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

1. Understand and Compare Theories – Explain the foundational principles of major education policy theories, including Human Capital Theory, Social Reproduction Theory, and Critical Pedagogy.
2. Analyze Policy Implications – Assess how different theoretical models influence education policy decisions at national and global levels.
3. Critically Evaluate Education Systems – Apply theoretical frameworks to analyze contemporary education policies and reforms.
4. Engage in Policy Debates – Formulate and defend arguments on education policy issues based on theoretical perspectives.
5. Conduct Policy Research – Use theoretical models to assess and propose policy solutions for educational challenges.
6. Link education policy with other social issues and domains such as inequality, economic development, technology, labour markets and social cohesion.

• Search, analysis and synthesis of data and information, using the necessary technologies
• Adapting to new situations
• Decision-making
• Autonomous work
• Teamwork
• Generating new research ideas
• Respect for diversity and multiculturalism
• Respect for the natural environment
• Demonstrate social, professional and ethical responsibility and gender sensitivity
• Exercising critical and self-critical judgement
• Promotion of free, creative and inductive/reductive thinking

Education policy is an umbrella term for the decisions - laws, regulations, frameworks -and actions of primarily the state, but also of regions, local communities and individual organisations and institutions, concerning education and training at different levels and modalities - from early childhood education and care, through higher education and adult education, including lifelong learning strategies and actions.

The purpose of education policy is to improve learning outcomes, ensure equitable access, and align education with societal and economic needs. It covers areas such as curriculum development, principles of governance of and in institutions to effectively serve the purpose for which they are created, assessment, funding, and the integration of technology in learning. Education policy is influenced by political, economic, and social factors, making it a dynamic and evolving field. 

Several established theories provide insight into education policy. Human Capital Theory views education as an investment that enhances productivity and economic growth. Social Reproduction Theory argues that education perpetuates existing social inequalities. The Capability Approach emphasizes education as a means to enhance individual freedoms and well-being. Public Choice Theory suggests that education policy is shaped by self-interest, advocating for market-based reforms like school choice and privatization. Systems Theory examines education as an interconnected system, advocating for holistic reforms. Critical Pedagogy promotes education as a tool for social justice and empowerment. Finally, Neo-Institutionalism highlights the role of global institutions in shaping education policies through international benchmarks and standards.

These theories help explain the complexities of education policy and guide decision-making to create inclusive, effective, and forward-thinking education systems. Understanding these frameworks is essential for policymakers, educators, and researchers working to shape the future of education.

The course is divided into 13 seminars/lessons:

1. Introduction to Education Policy: Key Concepts and Frameworks

• What is education policy?
• The role of theory in policy-making.
• Education across the lifespan: formal, non-formal, and informal learning.

2. Human Capital Theory and Education Policy

• Education as an investment in economic productivity.
• Policies promoting workforce skills and lifelong learning.

3. Social Reproduction Theory: Education and Inequality

• How education maintains or challenges social structures.
• The impact of socioeconomic status on lifelong learning opportunities.

4. The Capability Approach and Lifelong Learning

• Education as a tool for human development and empowerment.
• Policies supporting continuous learning and personal well-being.

5. Public Choice Theory and Market-Based Education Reforms

• The role of private actors and competition in education.
• School choice, charter schools, and privatization.
• Market-driven approaches to lifelong learning programs.

6. Systems Theory: Education as an Interconnected System

• Viewing education as a dynamic and evolving system.
• The role of institutions in lifelong learning.

7. Critical Pedagogy and the Role of Education in Social Change

• Education as a tool for social transformation and empowerment.
• Education for democracy and active citizenship.

8 & 9 Neo-Institutionalism and Global Education Policy

• The role of international organizations in shaping education policy.
• Lifelong learning in global frameworks (UNESCO, OECD, EU).
• The impact of international rankings (PISA, SDGs) on policy decisions.

10. Lifelong Learning Policies and Practices

• Definitions and models of lifelong learning.
• The role of universities, employers, and communities in lifelong learning.
• Case studies of lifelong learning initiatives in different countries.

11 . Contemporary Debates in Education Policy

• The role of technology in lifelong learning (MOOCs, e-learning, AI).

12. Final Seminar: Policy Proposals and Student Presentations

• Discussion on future directions for education policy and lifelong learning

13. Final Seminar: Policy Proposals and Student Presentations

• Students present policy analyses based on a selected theoretical framework.

Seminars with lectures, discussions on literature and individual presentations (13x2 hours)

Students’ evaluation is based on 

1. Active seminar participation and individual presentations (40% of the final grade)

2. Writing of a full-length essay which will be presented and discussed in the class (60% of the final grade) 

• Olssen, M., Codd, J., & O'Neill, A. (2004). Education policy: Globalization, citizenship and democracy. SAGE Publications Ltd, https://doi.org/10.4135/9781446221501

• Bell. L. & Stevenson, H. (2006). Education Policy: Process, Themes and Impact.  Routledge [Available on e-class]

• Martens, K., Knodel, Ph. & Windzio, M. (2014). Internationalization of Education Policy. A New Constellation of Statehood in Education? Palgrave Macmillan. [Available on e-class]

• Chattopadhyay, S. (2013). “2 The Human Capital Approach to Education”.  Education and Economics: Disciplinary Evolution and Policy Discourse (Delhi, 2012; online edn, Oxford Academic, 24 Jan. 2013), https://www.researchgate.net/publication/300186681_The_Human_Capital_Approach_to_Education

• Viennet, R. & Pon, B. (2017).  Education Policy Implementation: A Literature Review and Proposed Framework. OECD Education Working Paper No. 162. OECD Education Working Papers No. 162. https://dx.doi.org/10.1787/fc467a64-en

• Alvesson, M. & Spicer, A. (2019). Neo-Institutional Theory and Organization Studies: A Mid-Life Crisis?. Organization Studies, 40(2), pp. 199-218. doi: 10.1177/0170840618772610

• Elfert, M., & Rubenson, K. (2022). Lifelong Learning: Researching a Contested Concept in the Twenty-First Century. In K. Evans, W. O. Lee, J. Markowitsch, & M. Zukas (Eds.), Third International Handbook of Lifelong Learning (pp. 1). Springer Netherlands. [Available on e-class]

• Biesta, G. (2025). What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism. European Journal of Education, Vol. 50, No. 1, 2015 DOI: 10.1111/ejed.12109

• Regmi, K. D. (2015). ‘Lifelong learning: Foundational models, underlying assumptions and critiques.’ International Review of Education 61(2), DOI: 10.1007/s11159-015-9480-2 (19 σελ.)

• UNESCO (2020). Embracing a culture of lifelong learning. UNESCO Institute for Lifelong Learning, https://www.uil.unesco.org/en/embracing-culture-lifelong-learning