International Cooperation from the Perspective of INEP Agents: The OECD and Brazilian Public Education, 1996–2006

Silva, Gabriela Toledo

doi:10.1007/978-3-030-33799-5_6

Cited by 4 publications

(4 citation statements)

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“…While an abundant scholarship has been produced about the institutional dynamics leading this process (Gorur, 2017;Jakobi & Martens, 2010;Martens & Wolf, 2009;Meyer & Benavot, 2013;Sellar & Lingard, 2014), attention to the specific motivations of Latin American countries to actively engage in the OECD's education agenda is more recent (Acosta, 2020;Addey, 2019;Silva, 2019). This engagement needs to be explored as a multidimensional issue, as it relates to the organization's global positioning and the interests and agency of nation-states.…”

Section: Discussionmentioning

confidence: 99%

“…1 A decade later, the organization formalized a global outreach strategy through enhanced engagement agreements with key nonmember countries, including Brazil, the other Latin American big player (Carroll & Kellow, 2021). But even before this formal strategy was put in place, Brazil had been invited by the OECD to participate in its comparative education statistics project, Indicators of National Education Systems (INES), as well as the nascent PISA initiative (Silva, 2019).…”

Section: A Global Player Is Born and Extends Its Reachmentioning

confidence: 99%

“…Since 2000, Latin American countries have been participating in PISA. Mexico and Brazil joined the first edition (Silva, 2019). Argentina, Chile, and Peru joined an identical round of PISA 2000, carried out two years later, known as PISA+.…”

Section: The Oecd's Education Agenda and Latin American Engagement: P...mentioning

confidence: 99%

“…Although the government preferred to stay as a nonmember during the left-leaning Worker's Party rule, the country seems to have deeply embraced the OECD's influence, even incorporating a novel federal education quality indicator with a PISA-related benchmark. But domestic agents also used the OECD to build legitimacy for specific repertoires of education reform as well as to build technical expertise on assessment methodologies, translating the organization's agenda in a highly contextualized, creative and open process (Silva, 2019). With the Worker's Party returning to government in 2023 and an official invite for accession issued in the previous year, it remains to be seen if patterns of engagement will change in any way.…”

Section: Brazil Provides An Intriguing Examplementioning

confidence: 99%

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The OECD's Education Agenda: Balancing Limited Membership, Global Reach, and Domestic Interests in Latin America

Britto

2023

CPEP

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Global dynamics are becoming more prominent in education policy discussions, with the OECD standing out as a major player in the global education policy arena. Despite its selective and limited membership, the OECD’s reach and influence extend across the globe. This paper explores this paradox through an analytical review that bridges the field of education policy to the broader panorama of global governance, examining factors related to the growing involvement of Latin American countries with the OECD’s education agenda. Delineating the organization’s history and expansion strategy, as well as domestic drivers for membership and participation, this article examines the complex interplay between globalization, international mechanisms of norm diffusion and soft power, national interests, and internal politics. It concludes by outlining the multidimensional game that links institutional reasons, international dynamics, and domestic motivations with the appeal of organizations such as the OECD and its education initiatives in the Latin American region.

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Section: Discussionmentioning

confidence: 99%

Section: A Global Player Is Born and Extends Its Reachmentioning

confidence: 99%

Section: The Oecd's Education Agenda and Latin American Engagement: P...mentioning

confidence: 99%

Section: Brazil Provides An Intriguing Examplementioning

confidence: 99%

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The OECD's Education Agenda: Balancing Limited Membership, Global Reach, and Domestic Interests in Latin America

Britto

2023

CPEP

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Generating and managing legitimacy: how the OECD established its role in monitoring sustainable development goal 4

Morris²

2022

Compare: A Journal of Comparative and International Education

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This paper identifies and analyses the legitimation strategies used by the OECD as it expanded its role in global educational governance. Whilst the literature recognises the mainly discursive sources of legitimacy which the OECD derives from its testing regime, especially PISA, what remains unexplored is how exactly it has created the legitimacy to monitor SDG 4an arena where it has not been previously involved. Drawing on Suchman's framework for analysing organisational legitimacy, we identify six strategies. We show how these: were used to promote the OECD's pragmatic, moral, and cognitive legitimacy; progressed over time from low-key passive conformity to active manipulation; and, operated on both an episodic and a continual basis.

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Global governance through peer review: the Dutch experience of OECD reviews of National Policies for Education

Browes

Verger

2020

Critical Policy Studies

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This paper seeks to better understand the influence of international organizations within the national policy domain by examining the OECD's use of peer reviews. Focusing on one such review in the Netherlands, it asks: why are these reviews commissioned, who is involved, how are ideas about educational governance promoted, and how do they impact national policy. Data comes from interviews with OECD and ministry of education members who were central to the review process. Findings show that policy influence is exercised through subtle mechanisms including socialization, networking and negotiation. Both parties sought to benefit from the review, particularly from the OECD's perceived reputation as an 'external expert,' able to redirect politicized issues into more technical channels. Further, the Netherlands' status as a 'good student' and the partially restricted voice of the OECD in the Dutch context appear significant factors impacting the nature of the review process and national policy outcomes.

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International Cooperation from the Perspective of INEP Agents: The OECD and Brazilian Public Education, 1996–2006

Cited by 4 publications

References 12 publications

The OECD's Education Agenda: Balancing Limited Membership, Global Reach, and Domestic Interests in Latin America

The OECD's Education Agenda: Balancing Limited Membership, Global Reach, and Domestic Interests in Latin America

Generating and managing legitimacy: how the OECD established its role in monitoring sustainable development goal 4

Global governance through peer review: the Dutch experience of OECD reviews of National Policies for Education

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