From development comparatism to globalization comparativism: towards more normative international education statistics

Cussó, Roser; D'Amico, Sabrina

doi:10.1080/03050060500037012

Cited by 56 publications

(14 citation statements)

References 2 publications

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“…Measures also alter relations of power by affecting how resources, status, knowledge and opportunities are distributed. As Cusso and D'Amico (2005) explain, changes in international education statistics reflect and shape global reform in education and affect how aid and loans are distributed to nations. Individual test scores can determine educational trajectories that have important consequences for career options and potential earnings.…”

Section: Reactivitymentioning

confidence: 99%

A Sociology of Quantification

Espeland¹,

2008

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One of the most notable political developments of the last thirty years has been increasing public and governmental demand for the quantification of social phenomena, yet sociologists generally have paid little attention to the spread of quantification or the significance of new regimes of measurement. Our article addresses this oversight by analyzing quantification – the production and communication of numbers – as a general sociological phenomenon. Drawing on scholarship across the social sciences in Europe and North America as well as humanistic inquiry, we articulate five sociological dimensions of quantification and call for an ethics of numbers.

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Section: Reactivitymentioning

confidence: 99%

A Sociology of Quantification

Espeland¹,

2008

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“…This type of legitimation has become more prominent in the new millennium. Cussó and D’Amico (2005) observe increased competition between such agencies, which led UNESCO to align with the other main knowledge brokers and collectors of educational statistics. Dale (2005: 119) notes, ‘This places great power in the hands of the agencies setting up the statistical variables that would determine what the “proper” outcomes of education should be’.…”

Section: Theoretical Perspectives On Policy Legitimationmentioning

confidence: 99%

New modes of policy legitimation in education: (Mis)using comparative data to effectuate assessment reform

Tveit

Lundahl

2017

European Educational Research Journal

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Identifying three modes of policy legitimation in education, illustrated by shifts in Swedish educational assessment and grading policies over the past decades, the paper demonstrates significant trends with regard to national governments’ policymaking and borrowing. We observe a shift away from collaboracy – defined as policy legitimation located in partnerships and networks of stakeholders, researchers and other experts – towards more use of supranational agencies (called agency), such as the Organisation for Economic Co-operation and Development, the European Union and associated networks, as well as the use of individual consultants and private enterprises (called consultancy) to legitimate policy change. Given their political and high-stakes character for stakeholders, assessment and grading policies are suitable areas for investigating strategies and trends for policy legitimation in education. The European Union-affiliated Eurydice network synthesises policy descriptions for the European countries in an online database that is widely used by policymakers. Analysing Eurydice data for assessment and grading policies, the paper discusses functional equivalence of grading policies and validity problems related to the comparison of such policy information. Illuminating the roles of the Swedish Government and a consultant in reviewing and recommending grading policies, the paper discusses new ‘fast policy’ modes of policy legitimation in which comparative data is used to effectuate assessment reform.

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“…The later objectives for PIAAC appear to be more detailed, and to emphasise more strongly comparisons between countries, presupposing a basically competitive global economic context (Cussó, & D'Amico, 2005;Evans, Wedege & Yasukawa, 2013).…”

Section: Aims Of Piaac and Its Precursorsmentioning

confidence: 99%

Adult numeracy and the totally pedagogised society: PIAAC and other international surveys in the context of global educational policy on lifelong learning

Tsatsaroni

Evans

2013

Educ Stud Math

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Copyright and moral rights to this thesis/research project are retained by the author and/or other copyright owners. The work is supplied on the understanding that any use for commercial gain is strictly forbidden. A copy may be downloaded for personal, non-commercial, research or study without prior permission and without charge. Any use of the thesis/research project for private study or research must be properly acknowledged with reference to the work's full bibliographic details.This thesis/research project may not be reproduced in any format or medium, or extensive quotations taken from it, or its content changed in any way, without first obtaining permission in writing from the copyright holder(s).If you believe that any material held in the repository infringes copyright law, please contact the Repository Team at Middlesex University via the following email address:eprints@mdx.ac.ukThe item will be removed from the repository while any claim is being investigated. AbstractThis paper aims to discuss the emergence, form and likely effects of international surveys of adults' skills by locating them in the global context of policies on education and Life Long Learning (LLL). It focuses on adults' numeracy and discusses its conceptualisation and assessment in PIAAC (Project for the International Assessment of Adult Competencies), which is the most recent survey. Drawing on critical theoretical resources about new forms of governance in education and transformations in the pedagogic discourse, the paper further substantiates existing critiques of global policy trends, namely that they are motivated by human capital approaches to education and LLL. In particular, we show that the apparently commonsensical appeal of evaluative instruments like PISA and PIAAC is based on a competency model of knowledge, which embodies an exceedingly narrow notion of competence. Relatedly, the notional curricula promoted by such surveys potentially articulate a more radical idea of LLL, captured by Bernstein's conception of trainability as the mode of socialisation into a Totally Pedagogised Society. The paper presents a dual approach to understanding international adult performance surveys in general -in that, besides deploying the theoretical resources already indicated, it also raises a number of methodological issues relevant to the valid interpretation of these studies' results. Ultimately, it argues for the importance of mobilising resources from critical educational perspectives to support the development of potentially powerful knowledge like numeracy and to prevent its being reduced to a narrow competency.

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From development comparatism to globalization comparativism: towards more normative international education statistics

Cited by 56 publications

References 2 publications

A Sociology of Quantification

A Sociology of Quantification

New modes of policy legitimation in education: (Mis)using comparative data to effectuate assessment reform

Adult numeracy and the totally pedagogised society: PIAAC and other international surveys in the context of global educational policy on lifelong learning

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