Boundary-less education policy? Empirical evidence for PISA as a world-wide model for national education reforms

Bieber, Tonia; Martens, Kerstin; Niemann, Dennis; Windzio, Michael

doi:10.1007/s11618-014-0513-6

Cited by 8 publications

(6 citation statements)

References 30 publications

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“…We investigate vertical interdependencies by analyzing the influence of IOs as providers of ideas and impulses for the developmental dynamics of education policy. Previous research on vertical interdependencies showed that the transnational effects generated by internationally operating actors can exert a considerable influence on the transformation of national education policy-at least for the PISA study and the Bologna Process (Martens et al 2010(Martens et al , 2014. In the PISA study, the OECD highlighted various deficits in national education systems and propagated guiding principles for educational reforms (Bieber et al 2014).…”

Section: Research Design and Empirical Approachmentioning

confidence: 99%

“…IOs can also pursue culturally or regionally specific goals, which means that they concentrate their education policy activities either on a particular region or on a specific cultural group so that they are not transferable to the international community. For instance, the OECD with its Programme for International Student Assessment (PISA) study claims worldwide validity for the 'what works' examples, and in doing so, influences small countries in terms of education policy reform as well as nations that did not take part in the PISA study (Niemann and Martens 2018;Bieber et al 2014).…”

Section: Horizontal and Vertical Interdependencies Interlinked With National Factorsmentioning

confidence: 99%

“…This was not only due to new techniques of global communication and the available traveling infrastructure of the time, but rather it was also attributed to the increased importance of transnational interlinkages, multinational companies, and international organizations (IOs). Today, economic transactions have become progressively organized at a global scale but also political claims for human and social rights, as well as ideas about the objectives of education and education policies are distributed globally (Martens et al 2014). In this volume, we identify the global pathways to education and investigate the causes of change of education systems from a global and historical perspective.…”

Section: Introductionmentioning

confidence: 99%

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The Global Development, Diffusion, and Transformation of Education Systems: Transnational Isomorphism and ‘Cultural Spheres’

Windzio

Martens

2021

Global Dynamics of Social Policy

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In Chap. 10.1007/978-3-030-78885-8_1, Michael Windzio and Kerstin Martens present the theoretical framework of their study, which focuses on the tension between the global institutionalization of Western rationality but also the culturally specific rationales for the development of education. In essence, they argue that horizontal and vertical interdependencies, as well as the moderating effects of national factors, are still neglected research topics when it comes to the global development of education policy. The chapter also presents the common research used in the different chapters and justifies the IO cases selected for deeper analysis. In addition, the chapter provides a short overview of existing research in this field that the book as a whole relates to.

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Section: Research Design and Empirical Approachmentioning

confidence: 99%

Section: Horizontal and Vertical Interdependencies Interlinked With National Factorsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Global Development, Diffusion, and Transformation of Education Systems: Transnational Isomorphism and ‘Cultural Spheres’

Windzio

Martens

2021

Global Dynamics of Social Policy

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“…Zweitens, als eine direkte Konsequenz aus dem ersten Punkt, hat die OECD durch PISA (und ihre anderen Bildungsaktivitäten) ein Bildungsverständnis mitgeprägt, welches im Prinzip ausschließlich auf die ökonomischen Effekte von Bildung gerichtet ist. Studien zeigen, dass Staaten mit anderen Sichtweisen auf Bildung sich dem OECD-Verständnis angenähert haben (Bieber et al, 2014). Ferner beeinflusste die OECD, wie Bildungsleistung messbar gemacht werden kann.…”

Section: Pisa -Eine ‚Rezeptionsgeschichte'unclassified

‚Global Competence‘ – der neue Fokusbereich in PISA 2018. Ein holpriger Start

Kater‐Wettstädt¹,

Niemann²

2020

ZEP

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Zusammenfassung Die OECD hat in 2018 einen neuen Schwerpunkt für die internationale Vergleichsstudie PISA gewählt: Global Competence (GC). In diesem Beitrag stellen wir das Konzept der OECD in einer vergleichenden Analyse der Fassungen von 2016 und 2018 vor und diskutieren es kritisch in seiner Entwicklung. Eine zentrale Frage ist, warum sich mehrere Länder gegen diesen Schwerpunkt ausgesprochen haben, obwohl sich die OECD vor allem durch PISA als richtungsweisende Instanz in der internationalen Bildungspolitik etablieren konnte. Die neue thematische Ausrichtung zeichnet sich als Herausforderung ab, als ein Spagat zwischen der etablierten Kompetenzorientierung geprägt von einem Leitmotiv des Humankapitals und der ökonomischen Verwertbarkeit von Bildung auf der einen, und einer moralisch-normativen Neuorientierung über erstrebenswerte Bildung auf der anderen Seite.

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“…At the same time, the OECD’s PISA showed which education policies seemed to produce better performance outcomes (in PISA) and those which do not (Bieber et al, 2014). In highlighting ‘best practices’, the OECD uses PISA to urge national policy makers to look across borders in order to identify international education policies worth implementing (Niemann, 2014a).…”

Section: Oecd As Knowledge Broker: Empirical Observationsmentioning

confidence: 99%

Soft governance by hard fact? The OECD as a knowledge broker in education policy

Niemann

Martens

2018

Global Social Policy

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As the policy field of education has become increasingly internationalized over the last two decades, international organizations like the Organisation for Economic Co-operation and Development (OECD) play an increasingly decisive role in the diffusion of knowledge, monitoring, and research in global education policy. Although the OECD lacks any binding or coercive governance instruments in relation to states, or ability to provide material incentives for compliance, it has nevertheless successively expanded its influence regarding education. From a perspective of social constructivism, we argue that the transmission of ideas and information generated through ratings and rankings can be viewed as a crucial governance tool for the influence of an international organization (IO). Our article seeks to analyze how the OECD uses large-scale education assessments to promote the economically based idea of human capital and related learning techniques in education policy – thus influencing national education systems. Furthermore, the OECD and its distinctive approach of soft governance through putative hard fact may become a role model for other IOs, both in the field of education and beyond.

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Boundary-less education policy? Empirical evidence for PISA as a world-wide model for national education reforms

Cited by 8 publications

References 30 publications

The Global Development, Diffusion, and Transformation of Education Systems: Transnational Isomorphism and ‘Cultural Spheres’

The Global Development, Diffusion, and Transformation of Education Systems: Transnational Isomorphism and ‘Cultural Spheres’

‚Global Competence‘ – der neue Fokusbereich in PISA 2018. Ein holpriger Start

Soft governance by hard fact? The OECD as a knowledge broker in education policy

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