Titlebook: Educational Leadership, Improvement and Change; Discourse and System Lejf Moos,Nik?a Alfirevi?,Ljiljana Najev ?a?ija Book 2020 The Editor(s

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International Financial Operationsand Norway..Analyses deal with the issues of convergence and divergence in the local educational leadership policies and practices, that is developing and emerging from traditional structures and discourses under the transnational influences..This volume builds on Palgrave Macmillan volumes (N. Alfi

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https://doi.org/10.1057/9781137356932sional associations. These trends rather emphasise important issues not to be missed or forgotten when specific national approaches or models are being developed. In this context, this chapter will introduce developments in the societal structure, culture and governance in Slovenia, in relation to e

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the political, cultural, and socioeconomic conditions of the country. Therefore, the patchwork of experienced cultural heritage is deeply embedded in the human subconscious and can paint some, or other, educational phenomena in entirely different colors than might be expected..The independent Repub

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https://doi.org/10.1007/978-3-319-33846-0ses: the Welfare State Discourse and the Competitive State Discourse. The Welfare State Discourse emerged shortly after World War II and the Competitive State Discourse in the 1980s. However, that is not to say that they replace each other. It is more accurate to state that they function simultaneou

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https://doi.org/10.1007/978-1-349-08673-3 nearly four decades, partly as a result of economic globalization and free markets, economic norms and values have gained greater influence over school philosophy and public sector governance. Since the first PISA study in 2001 placed Norway just at the mean of the participating OECD countries, nat

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On the Formative Side of History,s, educates and learns. Academic research has begun to focus on this phenomenon, which is widely known as digital transformation (DT). This chapter explores how e-learning and information culture influence DT in education. The structure of this chapter is organised as follows: after the introduction

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https://doi.org/10.1007/978-981-13-5941-5d its implementation at multiple levels of the education system is proposed at the beginning of the research process, based on previous studies and a qualitative analysis of inclusive education policies in Croatia, Italy and Portugal. Existing qualitative data obtained from focus groups of policy ma