In the third phase of this political and sociological sub-project, the consequences of changed constellations of statehood in educational policy will be examined. Firstly, we analyze: How does the institutionalization of educational policy – respectively moderated by reforms of national educational policy - affect education-policy outcomes in terms of changing standards in the production of education and rising (in-) equality of participation in education? How have the Bologna Accord and PISA been changing the effectiveness of national education systems including the performance of the impartation of competences, and how have they been changing the demand of competences on the labor markets? To what extent are the actual changes of outcomes consistent with education-political goals of the EU and OECD?

Secondly, we examine: How is both the change concerning educational policy and the relating reactions of relevant actors of this political field evaluated concerning formal and informal decision-making processes? How far has the subjectively perceived situation improved or deteriorated for those who are involved? Which actors react for which reasons rather with protest or with support of this change?

For the secondary and tertiary level of education, the consequences of internationalization will be evaluated against the background of the criteria of efficient performance and equality, which have been formulated in the first phase of the project. For OECD countries, the changes of outcomes will be examined concerning regression analysis. Furthermore, quantitative analyses of processes in education and acquisition; and qualitative analyses of the perception of consequences due to the involved actors and their reactions will be introduced for Germany, Switzerland, England and New Zealand.

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Final report 2015 in German
Project application 2011-2014 in German
Project application 2007-2010 in German
Project application 2003-2006 in German