The Education Policies of International Organizations: Specific Differences and Convergences

Autor/inn/en	Akkari, Abdeljalil; Lauwerier, Thibaut
Titel	The Education Policies of International Organizations: Specific Differences and Convergences
Quelle	In: Prospects: Quarterly Review of Comparative Education, 45 (2015) 1, S.141-157 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-014-9332-z
Schlagwörter	Educational Policy; International Organizations; Educational Quality; Governance; Outcomes of Education; Benchmarking; Accountability; Privatization; Educational Philosophy; Educational Trends; Humanism; Student Centered Curriculum; Student Evaluation; Educational Change; Role; Trend Analysis + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; International organisation; International organisations; International organization; Internationale Organisation; Quality of education; Bildungsqualität; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Lernleistung; Schulerfolg; Verantwortung; Privatisation; Privatisierung; Bildungsphilosophie; Erziehungsphilosophie; Bildungsentwicklung; Humanismus; Schulnote; Studentische Bewertung; Bildungsreform; Rollen; Trendanalyse
Abstract	This article analyzes the role that international organizations play in orienting education reforms and changes, based on an examination of key texts these organizations produced in the 1990s. The analysis shows that some specific trends persist: UNESCO and UNICEF centre their philosophy on a humanistic and child-centered vision of education, while the World Bank and the OECD give priority to education policy based on assessing skills and learning outcomes. Over the past decade, however, among the major international organizations involved in education, there has been a gradual convergence in the vision of education, towards learning outcomes. This convergence is illustrated by looking at several topics of common concern: quality, good governance, accountability, privatization, benchmarking, and the measurement of learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01