This article focuses on the social dimension of well-being, based on a critical analysis of the way it is conceptualised in late capitalism: As the dimensions of individual state of mind and body, something that evolves in the individual realm, stressing personal responsibility and achievement of well-being as a solitary act. Then, the…

The emergence and development of quality assurance schemes in European countries over the last 15-20 years has inspired many national case studies of the systems and procedures adopted. The methods, contexts, and procedures associated with this policy change are diverse. But although individual countries have set about changing policy in different…

This article aims to describe how academics in England, Denmark and Portugal understand the Bologna Process, their attitudes towards the initiative, and how understandings and attitudes determine action. It shows how contextually and culturally determined academic understandings, expectations, preferences, priorities and constraints are key…

This article focuses on the potential and actual use of child social indicators and indices in the policy-making process. It opens with a brief overview of the child indicators field and its current development and trends. A discussion of these new developments follows, with special emphasis on the consequences of the changing field to the…

We live in powerful times and are experiencing a conceptual emergency. The imperative to learn is evident. Yet in spite of advances in knowledge about how we learn, our application of that knowledge in practice remains patchy at best. A key part of the challenge is to encourage government itself to participate in the learning process, and to…

The Bologna Process is one of the major developments to have taken place in higher education in recent centuries. It has had an impact beyond European borders and repercussions in other parts of the world. Ibero-America has also sat up and taken note, even though scholars agree that there would be difficulties with its direct implementation in the…

This article presents a horizontal perspective on the dynamics of governance sites currently active for the European of Knowledge and places the Bologna process in this wider European level context. It introduces two dynamics of change in political organisation: (a) institutional differentiation and specialisation and (b) the interaction between…

Since the beginning of the 20th century, integration with the Western world has been a determining driver of higher education policies, as well as many other policy areas in Turkey. Becoming a signatory country of the Bologna Process in 2001 brought a new impulse to the higher education policies in this direction. The Bologna Process reforms…

Higher education policy-making in France, Sweden, and the United Kingdom, and whether it fits the national policy styles of those countries, is investigated. Aspects of policy change, centralism, consultation, openness, conflict level, and deliberation are discussed. (Author/MLW)

An analysis of advisory councils in France's centralized system also proposes a framework for such councils in policy formation in other countries. The analysis looks at the main features of such groups, how they are placed within the system, and what may be learned from the French experience. (MSE)

Trends in vocational education and training (VET) reform in Italy, Spain, and Portugal are examined in the context of European Community developments. The paper describes common problems (such as a low average qualification level), each country's current VET system, and specific strategies for structural change and program development. (DB)

Italy's approach to political decision making, increasingly a process of trying to reach collective agreement without changing anything, has paralyzed higher education and is moving it out of the mainstream of European higher education. (MSE)

A recent research project on foreign language needs in the Netherlands and an international seminar on foreign language needs are the basis for a discussion of two issues: (1) whether it is possible to quantify foreign language needs, and (2) whether suitable educational provisions can be made to meet those needs. (MSE)

Ireland's policy concerning the use and instruction of the Irish language at all educational levels is traced from early official neglect through early curricular occurrence, resurgence under adverse circumstances, a high point of policy and implementation in the 1940s, and more recent policy confusion. (MSE)

Problems and potentials of planning in the University of California system are discussed, focusing on the changing context of planning, basic features of the planning system used, and the role of consultation with relevant interests, which is a key element in bridging gaps of opinion but also causes bottlenecks. (Author/MSE)