The Europeanisation of Education Policy: Researching Changing Governance and ‘New’ Modes of Coordination

Abstract

This article explores how the European Union coordinates education policy making through the use of a mode of governance called the open method of coordination (OMC). Part One briefly presents and discusses the mechanisms of the education OMC and its key characteristics. Part Two draws on contemporary theories of Europeanisation and discourse analysis to provide a theoretical and methodological framework for researching the response of member states to this policy coordination. Member states of the European Union are not seen as passive recipients of policies from the European Commission and the Council of the European Union. Rather they engage in a complex process of selective adoption of policy measures that suit particular purposes, formulate various aspects of policy often in tension with other member states, and possibly reject those elements of policy that do not fit national priorities or timelines. Finally, the author briefly exemplifies these issues by operationalising key research questions around the issue of domestic response to the education OMC through a suggested research approach for the exploration of the process of Europeanisation of education policy.