This brief summarizes the key findings and implications of the first part of the POLNET project, focusing on the Norwegian context.
In this book, POLNET member Gunnlaugur Magnússon and co-author Johannes Rytzler illustrate how international policy shifts, primarily the Bologna-process, have affected debates around both the purpose and organization of higher education at different levels.
In this book, POLNET researchers shows how governments cope with the pressure to use data and evidence for their policy decisions.
Kirsten Sivesind, in collaboration with Petteri Hansen (University of Helsinki, Finland) and Rune Thostrup (Aarhus University, Denmark), investigates how ‘The Future School’ reports, published by Nordic state authorities between 2010 and 2015, project the future and the future school.
Ninni Wahlström and Andreas Nordin examine the transfer and translation of policy ideas and knowledge by analyzing the bibliographic references in the policy documents from OECD and Swedish School Commission.
In this article, co-written by Gita Steiner-Khamsi, Berit Karseth and Chanwoong Baek, the authors suggest ‘studying up’ and paying more attention to how scientific ‘evidence’ is actually used, translated, and edited at the political level.
Kirsten Sivesind examines how the ILSA results have been used as evidence in Norwegian school reforms and how policymakers perceive Finland as a country for emulation.
POLNET researchers examine how policymakers and policy experts in Norway made use of research and evidence in the development of the 2020 incremental school reform.