Placing PISA in perspective: the OECD’s multi-centric view on education

Seitzer, Helen; Niemann, Dennis; Martens, Kerstin

doi:10.1080/14767724.2021.1878017

Cited by 16 publications

(14 citation statements)

References 33 publications

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“…Zhao ( 2020 ) characterizes this period as “two decades of havoc.” Several studies have shown that PISA has a significant impact on policy initiatives in many countries. This has reached the point where PISA has virtually become synonymous with the OECD: when addressing the OECD’s impact on education, most academics refer to PISA (Seitzer et al, 2021 ). Inevitably, PISA is the subject of heated debate.…”

Section: Resultsmentioning

confidence: 99%

The impact of OECD research on the education system of Kazakhstan

Sarmurzin

Amanzhol

Toleubayeva

et al. 2021

Asia Pacific Educ. Rev.

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In education, reform and renewal are constant. Policies are continually changing to meet the needs of the times and the society. Political advisors, such as the Organization for Economic Cooperation and Development, play an important role among private consultants as policy actors. According to Gunter’s (in: Howlett and Mukerjee (eds), Handbook of policy formulation, Edward Elgar Publishers, 2017) classification of policy actors, the OECD can be classified as a supra-national organization. This paper examines the impact of OECD research on the education system of Kazakhstan. Based on the literature, the authors address two key issues—what role the OECD is performing in education policy reforms in Kazakhstan and whether this facilitates or undermines the provision of public education. The authors focus on the influence of Programme for International Student Assessment (PISA) as a global phenomenon, how Kazakhstan has embraced this international test, and how, even though PISA has made little or no difference to student outcomes, it is still credited for educational achievements.

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Section: Resultsmentioning

confidence: 99%

The impact of OECD research on the education system of Kazakhstan

Sarmurzin

Amanzhol

Toleubayeva

et al. 2021

Asia Pacific Educ. Rev.

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“…Seitzer és szerzőtársai (Seitzer-Niemann-Martens 2021) -elsősorban a szervezet oktatáspolitikai szerepével kapcsolatban -megállapítják, hogy az OECD ez alatt a hatvan év alatt "a fi lozófi ai kételyektől a statisztikai magabiztosságig jutott el". A szerzők elemzik a szervezet oktatáspolitikai ideológiájának és ezzel párhuzamosan szervezetének változásait.…”

Section: Oecdunclassified

“…[…] Az intézményesülés azt is biztosította, hogy az oktatást olyan kérdésként értelmezték, amely képes volt hatást gyakorolni a tagállamok fejlődésére, és így megérdemelte az OECD-n belüli szervezeti státuszát." (Seitzer-Niemann-Martens 2021. ) A szerzők részletes témaelemzést végeznek, s megállapítják, hogy az idő múlásával a témák száma jelentősen megnőtt, és hogy az OECD tematikus köre az oktatásban ki szélesedett.…”

Section: Oecdunclassified

„Jobb politikák a jobb életért”.

Polónyi

2022

Educatio

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Összefoglaló. Az OECD 1961-ben – hatvan éve – alakult, s Magyarország 1996 óta, 25 éve tagja a szervezetnek. Ez a kettős évforduló teremtett arra alkalmat, hogy az Educatio egy tematikus szám keretében elemezze a szervezet céljait és jelentőségét, meghatározóan az oktatáspolitikai hatását, de kitekintve a gazdaságpolitikai összefüggésekre is. Az írás először felvillant néhány véleményt az OECD-ről, elsősorban annak oktatáspolitikai szerepéről, majd bemutatja az OECD 1961/2021 című Educatio szám szerzőit és az írások legfontosabb mondanivalóját. Summary. The OECD was founded in 1961 – sixty years ago – and Hungary has been a member since 1996, 25 years ago. This double anniversary provided the opportunity for Educatio to analyse the aims and significance of the organisation, its impact on education policy in particular, but also its economic policy context in a thematic issue. The paper first outlines some views on the OECD, especially its role in education policy, and then introduces the authors of the Educatio issue 1961/2021 and the main messages of the papers.

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“…These developments affect professional self-understandings, pedagogical practices, and teaching content (Høvsgaard Maguire, 2019;Ratner et al, 2019). Further, instruments of accountability are being redefined in these terms-not only students, but also schools and teachers are increasingly being assessed based on standardized achievement tests of students' performance (Auld et al, 2019;Niemann & Martens, 2018;Seitzer et al, 2021).…”

Section: Facing the Entanglements Of Politics And Researchmentioning

confidence: 99%

The Politics of Inequalities in Education: Exploring Epistemic Orders and Educational Arrangements of Durable Disadvantaging

Horvath

Leemann

2021

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The durability of educational inequalities marks a key problem for research and politics alike. Why do unwanted patterns of social sorting and disadvantaging in education prove so persistent, despite decades of research, debates, and reforms? This thematic issue of Social Inclusion aims to further our understanding of the factors and mechanisms underlying this persistence by putting the manifold entanglements of politics, inequalities, and social research centre stage. The collected articles inquire into various facets of this interplay, from the history and politics of the statistical quantification of educational inequalities to the political embedding of everyday pedagogical practices. The contributions cover a wide range of fields and topics, from non‐formal education to school and higher education, from social selectivity in gifted education to subject formation in vocational education. Two strategic anchor points emerge from the collected articles for exploring and analyzing current arrangements of educational inequalities: (1) political and pedagogical epistemic orders and (2) educational arrangements that structure educational processes and situations. Ongoing social and political transformations—including the digitization and datafication of education and changing forms of governance—underline the pressing need for further research along these lines.

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Placing PISA in perspective: the OECD’s multi-centric view on education

Cited by 16 publications

References 33 publications

The impact of OECD research on the education system of Kazakhstan

The impact of OECD research on the education system of Kazakhstan

„Jobb politikák a jobb életért”.

The Politics of Inequalities in Education: Exploring Epistemic Orders and Educational Arrangements of Durable Disadvantaging

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