How global performance assessments shape attitudes toward government <scp>decision‐making</scp>: Survey experimental evidence

Davies, Emmerich; Gift, Thomas; Lastra-Anadón, Carlos Xabel

doi:10.1111/gove.12504

Cited by 5 publications

(3 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As a result of the release of the PISA results in 2001, many countries were prompted to advocate school reforms in order to address the failures in the delivery of education. It is important to note, however, that there are many variations in the manner in which governments control education in nations throughout the world, so the capacity of national and subnational politicians to implement educational reforms may vary depending on existing institutional arrangements (Davies et al, 2021). Having seen many countries achieve high enrolment rates, the focus shifted to the quality of education when developing countries failed to provide students with basic cognitive and behavioural skills that are crucial to employment (World Bank, 2010, 2017a.…”

Section: Introductionmentioning

confidence: 99%

Measuring the effective implementation of the GEQIP reform at school level in Ethiopia

Eryilmaz

2024

Front. Educ.

View full text Add to dashboard Cite

This study examines the substantive impact of educational reforms on school and classroom organization worldwide, noting that many reforms have been more rhetorical than practical in enhancing educational quality. It highlights the crucial role of school principals in driving changes to improve student learning, despite the challenges of implementing reforms that have historically not led to significant increases in student achievement. Focusing on the General Education Quality Improvement Programme (GEQIP) in Ethiopia as a case study, this research aims to assess the extent of reform implementation across schools by identifying variations in the level of implementation. Through a quantitative approach using school principal surveys, the study employs a range of methodological strategies—including principal component analysis (PCA), confirmatory factor analysis (CFA), hierarchical cluster analysis, and K-means cluster analysis—to develop scales and indicators that classify schools into high or low categories of policy implementation. The findings reveal a partial and uneven implementation of GEQIP across Ethiopian schools, with notable disparities in reform adoption levels. This paper concludes by discussing the effectiveness of the methodologies used to categorize schools based on reform implementation and the implications of these findings for the successful execution of educational reforms in Ethiopia and similarly situated contexts. The study underscores the necessity of devising targeted strategies to assist principals and schools in fully achieving the goals of educational reforms.

show abstract

Section: Introductionmentioning

confidence: 99%

Measuring the effective implementation of the GEQIP reform at school level in Ethiopia

Eryilmaz

2024

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…The release of an EU ETS top ten would be especially important for climate action organizations, because the official status of the EU ETS top ten could boost the political power of this tool and provide different actors with a common reference point. Moreover, there have been several studies exploring political power of relative performance indicators recently (Davies et al 2020;Doshi et al 2019;Olsen 2015). Therefore interpreted as an indicator of a relative climate policy performance the EU ETS top polluters list can potentially have even more influence on national or EU-wide policymaking as an instrument to accelerate the ongoing low-carbon energy transition.…”

Section: Introductionmentioning

confidence: 99%

The EU ETS Top Ten Polluters List as a Policy Tool of Climate Action Organisations

Зимаков¹

2021

EJSD

View full text Add to dashboard Cite

The EU ETS is one of the most important EC instruments to curb CO2 emissions. Various climate action organisations use verified emissions data from EU ETS to calculate top EU polluters lists. These shortlists are actively used in their advocacy strategies as an evidence of national or EU-wide climate policies (under)performance to influence policymaking. However, there is no official EU ETS top ten list released by the EC what weakens the political power of this tool. Addressing possible reasons for EC’s reluctance the paper investigates the correlation between the presence of national enterprises in the EU ETS top ten list and the national climate policy actions over 2008-2019 timeframe. Despite different limitations, the EU ETS top ten is adequately reflecting main developments in national efforts to curb GHG emissions and is pointing out underperforming countries and industries covered by the EU ETS. In the variety of hard and soft EU climate policy instruments, the EU ETS top ten polluters list could feature as an information tool. It is especially important for climate action organizations, providing them with an officially released rating as a common reference point that they could use in their evaluations and political campaigns.

show abstract

“…Accumulating evidence suggests that indicators play an important role in influencing state behavior in areas like business regulations (Doshi et al, 2019), terrorist financing (Morse, 2019), and foreign aid (Honig & Weaver, 2019). Survey evidence suggests that rankings meaningfully affect citizen perceptions and may lead to demands for policy centralization to address low rankings (Davies et al, 2021). On the other hand, critics have noted that indicators may have limited impact due to the absence of formal enforcement mechanisms (Lee & Matanock, 2020).…”

mentioning

confidence: 99%

The politics of international testing

Kijima

Lipscy

2023

Rev Int Organ

View full text Add to dashboard Cite

How does quantifying and ranking national performance influence state behavior? Cross-national assessments in education, such as the Programme for International Student Assessment (PISA) promoted by the Organisation for Economic Co-operation and Development (OECD), have become increasingly prominent in recent years. However, cross-national assessments are politically contentious, and their impact remains underexplored. We argue that assessment participation has a meaningful, positive impact on education outcomes and evaluate three hypotheses related to elite, domestic, and transnational mechanisms. Our mixed-method approach draws on a panel dataset covering all cross-national assessments and all countries as well as an original survey of education officials directly responsible for planning and implementation in 46 countries. We find that assessment participation increases net secondary enrollment rates even after accounting for potential self-selection. The magnitude of this increase is large: on a global basis, it is equivalent to improved access to higher education for 27–32 million students annually. The empirical evidence suggests elite-level mechanisms are primarily responsible for these findings.

show abstract

How global performance assessments shape attitudes toward government decision‐making: Survey experimental evidence

Cited by 5 publications

References 43 publications

Measuring the effective implementation of the GEQIP reform at school level in Ethiopia

Measuring the effective implementation of the GEQIP reform at school level in Ethiopia

The EU ETS Top Ten Polluters List as a Policy Tool of Climate Action Organisations

The politics of international testing

Contact Info

Product

Resources

About