On the ‘life of numbers’ in governing Mexico’s education system: a multi-scalar account of the OECD’s PISA

Salto, Israel Moreno; Robertson, Susan L.

doi:10.1080/14767724.2021.1880882

Cited by 10 publications

(2 citation statements)

References 24 publications

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“…Mexico follows a federal system composed by states and municipalities and ‘each level or scale, has distinct responsibilities, levels of authority and combinations of centralisation and decentralisation’ (Moreno‐Salto & Robertson, 2021). Thus, at the federal level there is a national Secretariat of Public Education ( Secretaría de Educación Pública , SEP), and each state has its own SEP. With this background, federal and the state funds public education in Mexico, and both levels regulate and supervise public schooling (Moreno‐Salto & Robertson, 2021; OECD, 2019a). Overall, more than 90% of students attending public schools (OECD, 2019b) have access to free education.…”

Section: The Mexican Contextmentioning

confidence: 99%

Coping with distance learning during COVID‐19 and its impact on students' emotional experiences: Differences between students with and without special education needs

Pozas

Letzel

2023

Research in Spec Educ Needs

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Given the almost 2‐year COVID‐19 school‐related closure in Mexico, children and adolescents have experienced a negative impact not only on their learning, but as well as on their mental health and well‐being. Although international research has shown that distant learning as a response to the COVID‐19 school‐related closures has severely affected students with special education needs, there is still a lack of studies conducted in Mexico. Thus, this study attempts to tackle this gap by exploring how Mexican students with and without special education needs coped with distance learning as well as its impact on their emotional experiences. A total of 293 Mexican lower secondary students participated in the study. Independent sample t‐tests indicated that, in comparison with students without special needs, students with special needs coped significantly worse during distance learning as well as had higher levels of negative activation. Additionally, multiple linear regression analyses revealed that students' self‐efficacy functioned as an important coping mechanism. Implications of the results, as well as further lines of research are discussed.

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Section: The Mexican Contextmentioning

confidence: 99%

Coping with distance learning during COVID‐19 and its impact on students' emotional experiences: Differences between students with and without special education needs

Pozas

Letzel

2023

Research in Spec Educ Needs

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“…The effect of OECD policies varies significantly depending on the country, with each society reacting differently or having varied interpretations (Grek, 2009 ; Waldow & Steiner-Khamsi, 2019 ; Wiseman & Taylor, 2017 ). There is extensive literature on the impact of PISA on countries’ education systems, with examples from nations such as Portugal (Marôco, 2021 ), Japan (Takayama, 2008 ; Takayama & Lingard, 2021 ), Mexico (Moreno-Salto & Robertson, 2021 ), Spain (Gomendio, 2021 ), and others. However, no such research has been conducted on Kazakhstan’s educational system.…”

Section: Introductionmentioning

confidence: 99%

The impact of OECD research on the education system of Kazakhstan

Sarmurzin

Amanzhol

Toleubayeva

et al. 2021

Asia Pacific Educ. Rev.

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In education, reform and renewal are constant. Policies are continually changing to meet the needs of the times and the society. Political advisors, such as the Organization for Economic Cooperation and Development, play an important role among private consultants as policy actors. According to Gunter’s (in: Howlett and Mukerjee (eds), Handbook of policy formulation, Edward Elgar Publishers, 2017) classification of policy actors, the OECD can be classified as a supra-national organization. This paper examines the impact of OECD research on the education system of Kazakhstan. Based on the literature, the authors address two key issues—what role the OECD is performing in education policy reforms in Kazakhstan and whether this facilitates or undermines the provision of public education. The authors focus on the influence of Programme for International Student Assessment (PISA) as a global phenomenon, how Kazakhstan has embraced this international test, and how, even though PISA has made little or no difference to student outcomes, it is still credited for educational achievements.

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The OECD, the Vehicularity of Ideas, “Wormholes,” and the 2018 Initial Teacher Education Curricular Reform in Mexico

Salto

Robertson

Ochoa

2022

The Palgrave Handbook of Teacher Education Research

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On the ‘life of numbers’ in governing Mexico’s education system: a multi-scalar account of the OECD’s PISA

Cited by 10 publications

References 24 publications

Coping with distance learning during COVID‐19 and its impact on students' emotional experiences: Differences between students with and without special education needs

Coping with distance learning during COVID‐19 and its impact on students' emotional experiences: Differences between students with and without special education needs

The impact of OECD research on the education system of Kazakhstan

The OECD, the Vehicularity of Ideas, “Wormholes,” and the 2018 Initial Teacher Education Curricular Reform in Mexico

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