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1.
As the field of education has become a highly internationalised policy field in the last decade, international organisations such as the OECD play an ever more decisive role in the dissemination of knowledge, monitoring of outcomes, and research in education policy. Although the OECD lacks any binding governance instruments to put coercion on States or to provide material incentive, it has successively expanded its competences in this field. OECD advanced its status as an expert organisation in the field of education mainly by designing and conducting the international comparative PISA study. With PISA, the OECD was able to greatly influence national education systems. Basically, States were faced with external advice based on sound empirical data that challenged existing domestic policies, politics, and ideas. One prominent case for the impact of PISA is Germany. PISA was a decisive watershed in German education policy‐making. Almost instantly after the PISA results were publicised in late 2001, a comprehensive education reform agenda was put forward in Germany. The experienced reform dynamic was highly surprising because the traditional German education system and politics were characterised by deep‐rooted historical legacies, many involved stakeholders at different levels, and reform‐hampering institutions. Hence, a backlog of grand education reforms have prevailed in Germany since the 1970s. The external pressure exerted by PISA completely changed that situation.  相似文献   

2.
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.  相似文献   

3.
PISA测试结果是影响参加国或地区调整教育政策的重要因素之一。这些影响主要包括公众对教育质量的关注及其形成的舆论压力,表现优异的参加国或地区可借鉴的成功经验等。研究发现,基于PISA测试结果的教育政策调整类型主要有四种:政策深化型、政策变革型、政策调适型和政策效仿型。  相似文献   

4.
Since the end of the 1980s, the Norwegian education system has gone through major reform, influenced largely by new managerialist ideas. Strategies to renew the public sector were promoted as the new public management (NPM). This paper investigates the way ideas connected to NPM reforms have been introduced and interpreted in the Norwegian education sector. Based on our studies of selected policy documents from the last two decades, we have identified three areas of discursive struggle. The first one is linked to ideologies and the national history of schooling, the second to contested issues of teacher professionalism and the third is associated with strategies for modernising and improving education. A main argument is that NPM reforms changed direction and sped up when Norway was listed among the ‘lower-performing’ countries according to Programme for International Student Assessment (PISA) and other international tests. Leadership and accountability became the dominant themes in Norwegian education.  相似文献   

5.
Using the PISA 2015 releases in Norway and England, this article explores how PISA has been presented in the media and how the policy level has responded to the results. England will be used as an example for comparison. The article presents early media responses from the 20 most circulated daily newspapers in the two countries and discusses them in relation both to the national PISA reports in Norway and England, as well as the international report of the OECD. The media responses are further interpreted in light of previous research in both countries, with a particular focus upon Norway, where previous Ministers of Education have been interviewed about assessment policy and education reforms.  相似文献   

6.
The German education system does not traditionally rely on standardized testing. However, when the Programme for International Student Assessment (PISA) study revealed an average performance of German students compared to other participating countries, a particular proportion of low-performing students, and remarkable disparities between the federal states, German policy makers decided for a major reform of the education system. A core piece of this reform was the introduction of National Education Standards. For science education, these standards were heavily influenced by the PISA results and its underlying framework. That is, with the standards, a paradigm shift took place from the German notion of Bildung towards the Anglo-American notion of literacy. With the introduction of these standards, a new field of empirical educational research was created: research on models of scientific literacy or competency models as a basis of benchmarking the standards. This article describes the German education system before PISA, summarizes the major findings from PISA, and describes how these findings informed the formulation of the performance standards for science education. It also details the measures undertaken to benchmark these standards. Finally, it provides insight into the issues with developing and benchmarking performance standards and points out future areas of research on evidence-based decision making in educational policy.  相似文献   

7.
This article presents findings from a recent study of the education policy uses and impact of international large-scale assessments, namely the Programme for International Student Assessment (PISA). The paper focuses on two overlapping dimensions of PISA’s education policy use in the context of Spain. These include political dimensions, such as the use of PISA to initiate and justify the 2012?2013 educational reforms; and technical dimensions, namely the use of PISA in the development of national-level indicators used to benchmark progress and guide education and curriculum reform. The study points to the growing dominance of PISA as a powerful policy tool. Findings from the paper add to the body of literature on the different ways in which international assessments are used to guide education policy within national spaces and the role of the OECD as an agent of transnational policy steering.  相似文献   

8.
One of the overarching goals of international large-scale assessments (ILSA) is to inform public discourse about the quality of education in different countries. To fulfil this function, the Organisation for Economic Co-operation and Development (OECD), for example, raises awareness of the Program for International Student Assessment (PISA) results through different forms of traditional and social media (e.g. press releases and other activities under the slogan PISA Day). Scholars have responded to the rapid growth of ILSA by examining public discourse through newspaper articles, policy documents, and other outlets. However, we know very little about whether and to what extent the general public is actually affected by PISA results. In order to address this gap, this study uses data regarding public trust in education from the 2011 wave of the International Social Survey Program (ISSP). Drawing on survey data from 30 countries and Hierarchical Linear Models (HLM), the study shows that PISA rankings have a significant effect on public perceptions. We find that in high performing countries the general public expresses higher levels of confidence in the education system. We discuss these patterns in the context of growing politicisation of education policy making and the use of ILSA as evidence.  相似文献   

9.
The international comparative studies on students’ outcomes have initiated analyses that have had a growing influence on national and sub‐national education policies in industrialised and developing countries. It is particularly the case of the OECD's Programme for International Student Assessment (PISA) which started in 2000 and has organised surveys every 3 years, so that the 2015 survey was the 6th. Its influence has been particularly important for several reasons: 1) it assesses the basic competences in reading literacy, maths and science of 15 year‐olds students, i.e. around the end of compulsory education in many countries; 2) the assessment is based on a reliable methodology and the tests are completed by qualitative surveys and studies; 3) and the results lead to recommendations and are amplified by the media in most countries. However, it is not easy to evaluate the real impact of PISA because of the existence of other international studies such as IEA's TIMSS and, particularly in Europe, the influence of the recommendations and benchmarks of the EU that has been growing steadily in the last 25 years. Our analysis of the impact of PISA and EU policy focuses on the evolution of the education policy in France, but also studies its evolution in a few other European countries. Finally, we underline the limits of the influence of PISA and international standards in education towards a convergence of education systems because of the importance of their specific historic and cultural contexts.  相似文献   

10.
Abstract

Background: PISA results appear to have a large impact upon government policy. The phenomenon is growing, with more countries taking part in PISA testing and politicians pointing to PISA results as reasons for their reforms.

Purpose: The aims of this research were to depict the policy reactions to PISA across a number of jurisdictions, to see whether they exhibited similar patterns and whether the same reforms were evident.

Sources of evidence: We investigated policy and media reactions to the 2009 and 2012 PISA results in six cases: Canada, China (Shanghai), England, France, Norway and Switzerland. Cases were selected to contrast high-performing jurisdictions (Canada, China) with average performers (England, France, Norway and Switzerland). Countries that had already been well reported on in the literature were excluded (Finland, Germany).

Design and methods: Policy documents, media reports and academic articles in English, French, Mandarin and Norwegian relating to each of the cases were critically evaluated.

Results: A policy reaction of ‘scandalisation’ was evident in four of the six cases; a technique used to motivate change. Five of the six cases showed ‘standards-based reforms’ and two had reforms in line with the ‘ideal-governance’ model. However, these are categorisations: the actual reforms had significant differences across countries. There are chronological problems with the notion that PISA results were causal with regard to policy in some instances. Countries with similar PISA results responded with different policies, reflecting their differing cultural and historical education system trajectories.

Conclusions: The connection between PISA results and policy is not always obvious. The supranational spell of PISA in policy is in the way that PISA results are used as a magic wand in political rhetoric, as though they conjure particular policy choices. This serves as a distraction from the ideological basis for reforms. The same PISA results could motivate a range of different policy solutions.  相似文献   

11.
This special edition of IJMSE focuses on the Programme of International Student Assessment (PISA) project now that it has completed a full cycle of administration—reading, mathematics, and science—to look at ways in which PISA has been used in participating countries and with what consequences, and to identify potential research and policy directions emanating from this initiative. Articles were invited to (a) reflect international perspectives on the uses and consequences of PISA to date and (b) speculate on future directions for research, curriculum, and policy using the PISA datasets. The introductory article provides a brief overview of common aspects of PISA: Evolving definitions of reading literacy, mathematics literacy, and science literacy; technical design of the instruments and data analysis procedures; the changing emphasis of administrations; and recent research using the datasets. PISA, unlike other international assessments in reading, mathematics, and science, has provided a fresh perspective on ‘what might be’ by decoupling the assessment from mandated curricula to focus on literacies needed for a 21st century economy. This unique feature of PISA brings with it possibilities and cautions for policy makers.  相似文献   

12.
This paper examines the expansion of the OECD's Programme for International Student Assessment (PISA) and associated growth in the influence of the OECD's education work. PISA has become one of the OECD's most successful ‘products’ and has both strengthened the role of the Directorate for Education within the organization and enhanced the significance of the organization in education globally. We provide an overview of the OECD, including organizational changes in response to globalization and the changing place of the Directorate for Education within the organization, particularly with the development of PISA in the late 1990s. We show how the OECD is expanding PISA by broadening the scope of what is measured; increasing the scale of the assessment to cover more countries, systems and schools; and enhancing its explanatory power to provide policy‐makers with better information. The OECD has also developed the Programme for International Assessment of Adult Competencies (PIAAC) and PISA‐based Tests for Schools, which draw on the PISA template to extend the influence of its education work to new sites. The paper draws on data from 33 interviews with past and present personnel from the OECD, the International Association for the Evaluation of Educational Achievement (IEA) and the English and Australian education systems, as well as analysis of relevant OECD documents. We argue that PISA, and the OECD's education work more broadly, has facilitated new epistemological and infrastructural modes of global governance for the OECD in education.  相似文献   

13.
Although originally created for economic purposes, the Organisation for Economic Co-Operation and Development (OECD) has increasingly gained weight in education policy in recent years and is now regarded as an international authority in the field, particularly through its ‘Programme for International Student Assessment’ (PISA), which was highly esteemed in many countries and enabled diverse domestic education reforms. OECD derived a variety of policy recommendations from the PISA results. However, which of these were implemented at the national level and how OECD was able to achieve an impact on its member states have not yet been analysed in sufficient depth. To answer these questions, we analyse which OECD recommendations were reflected in Switzerland and the US. As their reception differs across countries, we assess under which conditions policy convergence towards the OECD ‘model’ took place. Then we elaborate on the governance mechanisms that caused policy convergence. We show that in Switzerland PISA's platform for transnational communication enabled policy learning at the expert level, thus leading to a rather high degree of policy convergence. This was not the case in the US, where PISA was regarded only as one of many studies assessing the performance of education systems.  相似文献   

14.
Maha Shuayb 《Compare》2019,49(4):548-564
Many Arab countries are currently undergoing significant education reform. However, there is a paucity of research on how reforms are crafted and educational policies constructed. Lebanon has witnessed two education reforms since the Taif Agreement in 1989. This paper examines the role of research centres in influencing the last two education reforms. It selects a case study of an independent, non-governmental educational association and studies the role it played in these two reforms. The study found that contrary to the conventional wisdom, policy makers did call on research institutes when designing their reform. Yet there is a haphazard relationship between policy makers and researcher centres influenced by a number of factors, such as personal relationships, policy brokers, donors, and the availability of reputable research centres. The study also showed reluctance amongst some academics to play a direct role in influencing policymakers decisions.  相似文献   

15.
In this article we attempt to analyse how OECD knowledge production is integrated with the process in which Finnish education policy takes shape. This is done by analysing the uses of the OECD PISA Study by Finnish central government officials. The main question posed is: How do these officials interpret the PISA results so as to justify the decisions made in Finnish education policy in the past or to point out new areas of development concerning basic education? The analysis shows that the interpretations of the PISA results tend to favour those responsible for actions within the central government. In the texts analysed, the scientificity of the PISA programme is presented as beyond question, while the direct usefulness of the research results for the further development of national education is also proclaimed. As to the specific results of PISA, the excellent learning outcomes of Finnish students are claimed to be due to educational reforms conducted and decisions made by the central government, whereas shortcomings and areas in which the officials see a need for improvement are argued to be dependent on the actions of other agents. Thus, the analysis shows that the conclusions drawn from the PISA results in texts representing the views of central government are biased and serve to justify its policy agenda.  相似文献   

16.
Abstract

This article analyses international large-scale assessments in education from a temporal perspective. The article discusses and compares the different conceptions of time in the early international assessments conducted in the 1960s and 1970s by the IEA with the PISA studies conducted by the OECD from the year 2000 onwards. The paper argues that there has been a shift in the ways that the assessments structure time. The early IEA surveys were characterized by a relative slowness, lack of synchronization and lack of trend analyses. PISA, by contrast, is characterized by high pace, simultaneous publication of results around the world and regular and recurrent studies making the analysis of trends possible. The emergence of this new time regime, it is argued, has implications for how education is governed. At the transnational level, it strengthens the influence and importance of OECD as a significant policy actor. At the national level, as educational discourse and policy adapts to the temporalities of the PISA calendar, two kinds of effects can be distinguished. First, there is a tendency towards searching for “retrotopian” solutions for contemporary problems. Second, there is a tendency towards acceleration and short-term planning when it comes to educational reforms.  相似文献   

17.
Abstract

Background: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.

Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.

Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.

Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform.  相似文献   

18.
This article addresses the policy implications of participation in international large-scale assessments (ILSAs), particularly the Programme for International Student Assessment (PISA), and the ways in which such implications might influence mathematics education. Taking Norway as a special case, this discussion focuses on insights into teaching, learning and assessment practices that can be inferred from the PISA study, and how participation in ILSAs has contributed to educational policy and even changed policymakers’ perspectives on schools, teachers and students. Following publication of the PISA 2000 results, Norway experienced a ‘PISA shock’, leading to the implementation of a national quality assessment system and national tests. In addition, changes were made to the mathematics curriculum for compulsory school and to mathematics teacher education. More recently, public debate has focused less on rank and league tables, shifting instead to the high number of low-achieving students and the low number of high achievers. Moreover, there has been little uptake of policy advice provided by the Organisation for Economic Co-operation and Development (OECD), which focuses on strengthening accountability measures. Furthermore, although the Norwegian educational system in the past decade has undergone a decentralisation process, the educational system still follows the Nordic model, which focuses on equity and ‘education for all’. Analyses of the Norwegian case indicate that policymaking takes place in highly cultural contexts, and that international studies might be used merely to validate existing policy directions.  相似文献   

19.
This article considers the role played by policy makers, government organisations, and research institutes (sometimes labelled “think tanks”) in the analysis, use and reporting of PISA data for the purposes of policy advice and advocacy. It draws on the ideas of Rizvi and Lingard (Globalizing Education Policy, 2010), Bogdandy and Goldmann (Governance by Indicators/ Global Power through Quantification and Rankings, 2012) and others to explore the ways in which such “agents of change” can interpret, manipulate and disseminate the results of data arising from large scale assessment survey programs such as PISA to influence and determine political and/or educational research agendas. This article illustrates this issue by highlighting the uncertainty surrounding the PISA data that have been used by a number of prominent, high profile agents of change to defend policy directions and advice. The final section of this paper highlights the need for policy makers and their advisors to become better informed of the technical limitations of using international achievement data if such data are to be used to inform policy development and educational reforms.  相似文献   

20.
ABSTRACT:  The structural reforms of the education system in France (1959, 1963, and 1975) were part both of a global process of democratisation of education launched after the Second World War and of a larger modernisation project in which knowledge producers (experts, scholars and consultants) played a crucial role. Instead of a national approach or a world system approach to education reforms I propose a neo-Weberian glocal perspective that focuses on knowledge producers as a status group, education discourse structuration and education global networks; this perspective integrates national contexts and their peculiarities in the analysis without losing sight of the global forces. Global education networks centered in international organisations – such as UNESCO and the OECD – in which French knowledge-producers were largely involved, adopted a discourse inspired by the American school model that was adopted by scholars in different countries. The reformist network, in which scholars, experts and policy makers participated, enhanced reformist discourse structuration in the knowledge-production institutions (universities and national institutes) around social problems such as 'technological and scientific lag', 'inequality of opportunity', and 'disenchantment from the education system', thus, fostering transformations of the French education system.  相似文献   

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