The OECD and IELS: Redefining Early Childhood Education for the 21st Century

Autor/inn/en	Auld, Euan; Morris, Paul
Titel	The OECD and IELS: Redefining Early Childhood Education for the 21st Century
Quelle	In: Policy Futures in Education, 17 (2019) 1, S.11-26 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210318823949
Schlagwörter	Early Childhood Education; International Assessment; International Organizations; Governance; Achievement Tests; Foreign Countries; Secondary School Students; Human Capital; Educational Quality; Well Being; Cultural Differences; Educational Policy; Best Practices; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; International organisation; International organisations; International organization; Internationale Organisation; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Humankapital; Quality of education; Bildungsqualität; Well-being; Wellness; Wohlbefinden; Kultureller Unterschied; Politics of education
Abstract	The Organisation for Economic Co-operation and Development (OECD) has unveiled plans to move into the field of early childhood education through the introduction of the International Early Learning Study (IELS), a new comparative test of five-year olds that is being piloted in three nations. This article explores the dynamics of this new project and serves three purposes. First, we situate IELS within the OECD's broader agenda in education governance, and with regard to its existing comparative assessments, namely the Programme for International Student Assessment (PISA). Second, we identify the main commentaries and critiques of the OECD's activity and assessments, specifically relating to PISA. In the concluding section we anticipate a possible future when such tests are established in the early childhood education sector and reflect on its possible impact. We argue that the advent of comparative testing of five-year olds heralds an attempt to introduce a new paradigm for early childhood education, one which stresses cognitive skills and children's role as future sources of human capital. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01