On OECD Policies and the Pitfalls in Economy-Driven Education: The Case of Germany

Autor/in	Bank, Volker
Titel	On OECD Policies and the Pitfalls in Economy-Driven Education: The Case of Germany
Quelle	In: Journal of Curriculum Studies, 44 (2012) 2, S.193-210 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2011.639903
Schlagwörter	Stellungnahme; Foreign Countries; Educational Practices; Educational Assessment; Educational Change; Context Effect; Economics; Economic Factors; Educational Policy; Human Capital; International Studies; Comparative Education; Role of Education; Educational Theories; Theory Practice Relationship; Secondary Education; Mathematics Achievement; Science Achievement; Reading Achievement; Student Evaluation; Comparative Analysis; Educational Attainment; Global Approach; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Bildungspraxis; Education; assessment; Bewertungssystem; Bildungsreform; Volkswirtschaftslehre; Ökonomischer Faktor; Politics of education; Bildungspolitik; Humankapital; Internationaler Studiengang; Vergleichende Erziehungswissenschaft; Bildungsauftrag; Educational theory; Theory of education; Bildungstheorie; Theorie-Praxis-Beziehung; Sekundarbereich; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Schulnote; Studentische Bewertung; Bildungsabschluss; Bildungsgut; Globales Denken; Deutschland
Abstract	Since the late 1990s there has been a fundamental shift in the way schooling and even education as a whole is evaluated. From this new perspective the education system would seem to be interpreted as a sub-system of the economic system and thus subservient to it. Decisions on education matters seem to have become determinant for individual prosperity and decisions on the education system crucial for national welfare. In line with this view, which is rooted in the economics of education and human capital theories of the 1960s, international studies have been designed under the auspices of the OECD in the hope of obtaining more and better data for control purposes. This paper argues that such hope is not justified. Using Germany as an example, the practical consequences of these assumptions, which appear to be arbitrary, if not counter-productive, and the resultant changes in education policy based on the related control data will be described. (Contains 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10