Soft governance by hard fact? The OECD as a knowledge broker in education policy

2018 ◽  
Vol 18 (3) ◽  
pp. 267-283 ◽  
Author(s):  
Dennis Niemann ◽  
Kerstin Martens
Keyword(s):  
Education Policy ◽  
Social Constructivism ◽  
Global Education ◽  
Large Scale ◽  
Role Model ◽  
Decisive Role ◽  
National Education ◽  
Diffusion Of Knowledge ◽  
Soft Governance ◽  
National Education Systems

As the policy field of education has become increasingly internationalized over the last two decades, international organizations like the Organisation for Economic Co-operation and Development (OECD) play an increasingly decisive role in the diffusion of knowledge, monitoring, and research in global education policy. Although the OECD lacks any binding or coercive governance instruments in relation to states, or ability to provide material incentives for compliance, it has nevertheless successively expanded its influence regarding education. From a perspective of social constructivism, we argue that the transmission of ideas and information generated through ratings and rankings can be viewed as a crucial governance tool for the influence of an international organization (IO). Our article seeks to analyze how the OECD uses large-scale education assessments to promote the economically based idea of human capital and related learning techniques in education policy – thus influencing national education systems. Furthermore, the OECD and its distinctive approach of soft governance through putative hard fact may become a role model for other IOs, both in the field of education and beyond.

Assessment for Monitoring of Education Systems: International Comparisons

2019 ◽  
Vol 683 (1) ◽  
pp. 75-92 ◽  
Author(s):  
Henry I. Braun ◽  
Judith D. Singer
Keyword(s):  
Education Policy ◽  
Causal Inference ◽  
Instrument Development ◽  
Global Education ◽  
Large Scale ◽  
International Comparisons ◽  
Education Policies ◽  
Country Rankings ◽  
History Of ◽  
Comparative Description

Over the last two decades, with the increase in both numbers of participating jurisdictions and media attention, international large-scale assessments (ILSAs) have come to play a more salient role in global education policies than they once did. This has led to calls for greater transparency with regard to instrument development and closer scrutiny of the use of instruments in education policy. We begin with a brief review of the history of ILSAs and describe the requirements and constraints that shape ILSA design, implementation, and analysis. We then evaluate the rationales of employing ILSA results for different purposes, ranging from those we argue are most appropriate (comparative description) to least appropriate (causal inference). We cite examples of ILSA usage from different countries, with particular attention to the widespread misinterpretations and misuses of country rankings based on average scores on an assessment (e.g., literacy or numeracy). Looking forward, we offer suggestions on how to enhance the constructive roles that ILSAs play in informing education policy.

scholarly journals National Education Policy 2020. Construyendo un nuevo sistema educativo en la India

2020 ◽  
pp. 356
Author(s):  
Encarnación Sánchez Lissen ◽  
Alicia Sianes Bautista
Keyword(s):  
Education Policy ◽  
Social Indicators ◽  
Decisive Role ◽  
Education Institution ◽  
Educational Levels ◽  
The Sustainable Development ◽  
National Education ◽  
Radical Reform ◽  
National Education Policy ◽  
Development Goals

India is about to face great challenges in the upcoming years, some of them are going to have an economic, social or even technological nature. In spite of being an emerging economy that during the last twenty years has considerably reduced its extreme poverty and has bet for the Sustainable Development Goals (World Bank, 2020), in India there are still huge duties to care about. These are specially related to poverty, inequalities, employment and also with the education results that the students of this country achieve. In this scenario of contingencies Education has a fundamental and decisive role. Therefore, the National Education Policy 2020 has been turned into the framework of this reform that may help build a new educational system in this country, besides strengthening those economic and social indicators that still need to be improved. This new educational policy comprehends drastic and integral changes where all the educational levels and areas, despite the curriculum structure itself, are going to be affected. In relation to that, the keys of this reform can be summarized in: promoting equity, developing a model of holistic learning, improving the access of students to several educational levels, achieving a multidisciplinary higher education institution, strengthening a model of educational and scholar inclusion, or improving both teacher and vocational training. In conclusion, the pretensions are focused on a radical reform keeping the balance between local and global, tradition and new perspectives

scholarly journals Building resilient education systems: A rapid review of the education in emergencies literature

2021 ◽  
Author(s):  
Pina Tarricone ◽  
Kemran Mestan ◽  
Ian Teo
Keyword(s):  
Global Education ◽  
Communicable Disease ◽  
Strategic Partnership ◽  
Rapid Review ◽  
Education Systems ◽  
National Education ◽  
Political Conflicts ◽  
Education In Emergencies ◽  
National Education Systems ◽  
Reported Data

The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.

scholarly journals The Influence of Globalization on National Education Policies in Nigeria

2020 ◽  
Vol 8 (8) ◽  
pp. 807-819
Author(s):  
Patrick Ik. Ibe ◽  
ANGELA CHEKWUBE EKOH-NWEKE ◽  
AUGUSTINE OBELEAGU AGU
Keyword(s):  
Sixteenth Century ◽  
Education Policy ◽  
Shared Understanding ◽  
Education Systems ◽  
Education Policies ◽  
Policy Makers ◽  
National Education ◽  
Modern Education ◽  
Complex Concept ◽  
National Education Systems

Globalization is one of the most widely contested phenomena by scholars because of its complexity, elusive nature and attribution for its positive and negative outcomes. Historically, globalization and education are very interrelated. This paper will look at the influence of globalization on National Education Policies in Nigeria. The process of globalization began as early as the fourteenth century or at least with emergence of capitalism in the sixteenth century which resulted in the creation in Europe and USA of national education systems. This process continued and resulted in the transfer of these national education systems by colonial powers on other nations, and eventually to the establishment of the globalization institutions and instruments (WB, IMF, UNESCO, UNICEF). The paper will argue that Nigeria since the introduction of national system of education under colonialism, has always been a recipient of her education policies. The country has not been able to articulate/formulate an endogenous education policy. All opportunities (military to civilian, civilian to military) had always ended in the reproduction (expanding or contracting) of the existing policy. Nigerian education policy makers should try to domesticate globalization and related processes by purposefully interacting with globalization demands as policies are being formulated and implemented. The paper will be presented according to the following themes/sections. One will be conceptualizing globalization and coming up with explanations/definitions for a shared understanding of this complex concept. Two, will be the examination of all the education policies against adequacies and relevance to Nigeria’s needs. Three, will be recommendations on how to indigenize modern education policies.

scholarly journals New Education Policy 2020 of India: A Theoretical Analysis

2021 ◽  
Vol 9 (3) ◽  
pp. 302-306
Author(s):  
Dr. Hemlata Verma ◽  
Adarsh Kumar
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Management Practices ◽  
Social Indicators ◽  
Decisive Role ◽  
National Education ◽  
National Education Policy ◽  
Education Levels ◽  
The University ◽  
New Education

Education has a key and decisive role in this scenario of contingencies. The National Education Policy 2020 has therefore been transformed into the framework of this reform, which could help to build a new education system in the country, in addition to strengthening those economic and social indicators. That still needs to be improved. NEP 2020 provides for quality higher education through multidisciplinary universities and autonomous colleges. We have critically examined the policy in this paper and proposed changes to ensure a seamless continuum with its predecessor in addition to its predecessor, boosting its importance. The current paper describes the analysis of the requirements for NEP 2020 provisions and management practices at the university level. Recommendations are made for the design and implementation of NEPs at national and HEIs (Higher Education levels).

Assessment of Information Literacy and Its Relationship With Learning Outcomes

2018 ◽  
pp. 1-18
Author(s):  
Fernando Martínez-Abad ◽  
Patricia Torrijos-Fincias ◽  
Adriana Gamazo ◽  
María José Rodríguez Conde
Keyword(s):  
Student Performance ◽  
Information Literacy ◽  
Large Scale ◽  
Knowledge Society ◽  
Global Integration ◽  
National Education ◽  
National Education Systems ◽  
Common Framework ◽  
Key Competences ◽  
And Mathematics

The global integration of competence-based education and training systems and the search for a generalized common framework for the incorporation of key competences in the curriculums of national education systems have generated a growing need for information literacy as a way of advancing to the awaited knowledge society. Large-scale assessments of student performance present criterion variables such as language, mathematics, or science, but it is noticeable how these assessments leave aside contents from other key competences such as information literacy. This chapter shows a theoretical approach to the subject and an example of an empirical study that aims to shed some light to the topic of information literacy by analysing the relationship between the level of information literacy shown by a student and their academic performance in subjects such as language and mathematics. The results suggest that it is possible to develop an instrument for the assessment of the complex information literacy competence, and which is also easy to administer in the classroom.

On the merits of, and myths about, international assessments

2014 ◽  
Vol 22 (4) ◽  
pp. 319-338 ◽  
Author(s):  
Oren Pizmony-Levy ◽  
James Harvey ◽  
William H. Schmidt ◽  
Richard Noonan ◽  
Laura Engel ◽  
...  
Keyword(s):  
Large Scale ◽  
Policy Implications ◽  
International Studies ◽  
Program Participation ◽  
Education Systems ◽  
Content Type ◽  
National Education ◽  
Large Scale Assessment ◽  
National Education Systems ◽  
The Usa

Purpose – This paper presents a moderated discussion on popular misconceptions, benefits and limitations of International Large-Scale Assessment (ILSA) programs, clarifying how ILSA results could be more appropriately interpreted and used in public policy contexts in the USA and elsewhere in the world. Design/methodology/approach – To bring key issues, points-of-view and recommendations on the theme to light, the method used is a “moderated policy discussion”. Nine commentaries were invited to represent voices of leading ILSA scholars/researchers and measurement experts, juxtaposed against views of prominent leaders of education systems in the USA that participate in ILSA programs. The discussion is excerpted from a recent blog published by Education Week. It is moderated with introductory remarks from the guest editor and concluding recommendations from an ILSA researcher who did not participate in the original blog. References and author biographies are presented at the end of the article. Findings – Together, the commentaries address historical, methodological, socio-political and policy issues surrounding ILSA programs vis-à-vis the major goals of education and larger societal concerns. Authors offer recommendations for improving the international studies themselves and for making reports more transparent for educators and the public to facilitate greater understanding of their purposes, meanings and policy implications. Originality/value – When assessment policies are implemented from the top down, as is often the case with ILSA program participation, educators and leaders in school systems tend to be left out of the conversation. This article is intended to foster a productive two-way dialogue among key ILSA actors that can serve as a stepping-stone to more concerted policy actions within and across national education systems.

Inclusion and membership Through Refugee Education?

2018 ◽  
pp. 218-231
Author(s):  
Sarah Dryden-Peterson
Keyword(s):  
Young People ◽  
Education Policy ◽  
Previous Approach ◽  
Education Systems ◽  
Refugee Education ◽  
National Education ◽  
National Education Systems ◽  
The Stability ◽  
National Systems ◽  
Radical Shift

This chapter explores tensions between the stability that a model of integrating refugees into national education systems promises and the precarity that it creates. Global refugee education policy has, since 2012, focused on integrating refugees into national education systems, a radical shift from the dominant previous approach of separate schools for refugees. The policy of integration reflects the protracted nature of displacement, where return to a country of origin is elusive, and aims toward the creation of stability for young people within contexts of exile. The practice of integrating refugees, however, often tends toward experiences of isolation and exclusion for young people. The chapter demonstrates how the structures and content of education within national systems can place refugee young people outside of membership in society and limit their future opportunities.

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