The legitimation of OECD's global educational governance: examining PISA and AHELO test production

Morgan, Clara; Shahjahan, Riyad A.

doi:10.1080/03050068.2013.834559

Cited by 61 publications

(31 citation statements)

References 20 publications

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“…2 It is claimed that the TALIS initiative promotes a learning culture among teachers that focuses on individual careers and the idea of promoting the good teacher as a competent and continuous learner (Robertson, 2013). The underlying assumption is that the OECD educational surveys measure the 'proper skills' and that, therefore, governments should tailor their educational policies and reforms according to the findings of these surveys if they wish to maximize their human capital (Berkovich and Benoliel, 2020a;Morgan and Shahjahan, 2014). Scholars have argued that such surveys are political tools that promote wider neoliberal political objectives, infringing upon teachers' professional autonomy (Morgan and Volante, 2016).…”

Section: Talis Survey and The Teachers' Self-efficacy Indexmentioning

confidence: 99%

Ideal teachers according to TALIS: Societal orientations of education and the global diagnosis of teacher self-efficacy

Benoliel

Berkovich

2020

European Educational Research Journal

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This article explores the link between the OECD TALIS 2013 survey’s framework for defining the ideal teacher and national educational goals by focusing on the teacher self-efficacy items, using cross-country comparisons. Surprisingly, cross-country analysis of the TALIS 2013 data combined with World Value Survey data about Desired Child Qualities demonstrates that the OECD TALIS teacher self-efficacy items are aligned with traditional collectivist educational goals. Thus, the findings indicate that the ideal teacher characteristics embodied in the OECD TALIS 2013 teacher self-efficacy items favour countries that prioritize socialization and culturalization. The implications for theory and practice are discussed herein.

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Section: Talis Survey and The Teachers' Self-efficacy Indexmentioning

confidence: 99%

Ideal teachers according to TALIS: Societal orientations of education and the global diagnosis of teacher self-efficacy

Benoliel

Berkovich

2020

European Educational Research Journal

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“…Beyond the new mental projections made possible by a global tool of comparison, authors point out various strategies and mechanisms of influence. Clara Morgan and Ryyad Shahjahan () stress the assembling knowledge capacity of the OECD, its specific bureaucratic resources and its use of past successes. Laura Engel and David Rutkowski () put forward the key role played in Spain and Italy by publications such as Education at a Glance to disseminate PISA results and legitimate some diagnoses and the introduction of quality measures in education.…”

Section: Main Findingsmentioning

confidence: 99%

Fifteen years of research on PISA effects on education governance: A critical review

Pons

2017

Euro J of Education

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This article provides a literature review on the effects of the OECD's Programme for International Student Assessment (PISA) on education governance and policy process across participating countries. This review seemed necessary because there has been a growing body of literature on this topic since 2003, especially since 2010, because this literature is not always well‐known and because the discourse on the so‐called ‘PISA shock’ remains important, even if it is more of a metaphor than a concept and may be politically partial. The article exploits a dataset of 87 references which show that PISA introduced major changes in the governance of education worldwide. Driven by soft power strategies and new policy transfers, this governance is based on data and measurement tools which redefine the scales of education policies. It also shows that PISA has a strong influence on a variety of national reforms, as illustrated in many case studies. However, this influence strongly depends on domestic policy contexts that scholars intended to capture through different theoretical frameworks. Nonetheless, few propose overarching theorisations of the political meaning of PISA effects on education governance and policy processes. The article concludes by stressing three main challenges for the subsequent studies on these PISA effects: better conceptualising these effects, preserving an epistemology of uncertainty in order to avoid taken for granted views and normalising the research on PISA effects not to perpetually and artificially rediscover its so‐called novelty.

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“…The role of international education surveys as potential change agents is well established and widely recognized (Ritzen, 2013). Not surprisingly, as the popularity of these surveys has grown, there has been ample attention on the nature of the empirical evidence provided by these international education surveys, particularly for the formation of national education policies in primary, secondary and higher education sectors (Hunter, 2012; Meyer and Benavot, 2013; Morgan and Shahjahan, 2014; Sellar and Lingard, 2013). Often the results attract a great deal of media attention, which is sometimes reflected in parliamentary debates.…”

Section: A Brief History Of the European Unionmentioning

confidence: 99%

The European Union, education governance and international education surveys

Volante

Ritzen²

2016

Policy Futures in Education

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The European Union – comprising 28 member states with individual sovereignty in the formation and implementation of education policy – has developed research and communication strategies to facilitate the exchange of best practices, gathering and dissemination of education statistics and, perhaps most importantly, advice and support for national policy reform. Additionally, shared programs have been implemented across the union, which have led to the formation of one of the largest transnational policy networks in the world. This paper examines the influence of international education surveys administered by the Organisation for Economic Cooperation and Development, outlining the key characteristics of the surveys and the most salient findings. We discuss the contribution of emerging European Union governance for the quality of education while also looking at the challenges ahead. These challenges include developing assessments to include value added, revising assessments to include broader skills and providing assessment feedback to teachers within an EU context in which national and Organisation for Economic Cooperation and Development assessments become complementary, rather than overlapping, survey measures.

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The legitimation of OECD's global educational governance: examining PISA and AHELO test production

Cited by 61 publications

References 20 publications

Ideal teachers according to TALIS: Societal orientations of education and the global diagnosis of teacher self-efficacy

Ideal teachers according to TALIS: Societal orientations of education and the global diagnosis of teacher self-efficacy

Fifteen years of research on PISA effects on education governance: A critical review

The European Union, education governance and international education surveys

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