Anja Giudici

Lecturer in Education

Education Policy


Book chapter


Anja Giudici, Patrick Emmenegger
Patrick Emmenegger, Flavia Fossati, Silja Häusermann, Yannis Papadopoulos, Pascal Sciarini, Adrian Vatter, The Oxford Handbook of Swiss Politics, Oxford: Oxford University Press, 2023, pp. 604-622

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APA   Click to copy
Giudici, A., & Emmenegger, P. (2023). Education Policy. In P. Emmenegger, F. Fossati, S. Häusermann, Y. Papadopoulos, P. Sciarini, & A. Vatter (Eds.), The Oxford Handbook of Swiss Politics (pp. 604–622). Oxford: Oxford University Press.


Chicago/Turabian   Click to copy
Giudici, Anja, and Patrick Emmenegger. “Education Policy.” In The Oxford Handbook of Swiss Politics, edited by Patrick Emmenegger, Flavia Fossati, Silja Häusermann, Yannis Papadopoulos, Pascal Sciarini, and Adrian Vatter, 604–622. Oxford: Oxford University Press, 2023.


MLA   Click to copy
Giudici, Anja, and Patrick Emmenegger. “Education Policy.” The Oxford Handbook of Swiss Politics, edited by Patrick Emmenegger et al., Oxford: Oxford University Press, 2023, pp. 604–22.


BibTeX   Click to copy

@incollection{giudici2023a,
  title = {Education Policy},
  year = {2023},
  pages = {604-622},
  publisher = {Oxford: Oxford University Press},
  author = {Giudici, Anja and Emmenegger, Patrick},
  editor = {Emmenegger, Patrick and Fossati, Flavia and Häusermann, Silja and Papadopoulos, Yannis and Sciarini, Pascal and Vatter, Adrian},
  booktitle = {The Oxford Handbook of Swiss Politics}
}

Abstract

Education policy is often regarded as the last bastion of Swiss federalism. However, in the last few decades, this policy field has been profoundly reshaped on the backdrop of intra- and international competition and mobility as well as the rise of knowledge-based economies and educational testing. This chapter characterizes Swiss education politics and policy on three key dimensions—its comparative centralization, standardization, and stratification. Building on this analytical description, this chapter shows that the different orientations of vocational and general education—with the former being oriented primarily towards upskilling, and the latter being perceived more in redistributive and enculturation terms—have produced distinctive cleavages and coalitions, thus leading to different developments in terms of governance, institutional reconfigurations, and future challenges.