Provincializing the OECD-PISA Global Competences Project

Autor/in	Robertson, Susan L.
Titel	Provincializing the OECD-PISA Global Competences Project
Quelle	In: Globalisation, Societies and Education, 19 (2021) 2, S.167-182 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2021.1887725
Schlagwörter	International Organizations; Foreign Countries; Achievement Tests; Secondary School Students; International Assessment; Competence; Networks; Governance; Neoliberalism; Educational Policy; Global Approach; Economic Development; Sustainable Development; Equal Education; Program for International Student Assessment + Suchen Sie Ihr Suchwort? International organisation; International organisations; International organization; Internationale Organisation; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Kompetenz; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Neo-liberalism; Neoliberalismus; Politics of education; Globales Denken; Wirtschaftsentwicklung; Nachhaltige Entwicklung
Abstract	In 2018 the OECD added a set of global competence measures to its PISA programme, and reported on the outcomes in November 2020. In this paper I explore the provenance of the idea of global competence underpinning the OECD-PISA Global Competence framework and measure. The official account by the OECD references the OECD PISA Governing Board, Expert Panels, National Teams and Consortia engaged in the creation and delivery of this assessment tool. However, in this paper I problematise this narrative and sketch out an alternate genealogy that seems to operate in the shadowlands of the official account. I describe a web of relationships and projects and identify nodal actors like Asia Society, experts and brokers in élite US universities, agencies involved in the circulation of results. I argue that this rendering of global competence is not only provincial in that its ideational base can be linked to US corporate interests, but its pedagogical impulse is in shaping the culture of the new capitalism, on the one hand, and managing its tendencies to reduce social cohesion, on the other. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01