European and international organizations in educational policy. The OECD and policy by numbers.

Autor/in	Mantzou, Phaedra
Titel	European and international organizations in educational policy. The OECD and policy by numbers.
Quelle	In: Journal of contemporary education, theory & research, 3 (2019) 1, S. 25-30 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2654-0274
DOI	10.5281/zenodo.3598713
URN	urn:nbn:de:0111-pedocs-190872 urn:nbn:de:0168-ssoar-66669-3
Schlagwörter	Vergleichende Erziehungswissenschaft; Bildungssystem; Bildungspolitik; Europäischer Bildungsraum; Transnational Education; OECD (Organisation für wirtschaftliche Zusammenarbeit und Entwicklung); PISA (Programme for International Student Assessment); Europa
Abstract	The purpose of this paper is to study the role of European and international organizations in educational policy and the governance of the European education space. It is argued that the influence of transnational and supranational organizations on the discourses and practices of education systems in the European Union contributes to the creation of a "Globally Structured Educational Agenda" whose main purpose is the linking of education systems to the services of the global economy. The educational policy of the Organization for Economic Co-operation and Development (OECD) especially plays a crucial role in shaping the European education space by exploiting policy by numbers as a tool and way of governance. It is also claimed that the Programme for International Student Assessment (PISA), a key policy tool with strong international influence, is considered to be an extremely important hub for the governance of European education by numbers, aiming to improve the quality of education systems. Prospects for further research in the field of comparative education are examined, aiming to create different schemes for measuring the quality of education systems, where humanitarian values will be at the forefront. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3