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Soft governance by hard fact? The OECD as a knowledge broker in education policy

Soft governance by hard fact? The OECD as a knowledge broker in education policy As the policy field of education has become increasingly internationalized over the last two decades, international organizations like the Organisation for Economic Co-operation and Development (OECD) play an increasingly decisive role in the diffusion of knowledge, monitoring, and research in global education policy. Although the OECD lacks any binding or coercive governance instruments in relation to states, or ability to provide material incentives for compliance, it has nevertheless successively expanded its influence regarding education. From a perspective of social constructivism, we argue that the transmission of ideas and information generated through ratings and rankings can be viewed as a crucial governance tool for the influence of an international organization (IO). Our article seeks to analyze how the OECD uses large-scale education assessments to promote the economically based idea of human capital and related learning techniques in education policy – thus influencing national education systems. Furthermore, the OECD and its distinctive approach of soft governance through putative hard fact may become a role model for other IOs, both in the field of education and beyond. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Global Social Policy: An Interdisciplinary Journal of Public Policy and Social Development SAGE

Soft governance by hard fact? The OECD as a knowledge broker in education policy

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References (87)

Publisher
SAGE
Copyright
© The Author(s) 2018
ISSN
1468-0181
eISSN
1741-2803
DOI
10.1177/1468018118794076
Publisher site
See Article on Publisher Site

Abstract

As the policy field of education has become increasingly internationalized over the last two decades, international organizations like the Organisation for Economic Co-operation and Development (OECD) play an increasingly decisive role in the diffusion of knowledge, monitoring, and research in global education policy. Although the OECD lacks any binding or coercive governance instruments in relation to states, or ability to provide material incentives for compliance, it has nevertheless successively expanded its influence regarding education. From a perspective of social constructivism, we argue that the transmission of ideas and information generated through ratings and rankings can be viewed as a crucial governance tool for the influence of an international organization (IO). Our article seeks to analyze how the OECD uses large-scale education assessments to promote the economically based idea of human capital and related learning techniques in education policy – thus influencing national education systems. Furthermore, the OECD and its distinctive approach of soft governance through putative hard fact may become a role model for other IOs, both in the field of education and beyond.

Journal

Global Social Policy: An Interdisciplinary Journal of Public Policy and Social DevelopmentSAGE

Published: Dec 1, 2018

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