Journal of Supranational Policies of Education (JOSPOE)最新文献

{"title":"Global inequalities, multipolarity, and supranational organizations engagements with gender and education / Desigualdades globales, multipolaridad y compromisos de los organismos supranacionales con el asunto de género y educación","authors":"E. Unterhalter","doi":"10.15366/jospoe2015.3.001","DOIUrl":"https://doi.org/10.15366/jospoe2015.3.001","url":null,"abstract":"espanolEste articulo busca identificar la emergencia de un espacio multipolar sobre desarrollo internacional en los ultimos diez anos que se enmarca entre agendas asociadas con los derechos humanos y las necesidades basicas, seguridad, la agenda medioambiental y respuestas a la crisis financiera de 2008. En este contexto, genero y educacion, temas notablemente asociados con el acceso de las ninas a la educacion, han venido a ocupar un espacio notablemente resonante, senalando ambas un final a todas las enfermedades del desarrollo y la disolucion de las diferencias entre, por ejemplo, el estado y el sector privado, ONGs orientadas a la igualdad y aquellas relacionadas con el lucro. El articulo aborda el tema de como en este proceso las organizaciones supranacionales involucradas con la educacion despliegan un numero de terminos clave � empoderamiento, efectividad y evidencia- y como las ambiguedades asociadas con estas permiten que se lleven a cabo medidas sobre genero y educacion para indicar ambos un proyecto de justicia social y procesos que sancionen o saneen las relaciones de comercializacion, explotacion y continuas desigualdades. El analisis engloba tres hilos de discusion. En la presentacion del tema abordo una serie de caracteristicas de desigualdades globales asociadas con el genero y la educacion y algunas de las dimensiones resbaladizas de la multipolaridad. A continuacion, trato algunas de las formas en que la multipolaridad ha sido debatida en discusiones sobre relaciones internacionales y democracia radical; y uso algunos de los aspectos metaforicos de esta nocion para caracterizar el momento presente en politica internacional de desarrollo. A traves de esto, intento teorizar enfoques de genero, educacion y desarrollo internacional que yo denomino como disperso. En la tercera seccion trazo algunas de las relaciones entre los organismos supranacionales y las instituciones locales que trabajan en el tema de genero y educacion; y muestro, usando el ejemplo del Programa Girls� Education Challenge (GEC) del Departamento para el Desarrollo Internacional (DFID en sus siglas en ingles) como las caracteristicas de dispersion son evidentes en las declaraciones sobre politicas, descripciones de programas y discursos de encuadre. La conclusion dibuja las implicaciones del analisis para algunas de las declaraciones de politica global habiendo sido negadas en 2015, como son los Objetivos de Desarrollo Sostenible (ODS). EnglishThis paper seeks to identify the emergence of a multi-polar space regarding international development in the last ten years that stands between agendas associated with human rights and basic needs, security, the environmental agenda, and responses to the 2008 financial crisis. In this environment, gender and education, notably issues associated with girls� access to school, have come to occupy a particular resonant space, signalling both an end to all development ills, and the dissolution of differences between, for example,","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116797339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Desvelando los significados de Equidad e Igualdad de Género: Un recorrido por instrumentos y políticas educativas dirigidas a la transformación por la igualdad de género desde el Derecho a la Educación / Unveiling meanings about equity and equality (...)","authors":"Domínguez Castillo, M. Pilar","doi":"10.15366/jospoe2015.3.002","DOIUrl":"https://doi.org/10.15366/jospoe2015.3.002","url":null,"abstract":"espanolEl presente articulo nos permite transitar por diferentes instrumentos educativos internacionales, asi como por estudios e informes de politicas educativas, para ir desvelando las implicaciones profundas que se encuentran en los enfoques de paridad-igualdad de genero en la educacion. El recorrido que realizaremos nos ofrecera igualmente la evolucion, y los pasos dados hacia delante y hacia atras, del derecho a la educacion desde la perspectiva de la igualdad de genero, pudiendo tomar conciencia del potencial transformador que albergan las recientes aproximaciones teoricas y metodologicas desarrolladas por organismos como UNESCO, frente a politicas supranacionales que han priorizado la paridad de genero frente a la igualdad de genero. Ofreceremos algunas claves sobre la relevancia del derecho a la educacion desde la perspectiva de genero en la nueva agenda mundial post-2015 EnglishThis article allows us to travel through different supranational and international educational policies, as well as studies and reports of educational policies, in order to reveal the deep implications that are in parity - gender equality approaches in education. The route will also give us the evolution, as well as the steps forward and backward, related to the Right for Education from the gender equality approach. We will be aware of the transformational impact that the recent theoretical and methodological approaches developed by UNESCO offer to gender equality, against other approaches from supranational policies that focus on gender parity. Finally, we offer some clues about how important is the Right for Education from a gender perspective in the new post-2015 global agenda","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133308007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Caribbean educational policy space: educational gradualism, zero-sum policy reforms, and lesson-drawing in small (and micro) states / El espacio del Caribe para la educación política: Gradualismo educativo, reformas políticas de suma cero (...)","authors":"Tavis D. Jules","doi":"10.15366/jospoe2015.3.016","DOIUrl":"https://doi.org/10.15366/jospoe2015.3.016","url":null,"abstract":"espanolEste trabajo analiza el discurso nacional la politica educativa de cada diez de los paises ahora 15 Comunidad del Caribe (CARICOM) y avanza que los experimentos socialistas fallidos en los pequenos (y micro estados) de Guyana, Granada y Jamaica durante la decada de 1980 en ultima instancia conducir a la creacion de Espacio del Caribe para la Educacion Politica (CEPS). CEPS esta destinado a generar el movimiento de servicio, los bienes, el trabajo, el capital y el derecho de establecimiento - es decir, los ciudadanos de la CARICOM pueden establecer empresas y empresas comerciales en cualquier nacion CARICOM y ser tratado como un ciudadano local. Este espacio discursivamente creado emplea el mecanismo de entrega externa de �leccion de dibujo� a traves de un enfoque gradual para las reformas educativas en el tanto a nivel regional como a nivel nacional o lo que yo llamo el gradualismo, una reforma de la politica educativa maniobra de suma cero que facilita la creacion de predefinido los resultados educativos. Un analisis de contenido sumativo muestra que CEPS, un subproducto no intencional de gradualismo educativa, se discursivamente enmarcado historicamente por la era del pluralismo ideologico, legalmente por el 2001 Tratado Revisado de Chaguaramas, sustantivamente por la promulgacion del mercado unico del Caribe en 2006, y funcionalmente a traves cooperacion funcional. EnglishThis paper analyses national educational policy discourse in ten of the now 15 Caribbean Community (CARICOM) countries and advances that the failed socialist experiments in the small (and micro states) of Guyana, Grenada, and Jamaica during the 1980s ultimately lead to the creation of the Caribbean Educational Policy Space (CEPS). CEPS is intended to engender the movement of service, goods, labor, capital, and the right to establishment � i.e. CARICOM citizens may establish companies and business enterprises in any CARICOM nation and be treated as a local national. This discursively created space employed the external delivery mechanism of �lesson-drawing� through a gradualist approach to educational reforms at the both regional level and national level or what I call educational gradualism�a zero-sum policy reform maneuver that facilitates the creation of predefined educational outcomes. A summative content analysis shows that CEPS, an unintentional byproduct of educational gradualism, was discursively framed historically by the era of ideological pluralism, legally by the 2001 Revised Treaty of Chaguaramas, substantively by the enactment of the Caribbean Single Market in 2006, and functionally through functional cooperation.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127680533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Corrientes internacionales, desarrollos estructurales, preferencias nacionales y la implementación de políticas educativas: Hallazgos en El Salvador durante el periodo 1990-2005 / International currents, structural developments, national preferences (...)","authors":"D. Edwards, Julián Libreros, Pauline Martin","doi":"10.15366/jospoe2014.2.006","DOIUrl":"https://doi.org/10.15366/jospoe2014.2.006","url":null,"abstract":"espanolSe analizan como las tendencias internacionales y el cambio de las limitaciones estructurales se cruzan con las dimensiones politica, institucional y tecnica de la reforma educativa. El proposito de este analisis es comprender mejor como la interaccion de estos temas puede fomentar o impedir la implementacion de las politicas. Esta investigacion se centro en tres casos de politica educativa en El Salvador durante el periodo 1990-2005. Las politicas abordadas son el Programa de Educacion con Participacion de la Comunidad (EDUCO), la politica orientada a la equidad de genero en la educacion y la politica de educacion en valores. Los resultados del estudio muestran que la implementacion tecnica de la politica educativa es afectada no solo por los actores, las ideas y las limitaciones del ambito internacional, sino tambien por las preferencias politicas de los actores clave nacionales y por las restricciones a nivel local. Los tres estudios de caso ofrecen multiples ejemplos de como los elementos de interes se combinan y derivan en consecuencias diversas al momento de su ejecucion. EnglishWe analyze how international trends and changing structural limitations intersect with political, institutional, and technical aspects of education policy. Our purpose is to better understand how these issues variously combine to encourage or impede policy implementation. The research for this study focused on three cases of education policy from El Salvador during the period 1990-2005. These policies related to the Education with Community Participation (EDUCO) program, gender equality in education, and the teaching of values. Our findings show that it is not only actors, ideas, and constraints from the international realm that impact national-level political and institutional dynamics, but rather also that national-level political preferences and other local-level constraints can facilitate or impede the selection and implementation of a policy�s technical elements. Our case studies provide multiple examples of how these elements combine, and with various consequences for implementation.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132303662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Apuntes sobre la internacionalización y la globalización en educación. De la internacionalización de los modelos educativos a un nuevo modelo de gobernanza","authors":"A. Luzón, Mónica Torres","doi":"10.15366/jospoe2013.1.003","DOIUrl":"https://doi.org/10.15366/jospoe2013.1.003","url":null,"abstract":"ABSTRACT This article highlights the need for a theoretical reflection about the process of globalization and internationalization, as the new challenges raised for the governance of international organizations. These organizations are becoming key actors in the processes of policy-making in education because emphasizes the importance and significance of internationalization processes and mechanism dialectical inseparable in the formation of nation-states. It also highlights the role played by international organizations and institutions, not only in the dissemination of knowledge or intensification of relations but also, more recently, in the establishment of a new model of educational governance in the setting of a new supranational policy. Key words: globalization, internationalization, educational governance, International Organizations, Comparative Education. RESUMEN Este articulo pone de manifiesto la necesidad de una reflexion teorica en torno al proceso de globalizacion e internacionalizacion, asi como a los nuevos desafios que plantea la gobernanza de las organizaciones internacionales, ya que se estan convirtiendo en agentes fundamentales dentro de los procesos de toma de decisiones en materia educativa. Destaca la importancia y trascendencia de analizar los procesos de internacionalizacion y de formacion de los Estados-nacion como un mecanismo inseparable e incluso dialectico. Tambien pone de relieve el papel que han desempenado las organizaciones e instituciones internacionales, ya no solo en la difusion de conocimiento o intensificacion de las relaciones sino tambien, mas recientemente, en el establecimiento de un nuevo modelo de gobernanza educativa en el escenario de una nueva politica supranacional. Palabras clave: globalizacion, internacionalizacion, gobernanza educativa, organizaciones internacionales, Educacion Comparada.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"26 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131957986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Globalization and Comparative Education Research: Misconceptions and Applications of Neo-Institutional Theory","authors":"Alexander W. Wiseman, M. F. Astiz, D. Baker","doi":"10.15366/jospoe2013.1.001","DOIUrl":"https://doi.org/10.15366/jospoe2013.1.001","url":null,"abstract":"ABSTRACT As globalization studies have become central to comparative education research, neo-institutional theory has become the focus of many debates among comparative education researchers investigating the effects of globalization on education. Yet, in spite of this focus, many comparative education researchers have difficulty interpreting neo-institutional theory and how it frames comparative education research. In particular, misconceptions persist related to which strand of neo-institutional theory is the most relevant to comparative education research, and whether or not neo-institutional theory advocates for the homogenization of education and society worldwide. This article addresses these misconceptions by explaining the theory in relation to comparative education research using a specific empirical case as an example. The documented theoretical and methodological diversity within the field of comparative education supports the assertion that neo-institutional theory provides a productive framework for understanding and interpreting comparative education phenomena, but that complementary approaches and methods are useful as well. Key words: globalization, neo-institutional theory, comparative education research, Saudi Arabia, Tatweer Project, information and community technology. RESUMEN La teoria neo-institucionalista se ha ubicado en el centro de los debates academicos debido al avance y proliferacion de los estudios en educacion comparada que situan los analisis en el en el marco del proceso de globalizacion. Sin embargo, a pesar de su relevancia para la educacion comparada, la teoria neo-institucionalista sigue generando incertidumbre en cuanto a su empleo e interpretacion en la investigacion educativa comparada. Parte de esta incertidumbre proviene de la malinterpretacion de sus principios, variantes y de su capacidad explicativa. Ademas, aun persisten varios malentendidos sobre el neo-institucionalismo como por ejemplo, la creencia que sostiene que la version conocida como la “cultura global” es la unica variante del neoinstitucionalismo relevante a la investigacion educativa comparada. Otra suposicion erronea es la que considera que la homogeneizacion cultural global es uno de los objetivos avanzados por los investigadores que aplican el marco teorico neo-institucional para explicar los fenomenos educativos comparados. Este articulo tiene como proposito abordar esos malentendidos a traves de un caso de estudio que utilizaremos como ejemplo. El mismo nos permitira no solo clarificar los errores sobre la teoria neo-institucionalista sino tambien demostrar una de las tantas aplicaciones posibles a la investigacion comparada en educacion. Los resultados nos permiten sostener que las distintas variantes del marco teorico neo-institucionalista son utiles como acercamiento a la problematica de la educacion comparada. De la misma forma tambien dan cuenta de la necesidad de utilizar metodos y formas de aproximacion al conocimiento en form","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123042974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Desafíos para la construcción del Espacio Latinoamericano de Educación Superior, en el marco de las políticas supranacionales","authors":"Norberto Fernández Lamarra, N. Coppola","doi":"10.15366/jospoe2013.1.004","DOIUrl":"https://doi.org/10.15366/jospoe2013.1.004","url":null,"abstract":"ABSTRACTThis work tackles the main challenges for the construction of the Latin-American Space of Higher education - that it includes to the set of the continent - before the situation of untidy diversification and fragmentation that registers the Latin-American higher education and to avoid a potential situation of sharpening of the same one opposite to supranational politics that affect it negatively, how it might be the case of the imposition – of character neo colonial - on the part of the European Space of Higher Education (Process of Bologna) and of other origins. For it, the situation of the higher education is described in Latin America as the main processes and programs of convergence and its contribution to a common higher education space, in the frame of the processes of regional integration, particularly the MERCOSUR. Finally, some proposals appear to attend on the challenge of consolidating the Latin-American Space of Higher Education and its possible joint, both with the European Space and with other supranational spaces.Key words: Higher Education, convergence, Latin-American, European Space of Higher Education, LatinAmerican Space of Higher Education. RESUMENEste trabajo aborda los principales desafios para la construccion del Espacio Latinoamericano de Educacion Superior -que abarque al conjunto del continente-, ante la situacion de desordenada diversificacion y fragmentacion que registra la educacion superior latinoamericana y para evitar una potencial situacion de agudizacion de la misma frente a politicas supranacionales que la afecten negativamente, como podria ser el caso de la imposicion –de caracter neo colonial- por parte del Espacio Europeo de Educacion Superior (Proceso de Bolonia) y de otros origenes. Para ello, se describen tanto la situacion de la educacion superior en America Latina como los principales procesos y programas de convergencia y su contribucion a un espacio comun de educacion superior, en el marco de los procesos de integracion regional, particularmente el MERCOSUR. Finalmente, se plantean algunas propuestas para atender al desafio de consolidar el Espacio Latinoamericano de Educacion Superior y su posible articulacion, tanto con el Espacio Europeo como con otros espacios supranacionales.Palabras clave: Educacion Superior; Convergencia; America Latina; Espacio Europeo de Educacion Superior; Espacio Latinoamericano de Educacion Superior.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132721515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La reciente política universitaria británica en el contexto de la Unión Europea","authors":"J. L. Garrido","doi":"10.15366/jospoe2013.1.005","DOIUrl":"https://doi.org/10.15366/jospoe2013.1.005","url":null,"abstract":"ABSTRACT The reforms on higher education promoted in the UK by the current coalition government, even if they are under intense criticism, seem aimed at progressively been installed in the country, thanks to the tacit agreement between the various political forces and much of the economic and social world. The pages that follow are wondering how these lines could be seconded by reforms in other European countries and to what extent they could be considered compatible with the guidelines set by the Bologna process and, more generally, with a possible unified, or at least harmonic, university policy within the European Union. Key words: Higher Education, University, United Kingdom, Bologna Process, European Union. RESUMEN Las reformas relativas a la ensenanza superior promovidas en el Reino Unido por el actual gobierno de coalicion, aunque estan siendo objeto de profundas criticas, parecen encaminadas a instalarse progresivamente en el pais, gracias al acuerdo tacito existente entre las diversas fuerzas politicas y una buena parte del mundo economico y social. Las paginas que siguen se preguntan hasta que punto estas lineas de reforma podrian ser secundadas en otros paises de Europa y hasta que punto podrian considerarse compatibles con las lineas marcadas por el Proceso de Bolonia y, mas en general, con una posible politica universitaria unificada o al menos armonica dentro de la Union Europea. Palabras clave: Educacion Superior, Universidad, Reino Unido, Proceso de Bolonia, Union Europea","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123634299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher education programs: learning from worldwide inspiring experiences","authors":"Denise Vaillant, Jesús Manso","doi":"10.15366/jospoe2013.1.006","DOIUrl":"https://doi.org/10.15366/jospoe2013.1.006","url":null,"abstract":"Over the last years, an increasing number of studies and reports showing dissatisfaction with the quality of teacher training programmes have appeared. Now more than ever it is necessary to ask ourselves on the importance of the improvement of the initial training of teachers, so that they can have a real performance in classrooms. For this reason, the authors propose an analysis and reflection about a series of initiatives identified in the literature around the world. The reforms and innovations presented have been classified into five categories of analysis that refer to: the establishment of standards in training institutions, the use of evidence and research on teaching practices, the alternative qualifications, the articulation with educational centers and the external assessment. These categories are illustrated with the cases of the USA and Australia, as well as those of England, the Netherlands, Finland and Sweden. We base ourselves on the supposition that certain national proposals offer inspiring ideas to reconsider the teacher training programmes in supranational scenarios and other educational realities.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115287995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supranational Education: a new field of knowledge to address educational policies in a global world","authors":"V. Lopez, M. Javier","doi":"10.15366/jospoe2013.1.002","DOIUrl":"https://doi.org/10.15366/jospoe2013.1.002","url":null,"abstract":"This paper has been published in Spanish in Revista Espanola de Educacion Comparada, no 20, 2012, pp. 109-144. The original version can be read at http://www.uned.es/reec/espanol.html Publication here is under permission","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114972257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}