This open access book explores how policy makers draw on national regional and international
expertise in issuing school reform within five Nordic countries. In an era of international
comparison policy makers are expected to review best practices learn from experiences from
elsewhere and apply international standards propelled by international organizations. Do they
do so? What counts for them as evidence and expertise? The chapters draw methodologically on
bibliometric data network analysis document analysis and expert interviews. They show
compellingly how governments use evidence strategically and selectively for agenda setting and
policy decisions. This book will be of interest and value to scholars of education policy
specifically within the Nordic region and international and comparative education.
