Imagining Globally Competent Learners: Experts and Education Policy-Making beyond the Nation-State

Autor/in	Gardinier, Meg P.
Titel	Imagining Globally Competent Learners: Experts and Education Policy-Making beyond the Nation-State
Quelle	In: Comparative Education, 57 (2021) 1, S.130-146 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2020.1845064
Schlagwörter	Competency Based Education; Educational Policy; Global Approach; International Cooperation; Achievement Tests; Foreign Countries; International Assessment; Competence; International Organizations; Secondary School Students; Europe; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Politics of education; Bildungspolitik; Globales Denken; Internationale Kooperation; Internationale Zusammenarbeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Kompetenz; International organisation; International organisations; International organization; Internationale Organisation; Sekundarschüler; Europa
Abstract	This paper examines competency-based educational policy-making in a global context. Specifically, it explores how the thinking around competency, spearheaded by international organisations and experts, has led to the development and deployment of a particular notion of global competency. Drawing on critical policy research, I examine three international policy events in which experts convened to discuss, debate, and co-construct ideas related to competencies in education. I argue that by structuring the assessment of knowledge and fixing meanings, the OECD, along with networks of experts, has created and diffused a particular social imaginary of a globally competent learner. Given the complexity and uncertainty of the world today, increasing the global and intercultural knowledge and awareness of the world's students is vitally important. Yet, with so much at stake, researchers must critically examine the processes through which educational futures are being imagined while at the same time, pursuing more equitable and inclusive education policy-making within and beyond the nation-state. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01