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

Addey, Camilla; Sellar, Sam; Steiner‐Khamsi, Gita; Lingard, Bob; Verger, Antoni

doi:10.1080/03057925.2017.1301399

Cited by 120 publications

(57 citation statements)

References 29 publications

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“…Thirdly, perceptions of SL and its components may be limited because the analytical framework derives from PISA, which is administered by a market economy-based body, namely OECD (Addey, Sellar, Steiner-Khamsi, Lingard & Verger, 2017). Given the nature of the OECD, policy-makers and industry influence on science, PISA assessment could have been interpreted as neutral and might have been taken for granted in general, with positive suggestions for economic development.…”

Section: Discussionmentioning

confidence: 99%

An assessment of how scientific literacy-related aims are actualised in the National Primary Science curricula in China and Finland

Yan

Lavonen

Tirri

2019

International Journal of Science Education

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This research compared how the scientific literacy-related goals of the current Chinese and Finnish national science curricula at primary school level are actualised using a revised Programme for International Student Assessment (PISA) scientific literacy framework in the content analysis of the curricula. The content of the curricula focuses principally on knowledge, followed by competencies and attitudes, respectively. The learning context was seen to be thoroughly integrated with the content in both countries. However, the curricula are writte in different ways. Generally, the literacy objectives for both curricula are based on scientific knowledge (Vision I) and the application of knowledge-based skills in situations (Vision II). However, they are characterised by implicit views that derive from the pursuit of the value-driven transformation of individuals and society achieved through science education (Vision III). The Chinese curriculum appears to favour the Anglo-American tradition, whereas the Finnish curriculum appears to be more attached to the Bildung-Didaktik tradition in terms of core tasks and the specification of objectives. The recommendation is that Vision III should be included in the science curricula, and should explicitly relate to social and scientific topics with a view to furthering a scientifically literate public.

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Section: Discussionmentioning

confidence: 99%

An assessment of how scientific literacy-related aims are actualised in the National Primary Science curricula in China and Finland

Yan

Lavonen

Tirri

2019

International Journal of Science Education

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“…PIAAC assesses the proficiency of 16-65-year-olds in literacy, numeracy, and problem solving, which the OECD (2016) argues are the "key information-processing skills" that adults need to participate fully in all aspects of life in the twenty-first century (p. 22). Scholars who have critiqued PIAAC and other international large-scale assessments such as PISA (Programme for International Student Assessment) raise a number of concerns about the universalizing tendency of the OECD's interpretation of the concepts of competence and, more broadly, education (see, inter alia, Addey, Sellar, Steiner-Khamsi, Lingard, & Verger, 2017;Avis, 2012;Hamilton, 2012;Lingard & Sellar, 2013;Takayama, 2013). Another problem is that the PIACC approach perpetuates the idea that learners automatically apply the skills they have developed in education in work contexts.…”

Section: O P Y R I G H T E D M a T E R I A Lmentioning

confidence: 99%

VET Teachers and Trainers

Orr

2019

The Wiley Handbook of Vocational Education and Training

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From creating and repairing the first artifacts for personal and communal use through to the Internet of Things, the capacity of human beings to transform the world around them, for better or worse, continues to be shaped by their participation in social practices and learning, collectively and individually. Developing the expertise required to participate in work-related activities engages people in diverse forms of learning in a wide range of spaces throughout their lives. These spaces include workplaces, workshops, classrooms, community and domestic spaces (including forms of transport), and the natural environment, and increasingly through interaction with digital technologies, including the Internet. For some people, the expertise they deploy for what they term work (whether paid or unpaid) may be very different from the expertise they deploy in their leisure time, whereas for others there may be a close connection. Regardless of what drives an individual or a group of people to develop expertise, they will at some point participate in vocational education and training (VET). This participation will range across a wide spectrum: from programs providing an initial introduction for school pupils, to what is sometimes naively referred to as "the world of work, " through to bespoke training organized by or for employers and self-taught activity. In this way, VET embraces programs using work as their pretext, although treating it as a largely generic or abstract construct; programs that have a specific occupational focus and may lead to a license to practice; apprenticeships that combine education and training both in and away from the workplace; and work-based learning of various types and duration triggered by changes and innovation in work processes. As a result, the relationship between VET and actual work practice varies considerably. VET is a complex and challenging field of inquiry precisely because it cannot be easily defined.

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“…The OECD, has become the most important multilateral organization for the development and diffusion of global education policy. The Program for International Student Assessment (PISA), a comparative standardized exam for students in which Mexico has participated alongside other OECD nations since 2000, and which helped the OECD supplant the dominant authority of UNESCO over education policy, has become a primary vehicle for generating political rationales for policy mobility (Addey & Sellar, ). As Addey and Sellar () argue, national governments are driven by a diverse range of motivations to enroll their countries in PISA.…”

Section: The Neoliberalization Of Mexican Education Within National Amentioning

confidence: 99%

“…The Program for International Student Assessment (PISA), a comparative standardized exam for students in which Mexico has participated alongside other OECD nations since 2000, and which helped the OECD supplant the dominant authority of UNESCO over education policy, has become a primary vehicle for generating political rationales for policy mobility (Addey & Sellar, ). As Addey and Sellar () argue, national governments are driven by a diverse range of motivations to enroll their countries in PISA. These range from a desire to be included in a fast growing club (72 countries participated in the 2015 PISA test, up from 28 in 2000) led by the world's wealthiest countries, to wielding the test results within national politics to vindicate or castigate the status quo.…”

Section: The Neoliberalization Of Mexican Education Within National Amentioning

confidence: 99%

“…They note a contradiction between a stated commitment to a humanist education and an apparent utilitarian orientation toward work‐readiness, rather than broader human development. Beyond the discourse, subject‐area curriculum documents were simplified around “Key Learning” points, while the student course load was restructured more heavily toward Spanish and Math, following the dominant trend of countries focusing on the subject areas tested by the OECD's international PISA exam (Addey & Sellar, ; Sellar & Lingard, ), to the detriment of science, geography, and civics (Estrada, ). So‐called “curricular autonomy” entailed the replacement of student elective “workshops” run by teachers as part of their course load, with “clubs.” An impressive list of potential clubs are recommended, including the study of local history, indigenous languages and art, and horticulture; but under the proviso that no additional funding was available for their functioning.…”

Section: Enrique Peña Nieto's Education Policies: Impacts On Teachersmentioning

confidence: 99%

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The Mexican teachers' movement in the context of neoliberal education policy and strategies for resistance

Bocking¹

2019

Journal of Labor and Society

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Mexican teachers experienced an intensification of neoliberal education policy during the sexenio of President Enrique Peña Nieto of the Institutional Revolutionary Party from 2013 to 2018. Many tenaciously resisted, led by the National Coordination of Education Workers (CNTE), a dissident movement within the National Union of Education Workers, whose official leadership aligned itself with the government. This article situates the Mexican teachers' movement within the global context of neoliberal policy which despite setbacks has gradually transformed significant aspects of teachers' work and education. Despite undermining the standardized teacher exam mandated by the Ley de Servicio Profesional Docente of 2013, in other areas the neoliberalization of education advances, particularly the undermining of teachers' professional training, the “datafication” of their work and increasingly hierarchical workplace relations. These policies have the potential to undermine teachers' professional autonomy, and facilitate the degradation of their work, with consequences for their ability to meet the diverse needs of their students. Meanwhile, the movement has struggled to consolidate beyond its stronghold in southern Mexico. The survival and limited victories of the CNTE owe much to drawing on the socially embedded nature of teachers' work, and its capacity to build alliances with communities and popular movements.

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

Cited by 120 publications

References 29 publications

An assessment of how scientific literacy-related aims are actualised in the National Primary Science curricula in China and Finland

An assessment of how scientific literacy-related aims are actualised in the National Primary Science curricula in China and Finland

VET Teachers and Trainers

The Mexican teachers' movement in the context of neoliberal education policy and strategies for resistance

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