Worldwide Educational Convergence

Abstract

We argue for an examination of the role of the transnational organizational apparatus vis-a-vis nation-states in organizing national educational systems in accordance with world level educational ideologies, structures, and practices. We propose that more analytic attention be given international organizations as an institutionalizing force in examining educational convergence and change, and suggest four primary international organization activities as potentially fruitful avenues for research in this area: 1) the exchange of information, 2) charters and constitutions, 3) standard-setting instruments, and 4) technical and financial resources. Focusing on these activities, we present and discuss evidence of international organizations as world- level agencies influencing the incorporation and diffusion of educational ideologies and practices within and among nation-states.

Convergência de interesses na reforma educacional na América Latina e no Caribe: genealogia e atuação de uma rede de governança multinível

“…Essas organizações multilaterais desempenham duas principais funções: 1) Impulsionam a reforma global da educação por meio da institucionalização de ideologias, estruturas e práticas internacionais no âmbito nacional (Mcneely;Cha, 1994); e 2) Influenciam não apenas a formulação de políticas educacionais, conteúdos e a política curricular, mas também associam o financiamento à regulação dos sistemas educativos (Dale, 2000).…”

“…A influência dessa organização na definição de agendas nacionais é favorecida pela proximidade dos países-membros e do fato de financiar reformas macroeconômicas, sociais e institucionais (Nelson, 2000). Contudo, essa proximidade também desperta questionamentos acerca da magnitude e do tipo de influência que o BID exerce Práxis Educativa, Ponta Grossa, v. 19, e22852, p. 1-25, 2024 Disponível em: <https://revistas2.uepg.br/index.php/praxiseducativa> 8 sobre as políticas educacionais nacionais, levantando incertezas quanto à soberania e às prioridades preexistentes desses países (Mcneely;Cha, 1994).…”

Levels of policy drivers: Introducing and demonstrating an analytical framework for education policy spread

“…Rather they form around a globally valid model of rational state behavior (Meyer et al, 1997). Indeed, criteria for legitimate policy goals and institutional structures have spread globally (McNeely and Cha, 1994). It follows that with globalization, including faster and wider reaching communication technology, policy models converge throughout the world (Meyer et al, 1992; Strang and Meyer, 1993).…”

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

“…Inspired by the neo-institutionalist thesis of the diffusion of modern forms of rationality and social order, some studies postulate that an analogous expansion of modern state educational establishments has occurred and that there is a long-term tendency toward global convergence in education systems (Meyer et al 1992;Jakobi and Teltemann 2011). From the neo-institutionalist perspective, cultural patterns, rationality criteria, and institutional structures that emerged in the Occident are spreading globally, partly due to the influence of IOs and nongovernmental organizations (NGOs) (McNeely and Cha 1994;Finnemore 1993). Furthermore, formal organizations and bureaucratically organized states constitute an ideal basis for instrumental action and are likely to spread globally due to their efficiency (Meyer et al 1997, 153).…”