Page 121 - Šolsko polje, XXIX, 2018, no. 1-2: The Language of Neoliberal Education, ed. Mitja Sardoč
P. 121
. štremfel ■ european neoliberal discourse and slovenian educational space
decline in post-socialist member states (Silova, 2012) and that the argu-
ments for the crisis gain momentum through the use of ‘soft governance’
practices built on comparative data (Grek and Lawn, 2009).
Slovenian actors (policy makers and experts), according to the study
(Štremfel, 2013), believe that results of international comparative assess-
ment studies allow the identification of national policy problems when
it comes to Slovenia’s below-average results. However, Slovenian actors
are not aware of the existence and influence of EU policy solutions to the
identified national policy problems. The arguments about apparent neu-
trality of the neoliberal technologies, which turn into technical solutions
to policy problems and are thus in lesser need of critical assessment (Cort,
2010) could explain such situation.
Governance of Knowledge
Slovenian actors (policy makers, experts, headmasters) trust the objectivi-
ty and neutrality of experts and expert knowledge operated at the EU lev-
el. For example, 100% of policy makers, 96% of experts and 84% of stake-
holders participating in the study (Štremfel, 2013) responded that they
trust in the expertise and objectivity of researchers and other experts in-
volved in the design and implementation of international comparative as-
sessment studies at the EU level. The Slovenian actors as well trust in ap-
propriate scientific background and methodological framework of these
studies. The same is true for national experts, who are perceived as the
most important actors in the transfer of EU agendas to the national ed-
ucational space. For example, 88% of policy makers, 91% of experts and
96% of stakeholders participating in the study agreed that researchers and
other experts are the most important actors in these processes. In this
context, Porter (1995: p. 45) believes in considering whether ‘the numbers
are accepted as valid’. The author also maintains that here, “technologies
of trust” operate because of the role of experts in the construction of sta-
tistical indicators; the measures succeed by giving direction to the very ac-
tivities that are being measured.
Regarding evidence-based education as an integral part of the glob-
al order, which is supported by the neoliberal agenda (Shahjahan, 2011: p.
193) and EU educational governance (Cort, 2010), Slovenian actors agree
that international (including EU) cooperation triggered the introduction
and development of the concept in Slovenia. The White paper on educa-
tion (2011) states that one of Slovenia’s most important goals in the field
of education today is the establishment of a culture of quality and assess-
ment, which is based on the concept of evidence-based policy, where the
participation in international comparative assessment studies plays an
119
decline in post-socialist member states (Silova, 2012) and that the argu-
ments for the crisis gain momentum through the use of ‘soft governance’
practices built on comparative data (Grek and Lawn, 2009).
Slovenian actors (policy makers and experts), according to the study
(Štremfel, 2013), believe that results of international comparative assess-
ment studies allow the identification of national policy problems when
it comes to Slovenia’s below-average results. However, Slovenian actors
are not aware of the existence and influence of EU policy solutions to the
identified national policy problems. The arguments about apparent neu-
trality of the neoliberal technologies, which turn into technical solutions
to policy problems and are thus in lesser need of critical assessment (Cort,
2010) could explain such situation.
Governance of Knowledge
Slovenian actors (policy makers, experts, headmasters) trust the objectivi-
ty and neutrality of experts and expert knowledge operated at the EU lev-
el. For example, 100% of policy makers, 96% of experts and 84% of stake-
holders participating in the study (Štremfel, 2013) responded that they
trust in the expertise and objectivity of researchers and other experts in-
volved in the design and implementation of international comparative as-
sessment studies at the EU level. The Slovenian actors as well trust in ap-
propriate scientific background and methodological framework of these
studies. The same is true for national experts, who are perceived as the
most important actors in the transfer of EU agendas to the national ed-
ucational space. For example, 88% of policy makers, 91% of experts and
96% of stakeholders participating in the study agreed that researchers and
other experts are the most important actors in these processes. In this
context, Porter (1995: p. 45) believes in considering whether ‘the numbers
are accepted as valid’. The author also maintains that here, “technologies
of trust” operate because of the role of experts in the construction of sta-
tistical indicators; the measures succeed by giving direction to the very ac-
tivities that are being measured.
Regarding evidence-based education as an integral part of the glob-
al order, which is supported by the neoliberal agenda (Shahjahan, 2011: p.
193) and EU educational governance (Cort, 2010), Slovenian actors agree
that international (including EU) cooperation triggered the introduction
and development of the concept in Slovenia. The White paper on educa-
tion (2011) states that one of Slovenia’s most important goals in the field
of education today is the establishment of a culture of quality and assess-
ment, which is based on the concept of evidence-based policy, where the
participation in international comparative assessment studies plays an
119
