How to Become an Influential Actor — The ‘Comparative Turn’ in OECD Education Policy

Martens, Kerstin

doi:10.1007/978-1-349-58271-6_3

Cited by 126 publications

(103 citation statements)

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“…As an important policy player in the realm of education, the OECD is able to strongly suggest how educational resources should be distributed and what educational agendas and topics nation-states should focus their resources towards. Moreover, there is growing evidence to suggest that the OECD has become one of the leading actors in education policy formation, not only within its own membership of the 34 richest countries, but also worldwide (Henry et al, 2001;Peters & Besley, 2006;Martens, 2007;Rizvi & Lingard, 2009;Meyer & Benavot, 2013). The OECD largely understands, and bases its policy recommendations on, quantitative and assessment-focused evidence that the organization provides.…”

Section: Discussionmentioning

confidence: 99%

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Global Influences on National Definitions of Quality Education: Examples from Spain and Italy

Engel

Rutkowski

2014

Policy Futures in Education

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There is increasing attention worldwide to advancing quality education. Beyond a rhetorical aim, many international organizations and national education systems have articulated a commitment to promoting measures of quality education through the development of educational indicators. This article broadly explores the global influences on national definitions and measures of quality education through examining select educational issues in Spain and Italy. Through an examination of select educational issues in these two illustrative national examples, there appears to be a connection between the ways in which educational quality indicators are used and defined at the national and international level. These examples provide insight into how the Organisation for Economic and Co-operation and Development (OECD) influences educational policy developments in quality education within the national space, particularly through its own Education at a Glance indicators and Programme for International Student Assessment (PISA). The authors argue that by including key international indicators of quality at the national level, the OECD wields considerable influence in national education policy spaces, and, furthermore, narrows what it means to develop quality education.

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Section: Discussionmentioning

confidence: 99%

“…The OECD has become one of the leading international organizations in education policy formation (Martens, 2007;Rizvi & Lingard, 2009). Although it does not directly fund projects, the OECD provides influential policy advice and recommendations to varying levels of government.…”

Section: Introductionmentioning

confidence: 99%

Global Influences on National Definitions of Quality Education: Examples from Spain and Italy

Engel

Rutkowski

2014

Policy Futures in Education

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“…Ora, nas duas últimas décadas, a intervenção da OCDE se vem materializando, mais e mais, por meio de abordagens que vêm tomando como principal forma a "comparação dos Estados, uns com outros, e face a critérios estandardizados" (MARTENS, 2007, p. 40), em vez de focarem, como antes, a situação de cada país per si, respeitando as especificidades nacionais. Essa "viragem comparatista", seguindo os termos de Martens (2007), foi acompanhada pela criação e disseminação de instrumentos que a OCDE apresenta como visando apoiar a monitorização da qualidade e da eficácia dos sistemas educativos. Entre outros dispositivos dessa natureza, sobressai o PISA, preparado no final da década de 1990 e ativado desde o início do presente século (MORGAN, 2007), com regularidade trianual e sem interrupções.…”

Section: Introductionunclassified

Intensificação E Sofisticação Dos Processos Da Regulação Transnacional Em Educação: O Caso Do Programa Internacional De Avaliação De Estudantes

Carvalho

2016

Educ. Soc.

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RESUMO: O artigo aborda os modos como em um plano transnacional se vêm fabricando agendas para o governo da educação em nome de um conhecimento pericial. Para isso, analisa a intervenção da Organização para a Cooperação e Desenvolvimento Económico (OCDE) por meio de um dos seus principais, senão o principal, dispositivos - o Programa Internacional de Avaliação de Estudantes (PISA). O artigo faz um balanço nos processos e efeitos das dinâmicas de regulação transnacional no contexto do PISA. Depois, mostra como a intervenção da OCDE no campo educativo se vem intensificando e sofisticando, dando para isso atenção a um conjunto de dinâmicas de alargamento da influência do PISA, por via de novos modos de produção, de troca e de difusão de conhecimento pericial.

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“…Despite this, OECD has framed an international policy discourse through its rankings, publications, international knowledge assessments, and national and thematic policy reviews. Martens (2007) contributes by suggesting a "comparative turn," which is a scientific approach to political decision-making. By means of statistics, reports and studies, OECD has activated a slumbering "common sense" in political decision-making by saying that scientific "proofs" are indisputable (MARTENS, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Further, Martens (2007) argues that OECD's greatest impact can be seen in its agenda with indicators and its role in constructing a global policy field of governance by comparison (cf. GREK et al, 2009), which can be discussed in terms of a datafication of governance (HANSEN, 2015).…”

Section: Introductionmentioning

confidence: 99%

Professores Do Pisa: A Esperança E a Realização Da Educação

Pettersson

Mølstad²

2016

Educ. Soc.

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Programme for International Student Assessment (PISA) activities and their effects are diverse, and it can be said that PISA both creates and forms a specific reasoning (HACKING, 1992) about how to argue, talk, and think about education. In this study of PISA activities, ideas about teachers, the activities they perform, and how these are conceptualized within a textual PISA narrative are analyzed. The results show that teachers are highlighted as being important in and crucial for educational transformation and development. Teachers are also interpreted as being essential for closing a measured "achievement gap" among students in terms of how they perform in PISA tests. Moreover, "good" teachers and "effective" teaching are described as teachers and strategies that facilitate the closure of measured "achievement gaps". Consequently, the main PISA reports emphasize teachers as developers of education and educational strategies, rather than deliverers of state determined policy. As such, teachers are regarded as indicators of the effectiveness of the education system, and as important factors for raising the performance standards, thereby regarding them as the hope and the process of education.Keywords: PISA. Teachers. Teaching. Professores do PISA:a esperança e a realização da educação RESUMO: As atividades do Programme for International Student Assessment (PISA) e os seus efeitos são diversos, sendo possível dizer que o PISA cria e forma uma fundamentação específica (HACKING, 1992) para discutir, falar e pensar sobre a educação. Neste estudo sobre as atividades do PISA, são analisadas as ideias sobre os professores, as atividades que realizam, e como estas são conceitualizadas no interior de uma narrativa própria ao PISA. Os resultados mostram que os professores são apresentados como sendo importantes e cruciais para a transformação e para o desenvolvimento da educação. Os professores também são representados como sendo essenciais para reduzir as "disparidades no 1 University of Gävle -Suécia. E-mail: daniel.pettersson@hig.se desempenho" dos alunos medidas pelo teste PISA. Ademais, os "bons" professores e o ensino "eficaz" são descritos como os professores e as estratégias que conduzem a tal redução. Consequentemente, os principais relatórios do PISA enfatizam uma imagem dos professores como os atores que desenvolvem a educação e o ensino, e não como executantes de políticas determinadas pelo Estado. Deste modo, os professores são considerados como indicadores da eficácia dos sistemas de educação e importantes para elevar os padrões de desempenho, sendo assim considerados como a esperança e a realização da educação.Palavras-chave: PISA. Professores. Ensino.

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How to Become an Influential Actor — The ‘Comparative Turn’ in OECD Education Policy

Cited by 126 publications

References 10 publications

Global Influences on National Definitions of Quality Education: Examples from Spain and Italy

Global Influences on National Definitions of Quality Education: Examples from Spain and Italy

Intensificação E Sofisticação Dos Processos Da Regulação Transnacional Em Educação: O Caso Do Programa Internacional De Avaliação De Estudantes

Professores Do Pisa: A Esperança E a Realização Da Educação

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