The Changing Organizational and Global Significance of the OECD's Education Work

Lingard, Bob; Sellar, Sam

doi:10.1002/9781118468005.ch19

Cited by 35 publications

(27 citation statements)

References 32 publications

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“…In the case of Madrid, a global model of education reform -SAWA policies and TBA -has been adapted to accommodate domestic policy preferences -school choice policies and school specialisation -using international references, particularly PISA, to justify a particular approach to education reform. The results of this paper support the well-known key role of PISA in recent education reforms in many Western countries (Breakspear, 2012;Grek, 2009;Lingard & Sellar, 2016). However, consideration must be given to the fact that the uses of PISA can vary during the reform process.…”

Section: Discussionsupporting

confidence: 76%

The instrumentation of global education reforms: an analysis of school autonomy with accountability policies in Spanish education

Pagès

Egido

2020

Educational Review

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This paper analyses, from the perspective of the political sociology of policy instruments, the adoption and re-contextualisation of School Autonomy with Accountability (SAWA) reforms in Spain, with a particular focus on the region of Madrid. Over the last few decades, Madrid has adopted a wide range of education policies that have contributed to consolidate a market-oriented approach in the governance of the educational system. This paper analyses the instrumentation and complex interaction between standardised tests, test-based accountability, school choice and school autonomy in advancing this governance shift. The main objective of the paper is twofold: first, to trace the policy trajectory of SAWA reforms in Spain and Madrid, and second, to identify the rationale of the reform and its related policy ontology in relation to the selection and articulation of different policy instruments as well as the governance implications of these choices. Methodologically, we have conducted a policy analysis case study, analysing data from a set of 35 original interviews with education policymakers and key policy actors, combined with document analysis. The results of our research show how the policy preferences of domestic political actors and the legacies of the politico-administrative regimes mediate the final form and uses of the SAWA policy instruments. These policy instruments can be conceptualised as 'life objects' whose development and uses are attached to context specific-and sometimes contradictory-political objectives and rationales.

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Section: Discussionsupporting

confidence: 76%

The instrumentation of global education reforms: an analysis of school autonomy with accountability policies in Spanish education

Pagès

Egido

2020

Educational Review

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“…More recently, scholars of international assessment have critiqued the processes through which the OECD, primarily an international economic policy organisation, has led the charge for cross-national measurement in education (Engel, Rutkowski, and Thompson 2019). Similarly, comparative education scholars have argued that international organisations have played a central role in influencing education policy-making by promoting multilateralism (Mundy 2007), structuring epistemological debates (Lingard and Sellar 2016), and deploying forms of global governance in education (Leibfried et al 2007;Wiseman and Taylor 2017).…”

Section: Education Policymaking As a Post-national Endeavourmentioning

confidence: 99%

Imagining globally competent learners: experts and education policy-making beyond the nation-state

Gardinier

2020

Comparative Education

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“…Additionally, research on the OECD and its education work would suggest that the Organisation has become more of a 'policy actor' in education over time Lingard and Sellar, 2016); an element here is the Organisation's use of the media to frame the impact of PISA within nations. This is not to deny the complex relationships that the Organisation has with member nations and its extensive committee structures in each policy domain that conjointly set the agendas.…”

Section: Focusing On the Local To Understand Why The Global Resonatesmentioning

confidence: 99%

The rise of international large-scale assessments and rationales for participation

Addey

Sellar

Steiner‐Khamsi

et al. 2017

Compare: A Journal of Comparative and International Education

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The Changing Organizational and Global Significance of the OECD's Education Work

Cited by 35 publications

References 32 publications

The instrumentation of global education reforms: an analysis of school autonomy with accountability policies in Spanish education

The instrumentation of global education reforms: an analysis of school autonomy with accountability policies in Spanish education

Imagining globally competent learners: experts and education policy-making beyond the nation-state

The rise of international large-scale assessments and rationales for participation

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