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and Legitimation in European Union Immigration Policy. Journal of Euro-
pean Public Policy, 15(4), 471–488.
Cort, P. (2010). Stating the Obvious: the European Qualifications Framework is
not a neutral evidence-based policy tool. European Educational Research
Journal, 9(3), 304–316.
Dedering, K. (2009). Evidence-Based Education Policy: lip service or common
practice? Empirical Findings from Germany. European Educational Research
Journal, 8(4), 484–496.
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ment in basic skills – Draft literature review outline. Brussels: European
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52 towards the Lisbon objectives in education and training. Indicators and
benchmarks 2010/2011. Retrieved from http://ec.europa.eu/education/
lifelong-learning-policy/doc/report10/report_en.pdf.
European Commission (2012). Commission staff working document. Rethinking
Education: Country Analysis, Part II. Retrieved from http://eur-lex.europa.
eu/LexUriServ LexUriServ.do?uri =CELEX:52012SC0377: EN:NOT.
European Commission (2013). PISA 2012: EU performance and first infer-
ences regarding education and training policies in Europe. Retrieved
from http://ec.europa.eu/education/policy/strategic-framework/doc/
pisa2012_en.pdf.
European Parliament and Council of the European Union (2006). Recommen-
dation of the European Parliament and of the Council on key competences for
lifelong learning. Retrieved from http://eur-lex.europa.eu/LexUriServ/Lex-
UriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF.
European Council (2000). Lisbon European Council: Presidency Conclusions, 23.
and 24. 3. 2000. Retrieved from http://www.europarl.europa.eu/summits/
lis1_en.htm.
Grek, S. (2008). From symbols to numbers: the shifting technologies of edu-
cation governance in Europe. European Educational Research Journal, 7(2),
208–218.
Grek, S. (2009). Governing by numbers: the PISA‘effect’in Europe. Journal of Ed-
ucation Policy, 24(1), 23–37.
student (under)achievement: perspectives, approaches, challenges
Creation, Change and Effects of the EU Lisbon Strategy. Journal of Europe-
an Public Policy, 18(4), 463–484.
Boswell, C. (2008). The Political Functions of Expert Knowledge: Knowledge
and Legitimation in European Union Immigration Policy. Journal of Euro-
pean Public Policy, 15(4), 471–488.
Cort, P. (2010). Stating the Obvious: the European Qualifications Framework is
not a neutral evidence-based policy tool. European Educational Research
Journal, 9(3), 304–316.
Dedering, K. (2009). Evidence-Based Education Policy: lip service or common
practice? Empirical Findings from Germany. European Educational Research
Journal, 8(4), 484–496.
Dunne, A., Otero, M. S., in Aunio, P. (2013). Literature review on low achieve-
ment in basic skills – Draft literature review outline. Brussels: European
Commission.
European Commission (2011). Commission staff working document. Progress
52 towards the Lisbon objectives in education and training. Indicators and
benchmarks 2010/2011. Retrieved from http://ec.europa.eu/education/
lifelong-learning-policy/doc/report10/report_en.pdf.
European Commission (2012). Commission staff working document. Rethinking
Education: Country Analysis, Part II. Retrieved from http://eur-lex.europa.
eu/LexUriServ LexUriServ.do?uri =CELEX:52012SC0377: EN:NOT.
European Commission (2013). PISA 2012: EU performance and first infer-
ences regarding education and training policies in Europe. Retrieved
from http://ec.europa.eu/education/policy/strategic-framework/doc/
pisa2012_en.pdf.
European Parliament and Council of the European Union (2006). Recommen-
dation of the European Parliament and of the Council on key competences for
lifelong learning. Retrieved from http://eur-lex.europa.eu/LexUriServ/Lex-
UriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF.
European Council (2000). Lisbon European Council: Presidency Conclusions, 23.
and 24. 3. 2000. Retrieved from http://www.europarl.europa.eu/summits/
lis1_en.htm.
Grek, S. (2008). From symbols to numbers: the shifting technologies of edu-
cation governance in Europe. European Educational Research Journal, 7(2),
208–218.
Grek, S. (2009). Governing by numbers: the PISA‘effect’in Europe. Journal of Ed-
ucation Policy, 24(1), 23–37.
student (under)achievement: perspectives, approaches, challenges
