Policy, Philanthropy and Profit: The OECD's PISA for Schools and New Modes of Heterarchical Educational Governance

Autor/in	Lewis, Steven
Titel	Policy, Philanthropy and Profit: The OECD's PISA for Schools and New Modes of Heterarchical Educational Governance
Quelle	In: Comparative Education, 53 (2017) 4, S.518-537 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lewis, Steven)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2017.1327246
Schlagwörter	Governance; Educational Administration; Administrative Organization; Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Program Development; Educational Policy; Philanthropic Foundations; Private Financial Support; Educational Finance; Public Education; Program Administration; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Programmplanung; Politics of education; Philanthropismus; Private Investition; Bildungsfonds; Öffentliche Erziehung
Abstract	This paper examines the development and administration of Programme for International Student Assessment (PISA) for Schools--a new testing instrument of the Organisation for Economic Cooperation and Development--to demonstrate the relevance of heterarchical processes to educational governance. Drawing suggestively across new "relational" thinking around policy networks, and new spatialities associated with globalisation, the research shows how PISA for Schools helps constitute new spaces and relations of, and for, educational governance. Informed by policy documents and interviews conducted with 33 key actors across the PISA for Schools policy cycle, I show how PISA for Schools typifies contemporary educational policy-making and governance via the export of "statework" to private actors and agencies, including intergovernmental organisations, philanthropic foundations and edu-businesses. I conclude by considering how treating PISA for Schools, and other similar education services, as a "product" produces a potentially dangerous blurring of public and private benefits, with the potential that (private) profit might ultimately trump (public) education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01