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This paper examines the expansion of the OECD's Programme for International Student Assessment (PISA) and associated growth in the influence of the OECD's education work. PISA has become one of the OECD's most successful ‘products’ and has both strengthened the role of the Directorate for Education within the organization and enhanced the significance of the organization in education globally. We provide an overview of the OECD, including organizational changes in response to globalization and the changing place of the Directorate for Education within the organization, particularly with the development of PISA in the late 1990s. We show how the OECD is expanding PISA by broadening the scope of what is measured; increasing the scale of the assessment to cover more countries, systems and schools; and enhancing its explanatory power to provide policy‐makers with better information. The OECD has also developed the Programme for International Assessment of Adult Competencies (PIAAC) and PISA‐based Tests for Schools, which draw on the PISA template to extend the influence of its education work to new sites. The paper draws on data from 33 interviews with past and present personnel from the OECD, the International Association for the Evaluation of Educational Achievement (IEA) and the English and Australian education systems, as well as analysis of relevant OECD documents. We argue that PISA, and the OECD's education work more broadly, has facilitated new epistemological and infrastructural modes of global governance for the OECD in education. 相似文献
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Current national reforms in Australian higher education have prioritised efforts to reduce educational disadvantage within a vernacular expression of neoliberal education policy. Student-equity policy in universities is enmeshed in a set of competitive student recruitment relations. This raises practice-based tensions as universities strive to meet specific institutional targets for low-socio-economic status (SES) and Indigenous student participation, whilst broadening participation more generally within the sector. This paper seeks empirically to trace the activation and appropriation of federal policy through two sites of higher education policy practices: a state government-sponsored equity practitioner body and two differently positioned universities, Dawson and McIllwraith, as they engage with low-SES schools. Working together Dorothy Smith’s insights into the textually mediated activation of local practices, Levinson and colleagues’ concept of the local appropriation of authorised policy, and Bourdieu’s notion of the contested field, we demonstrate that the generation of state level and institutionally specific policies for student-equity practices not only articulates to federal policy, but also appropriates the ruling relations of mandated policy. Further, the scope of these creative local appropriations is organised within a hierarchical academic field through which particular institutional imperatives, as well as the needs of low-SES students, are negotiated. The analysis demonstrates the vernacularisation of policy in the national rearticulation of global discourses, in appropriation at the level of the state body and in the practices of equity workers. 相似文献
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Sam Sellar 《Discourse: Studies in the Cultural Politics of Education》2013,34(2):245-258
This paper provides a critical discussion of contemporary policy agendas to raise aspirations for university study among students from low socio-economic status (SES) backgrounds. It traces the politics of aspiration from the working class ‘poverty of desire’ thesis propounded by British socialists at the turn of the twentieth century to recent concerns about the educational aspirations of low SES groups. These concerns are manifest in the current aspiration-raising agenda in Australian higher education, which aims to realise equity objectives by cultivating market-rational behaviour and dispositions to maximise self-investment in human capital. However, changes in contemporary global education and labour markets present significant obstacles to the ‘good life’ promises made by advocates of human capital theory, and even when these promises are realised, deficit constructions of aspirations persist. The paper identifies a tension in aspiration-raising logics between (1) human capital promises of economic rewards for enterprising behaviour and (2) the policing of aspirations and associated behaviours according to dominant social values. 相似文献
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Sam Sellar 《Educational Philosophy and Theory》2015,47(2):118-132
AbstractThis article draws on the philosophy of Emmanuel Levinas to consider, from an ethical perspective, the current transparency and accountability agenda in Australian schooling. It focuses on the case of the My School website and the argument that transparent publication of comparative performance data via the website provides a basis for making things better in schooling. The article argues that while technologies of accountability may have potential benefits, they cannot provide a basis for this ethical project. Instead, the ethical experience described by Levinas arises from an encounter with opacity in the face-to-face relation with the Other, who is harshly illuminated by the transparency promised through calculation and comparison. Such encounters with opacity hold the potential to disrupt the politics of visibility promoted by transparency agendas and provide an alternative to the growing practice of ‘accountability at a distance’ based on performance data. 相似文献
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Learning Environments Research - The digitisation of higher education is raising significant questions about the impact of artificial intelligence and automation on teaching and learning... 相似文献
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F. Keith Sellar 《Higher Education in Europe》1989,14(2):76-83
The effective exploitation of the applicable resources in the Higher Education (H.E.) Sector of the European Community has been accepted as a major factor for future economic prosperity. Member States have, however, to‐date, not obtained the optimal benefit from these resources, as, inter alia, their commercialization and marketing have not been effectively implemented. It has also been recognized that strong and efficient transnational linkages, bringing together research expertise throughout the Community, are essential if the challenges from Japan and the United States are to be met on world markets. The identification and removal of the impediments inhibiting beneficial academic technology transfer are therefore fundamental pre‐requisites for successful utilization and exploitation. Some of the perceived impediments can be categorized as: Basic ‐‐ impediments common to Member States, including the mental/attitudinal gap between the H.E. and the Industrial Sectors; Institutional ‐‐ basic impediments in academic institutions, in particular, the absence of factors needed to generate the required environment for beneficial technology transfer; Industrial ‐‐ impediments, such as the inability to identify the actual needs of Industry; Governmental ‐‐ impediments arising from a lack of assessment of governmental policies, i.e. the ownership of publicly funded research results. The removal of impediments will require empirical studies on their causes, a task which will entail the services of staff trained and experienced in all aspects of academic technology transfer. It will also necessitate cultural and organizational changes both in the H.E. and the Industrial Sectors. 相似文献