Toward an International Measure of Global Competence? A Critical Look at the PISA 2018 Framework

Autor/inn/en	Engel, Laura C.; Rutkowski, David; Thompson, Greg
Titel	Toward an International Measure of Global Competence? A Critical Look at the PISA 2018 Framework
Quelle	In: Globalisation, Societies and Education, 17 (2019) 2, S.117-131 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2019.1642183
Schlagwörter	Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Competence; Citizenship; Global Approach; International Organizations; Institutional Role; Neoliberalism; Educational Policy; Economic Development; Definitions; Cultural Awareness; Sustainable Development; Agenda Setting; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Kompetenz; Staatsbürgerschaft; Globales Denken; International organisation; International organisations; International organization; Internationale Organisation; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Wirtschaftsentwicklung; Begriffsbestimmung; Cultural identity; Kulturelle Identität; Nachhaltige Entwicklung
Abstract	This paper focuses on the OECD's PISA 2018 international framework for global competence. Given the growing national and international attention on educating for global competence, and absent of other measures, there is a need to scrutinise this framework. Our critical analysis is conceptually framed by academic literature related to (a) the OECD's influential role in facilitating neoliberal education policy trends, (b) disjuncture and debate surrounding global competence, and (c) how influence is garnered through measurement technologies. We conclude by encouraging the OECD to be transparent in the reporting of results and educational stakeholders to be cautious interpreters of forthcoming results and rankings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01