Search results for: Grek Sotiria
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The author argues that apart from increased visibility, what the Programme for International Student Assessment (PISA) has brought to education systems in Europe is interdependence. This is because one of the effects of comparison is that it creates representations of educational realities. Furthermore, comparison takes those previously separate and disparate pieces and brings them together into a whole, into one single entity – in the case of PISA, the league table, the report, the speech and so on.
Updated: May. 29, 2013
International Organisations and the Shared Construction of Policy ‘Problems’: Problematisation and Change in Education Governance in Europe
Thispaper develops the idea that IOs, and particularly the Organisation for Economic Co-operation and Development (OECD), have had significant policy influence within the context of education policy development in the European education space. The article focuses on an examination of the OECD’s Programme for International Student Assessment (PISA) and the more recent Programme for the International Assessment of Adult Competencies (PIAAC) in order to discuss processes of problematisation and normalisation of the notions of ‘skills’ and ‘competencies’ by the two major European IOs, the OECD and the European Commission. The article examines the ways both concepts have turned into a policy problem in need of soft governance through new data, standards and policy solutions.
Updated: Jan. 25, 2011
The article suggests that, alongside other significant developments, the knowledge economy has had two significant effects on education governance in Europe: first, a rapid change of policy discourse and practice, moving from constructing a European ‘culture’ to a Europe of learning governed by numbers; and second, education is slowly moving from the margins of European governance to the very centre of its policy making.
Updated: Jun. 12, 2008