Neue Steuerungsinstrumente in der beruflichen Benachteiligtenförderung

Eckert, Manfred

doi:10.1007/978-3-531-91922-5_15

Cited by 5 publications

(1 citation statement)

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“…It also defined the procedure for their establishment so as to reduce diversity of cantonal school systems of the single education phases and assure quality (Zahner Rossier et al ., 2005). The introduction of standards implied greater consideration of students' competences and signalled a different testing culture (Meyer‐Hesemann, 2010) which involved a shift from an input‐oriented rationale to a logic of steering directed towards efficiency and output control (Eckert, 2009, pp. 272–273; Schweizerische Koordinationsstelle für Bildungsforschung, 2010, p. 55).…”

Section: Switzerland — Pisa As a Catalyst For Harmonisationmentioning

confidence: 99%

The OECD PISA Study as a Soft Power in Education? Lessons from Switzerland and the US

Bieber

Martens

2011

Euro J of Education

153

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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.

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Section: Switzerland — Pisa As a Catalyst For Harmonisationmentioning

confidence: 99%