture or Continuité?. In: Martens, K., Knodel, P., Windzio, M. (eds) Internationalization of Education Policy. Transformations of the State. Palgrave Macmillan, London. https://doi.org/10.1057/9781137401694_5

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