Golden relics & historical standards: how the OECD is expanding global education governance through PISA for Development |
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| Authors: | Camilla Addey |
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| Institution: | 1. Centre for Comparative and International Education, Humboldt University, Berlin, Germanycamilla.addey@hu-berlin.de |
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| Abstract: | ABSTRACTSetting this paper against the backdrop of scholarly research on recent changes in the OECD’s approach and workings in education, I analyse how the OECD has reinforced its infrastructural and epistemological global governance through the Programme for International Student Assessment (PISA) for Development (PISA-D). Drawing on qualitative data, this paper makes three arguments. First, there has been a reinforced effort at the OECD to align national and international large-scale assessments; second, the OECD-ensured PISA-D was enhanced only in so far as it remained comparable with PISA, with a view to joining up lower- and middle-income data infrastructures with the global PISA infrastructure; and third, the OECD has bound together the aims of PISA, PISA-D, the Education and Skills Directorate, the Organisation’s Strategy on Development and the global education agenda (Sustainable Development Goals), thus strengthening its global education governance potential. With a note of concern, I suggest these recent changes in the OECD’s work in education may be spreading a very narrow framework of educational values, which does not sufficiently recognise the complexity of learning and teaching. |
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| Keywords: | Global data infrastructure global education governance international large-scale assessments OECD PISA for Development SDGs |
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