Source: European Educational Research Journal, Volume 11 Number 2, 2012, pages 227‑242.
The authors discuss the dynamic interaction between global policy and knowledge flows in Hungary and Romania.
The authors paid special attention to the appropriation of post-bureaucratic regulation tools and the structural changes enhanced by the knowledge transmitted by the Programme for International Student Assessment (PISA) survey.
The authors used the socio-history of educational assessments to detail the varieties of state socialist education systems in order to contextualise the subsequent discussion about the entry of the two countries into the PISA survey and the national institutional changes generated by PISA.
The authors conclude that the two cases do not allow the conceptualisation of a single post-socialist model of PISA reception.
However, the international comparative framework of PISA offers an opportunity to critically interrogate the complex processes of convergence and divergence in the study of globalisation, and to elaborate a differentiated perspective on post-socialist education systems and governance strategies.