Why participate? Cross-National assessments and foreign aid to education

Kijima, Rie

doi:10.1108/s1479-3679(2010)0000013005

Cited by 15 publications

(11 citation statements)

References 20 publications

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“…First, a country’s number of international nongovernmental organizations its citizens are members of uses data from the Union of International Associations (UIA; 1960–2010) Yearbook of Organizations (see also Boli and Thomas 1999) and is logged to account for the positive skewness of the variable. Second, a country’s participation in international assessment tests is measured as the cumulative number of international assessment tests (e.g., tests administered by the International Association for the Evaluation of Educational Achievement) country i has participated in by time t (Kijima 2013). Third, a country’s use of national assessment tests is coded as the cumulative number of national assessment tests (e.g., the National Assessment of Progress in Education in Uganda) country i has administered by time t .…”

Section: Datamentioning

confidence: 99%

“…Third, a country’s use of national assessment tests is coded as the cumulative number of national assessment tests (e.g., the National Assessment of Progress in Education in Uganda) country i has administered by time t . These data come from UNESCO (2015), which is the most comprehensive source on the use of national assessments over the post–World War II period, and from sources described in Kijima (2013). Fourth, a country’s duration of compulsory schooling is coded as the number of years a student is required to attend school by law in country i at time t ; I coded these data manually using the sources listed in the online Appendix A1 and methods described in more depth in Furuta (2017).…”

Section: Datamentioning

confidence: 99%

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Liberal Individualism and the Globalization of Education as a Human Right: The Worldwide Decline of Early Tracking, 1960–2010

Furuta

2019

Sociol Educ

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This article examines global changes in tracking policies over the post–World War II period. Using a newly constructed quantitative panel data set of 139 countries from 1960 to 2010, I show that a majority of countries around the world have shifted away from sharply tracked institutions at the junior secondary level toward more formally “open” and “comprehensive” ones. To explain this trend, I argue that worldwide shifts away from more stratified and corporatist conceptions of the polity toward more liberal models led to the construction of norms of individual egalitarianism in the educational process, and this process delegitimated tracking at early ages. Findings from a series of panel regression models indicate that countries that are more formally committed to individual rights and universalistic conceptions of the educational process are less likely to track students at the junior secondary level; some nation-specific characteristics, such as levels of economic development, also shape tracking at lower levels of schooling. Most countries, however, continue to track students at the senior secondary level. The persistence of tracking at this level suggests a tension between existing conceptions of education as a mechanism for both propagating equality and allocating individuals to unequal opportunities.

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Section: Datamentioning

confidence: 99%

Section: Datamentioning

confidence: 99%

Liberal Individualism and the Globalization of Education as a Human Right: The Worldwide Decline of Early Tracking, 1960–2010

Furuta

2019

Sociol Educ

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“…Despite not all countries participating in PISA at the moment, doing so is already one of the aforementioned standards and the pressure to participate increases exponentially with the use of this index. Compliance can also demonstrate a country's willingness to be part of this Western-oriented community of well-developed countries and increase visibility on a global level, potentially drawing funds to boost the economy (Addey et al 2017;Kijima 2015).…”

Section: Multiple Streams and Pathologiesunpacking The Oecd Theoreticallymentioning

confidence: 99%

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

Seitzer

Niemann

Martens

2021

Globalisation, Societies and Education

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The OECD has become a major driver of domestic education reforms, especially since the establishment of PISA. However, we know very little about the contextualisation of PISA within the publication output of the OECD, and what ideas of education the IO is spreading. In this article, we explore the entire thematic portfolio of the OECD's education publications and show that it goes far beyond PISA. Utilising a mixedmethods approach, we examine whether the OECD's view on education is shaped by considerations of human capital formation on the one side or by issues of equality, equity, and social cohesion on the other.

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“…Accepting this global culture, however, can be much more a performative act than an integration of these norms in the local belief system (Steiner-Khamsi 2000)-it can be just "myth and ceremony" (Meyer and Rowan 1977). The participation in International Large Scale Assessments, for example, is an often used tool to gain attention, gather funds such as developmental aid, or simply legitimize a country further in the eyes of other nation states (e.g., Kijima 2015). Deviations from the general standardized systems as well as failed implementation are not always a contradiction to the common model.…”

Section: Theorymentioning

confidence: 99%

Networks of Global Policy Diffusion: The Introduction of Compulsory Education

Seitzer

Besche-Truthe

Windzio

2021

Networks and Geographies of Global Social Policy Diffusion

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Compulsory education is closely related to the reproduction and change of a country’s culture. As we know from international comparative cultural research, however, there are different pathways into modernity, and so the particular role of education for a nation-state’s cultural basis might differ as well. At the same time, different relations between countries, such as cultural similarity or trade, can function as channels of diffusion of welfare policies. Our empirical analysis tests which dimensions of global networks structure the diffusion of introduction of compulsory education. We find a positive effect of exposure to other countries in a network of cultural similarity. Policy diffusion does not proceed via economic ties and colonial histories, but does through spatial proximity.

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Why participate? Cross-National assessments and foreign aid to education

Cited by 15 publications

References 20 publications

Liberal Individualism and the Globalization of Education as a Human Right: The Worldwide Decline of Early Tracking, 1960–2010

Liberal Individualism and the Globalization of Education as a Human Right: The Worldwide Decline of Early Tracking, 1960–2010

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

Networks of Global Policy Diffusion: The Introduction of Compulsory Education

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