Platforms, Profits and PISA for Schools: New Actors, By-Passes and Topological Spaces in Global Educational Governance

Autor/inn/en	Lewis, Steven; Lingard, Bob
Titel	Platforms, Profits and PISA for Schools: New Actors, By-Passes and Topological Spaces in Global Educational Governance
Quelle	In: Comparative Education, 59 (2023) 1, S.99-117 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lewis, Steven) ORCID (Lingard, Bob)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2022.2145006
Schlagwörter	Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Institutional Characteristics; Diversity; Educational Technology; Corporations; Capacity Building; Educational Administration; Global Approach; Educational Change; Governance; Test Use; Power Structure; Costs; International Organizations; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Unterrichtsmedien; Unternehmen; Bildungsverwaltung; Schuladministration; Schulverwaltung; Globales Denken; Bildungsreform; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Testanwendung; Cost; Kosten; International organisation; International organisations; International organization; Internationale Organisation
Abstract	This paper focuses on the Organisation for Economic Cooperation and Development's (OECD) "PISA for Schools" assessment. Our first substantive focus is a descriptive and analytical account of changes and developments in the functioning of this ground-breaking assessment since its creation in 2012. These changes include an expansion of the number and diversity of participating schools and countries, the introduction of a 'user-pays' model, the enhanced role of edtech firms and an explicit capacity-building focus, which we argue helps to strengthen an instrument constituency for the broader OECD testing regime. The second focus of the paper is the impact of PISA for Schools on changing modes of educational governance, situated against emerging spatialities of globalisation. Here, we provide an analysis using the concept of 'by-passes', which we elaborate as "spatial," "governance" and "systemic," to understand the new topological spatialities of globalisation and the global governance effects of these specific by-passes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01