The impact of international achievement studies on national education policymaking: The case of Slovenia – how many watches do we need?

The danger of inadequate conceptualisation in PISA for education policy

“…1 We believe that reflections on PISA results do not simply demonstrate that politicians invest in PISA and other international achievement studies (Third International Mathematics and Science Study -TIMMS; Progress in International Reading Literacy Study -PIRLS) because they do not have any other options and they have to avoid and/or respond to damaging headlines in their national newspapers irrespective of good or bad results (Torrance 2006, 833-4). At least for Slovenia, Klemenčič (2010) presents convincing evidence that politicians and experts use data collected in TIMSS and PISA as a stimulus for change in education. However, while fear is undoubtedly one of the stimuli for the growing influence of achievement studies, it is true that there are a number of others; one of them -a relatively important one -is the genuine interest of policymakers and experts in improving education in their country.…”

“…2010;Simons, Olsen, and Peters 2009;Davies 2004;Whitty 2002), the importance of PISA is growing (cf. Sahlberg 2011;Chung 2010;Jakubowski et al 2010;Klemenčič 2010;Wiseman 2010;Figazzolo 2009). This importance is even more pronounced given that PISA goes beyond simply claiming the validity and reliability of its results.…”

The Role of IEA’s Civic and Citizenship Education Studies in the Development of Civic and Citizenship Education in Slovenia

“…However, results expressed a very high inclination toward everything that is connected with national identity and patria. Slovenia changed the name of the compulsory subject in 2008 (adding patriotic) (Klemenčič 2010;Šimenc 2011). However, it appears that ICCS 2009 seems to have had a slightly bigger "impact."…”

Evaluaciones Internacionales a gran escala y ciudadanía. Explorando la relación entre políticas y ICCS en Chile (2009-2016)

“…Las investigaciones existentes al respecto han señalado que el ICCS y el CIVED ha permitido entender y gestionar los procesos de desafección de la identidad nacional, así como los problemas de identidad cultural y étnica de los países (Wagemaker, 2011). Asimismo, se ha destacado que los resultados de las ILSA de educación cívica y ciudadanía han motivado la priorización educativa sobre temas cívicos (por ejemplo, a través de la creación de un curso específico de educación cívica y ciudadana) en ex países comunistas como Estonia, Lituania, Polonia y Eslovenia (Klemencic, 2010). Finalmente, y en términos curriculares, los resultados de ICCS y CIVED motivaron cambios o nuevos planes de estudio en Eslovaquia y Lituania (Pelgrum, Blahova, Dukynaitė, Pavešić y Kangro, 2011) pero también influyeron en otros contextos, como Australia (Wagemaker, 2011) y México (Cox, en prensa).…”