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After successfully completing the course, students will be able to:

• develop general skills in policy analysis,
• contribute to informed policy debates and analyses that aim to promote educational achievement and equity
• develop perspectives on policy design applicable to the domain of education,
• link education policy with other social issues and domains such as inequality, economic development, technology, labour markets and social cohesion.

Students’ evaluation is based on written final examination (60% of the final grade) and an essay assignment (counting for 40% of the final grade) which will be presented and discussed in the class.

• Bell, L., Stevenson, H. (2006). Education policy: process, themes and impact, Routledge, London.

• Checchi, D. (2006). The Economics of Education: Human Capital, Family Background and Inequality. Cambridge University Press.

• European Commission/EACEA/Eurydice, (2019). Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures. Eurydice Report. Luxembourg: Publications Office of the European Union.

• Nikolakaki, M. (2012). Critical Pedagogy in the New Dark Ages: Challenges and Possibilities: An Introduction Source: Counterpoints, Vol. 422, Critical Pedagogy in the new dark ages: challenges and possibilities Peter Lang AG
pp. 3-31.

• OECD, (2017). Education policy implementation: a literature review and proposed framework.

• Pashiardis, P. (2014). Modeling School Leadership Across Europe: In Search of New Frontiers. Springer.

• Scientific Committee in Support of Refugee Children (2017). Assessment Report on the Integration Project of Refugee Children in Education, Ministry of Education, Research & Religious Affairs, Athens.