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Article: PISA for Development: how the OECD and World Bank shaped education governance post-2015

TitlePISA for Development: how the OECD and World Bank shaped education governance post-2015
Authors
KeywordsCambodia
global governance
humanitarian assessment
PISA
SDGs
Issue Date2019
Citation
Comparative Education, 2019, v. 55, n. 2, p. 197-219 How to Cite?
AbstractThe year 2015 was significant for the arena of international development, as UNESCO’s Education for All agenda was replaced by Education 2030, which would identify minimum standards of education quality. The OECD had been working on extending its existing PISA assessment into low- and middle-income countries through PISA for Development (PISA-D) and positioned the new assessment as a means of tracking progress on the post-2015 goals. The organisation maintains that PISA-D was introduced primarily in response to the demands of the international community, especially low- and middle-income countries, and that the assessment was developed in partnership with them. This paper investigates those claims through an analysis of the arrival of PISA-D in Cambodia, situating the analysis within UNESCO’s shifting agenda and the strategic visions of the OECD and World Bank that first emerged in the 1990s. The result is a very different picture to the portrayals of local agency, demand, consensus and partnership that adorn the official websites and pamphlets of global agencies and much academic research, raising serious doubts about education governance post-2015.
Persistent Identifierhttp://hdl.handle.net/10722/335320
ISSN
2023 Impact Factor: 3.1
2023 SCImago Journal Rankings: 1.692
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorAuld, Euan-
dc.contributor.authorRappleye, Jeremy-
dc.contributor.authorMorris, Paul-
dc.date.accessioned2023-11-17T08:24:54Z-
dc.date.available2023-11-17T08:24:54Z-
dc.date.issued2019-
dc.identifier.citationComparative Education, 2019, v. 55, n. 2, p. 197-219-
dc.identifier.issn0305-0068-
dc.identifier.urihttp://hdl.handle.net/10722/335320-
dc.description.abstractThe year 2015 was significant for the arena of international development, as UNESCO’s Education for All agenda was replaced by Education 2030, which would identify minimum standards of education quality. The OECD had been working on extending its existing PISA assessment into low- and middle-income countries through PISA for Development (PISA-D) and positioned the new assessment as a means of tracking progress on the post-2015 goals. The organisation maintains that PISA-D was introduced primarily in response to the demands of the international community, especially low- and middle-income countries, and that the assessment was developed in partnership with them. This paper investigates those claims through an analysis of the arrival of PISA-D in Cambodia, situating the analysis within UNESCO’s shifting agenda and the strategic visions of the OECD and World Bank that first emerged in the 1990s. The result is a very different picture to the portrayals of local agency, demand, consensus and partnership that adorn the official websites and pamphlets of global agencies and much academic research, raising serious doubts about education governance post-2015.-
dc.languageeng-
dc.relation.ispartofComparative Education-
dc.subjectCambodia-
dc.subjectglobal governance-
dc.subjecthumanitarian assessment-
dc.subjectPISA-
dc.subjectSDGs-
dc.titlePISA for Development: how the OECD and World Bank shaped education governance post-2015-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/03050068.2018.1538635-
dc.identifier.scopuseid_2-s2.0-85057615325-
dc.identifier.volume55-
dc.identifier.issue2-
dc.identifier.spage197-
dc.identifier.epage219-
dc.identifier.eissn1360-0486-
dc.identifier.isiWOS:000467386400003-

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