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Mechanisms of OECD GovernanceInternational Incentives for National Policy-Making?$
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Kerstin Martens and Anja P. Jakobi

Print publication date: 2010

Print ISBN-13: 9780199591145

Published to Oxford Scholarship Online: September 2010

DOI: 10.1093/acprof:oso/9780199591145.001.0001

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Expanding and Intensifying Governance: The OECD in Education Policy

Expanding and Intensifying Governance: The OECD in Education Policy

Chapter:
(p.163) Chapter 8 Expanding and Intensifying Governance: The OECD in Education Policy
Source:
Mechanisms of OECD Governance
Author(s):

Anja P. Jakobi

Kerstin Martens (Contributor Webpage)

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199591145.003.0008

Chapter 8 analyzes the OECD's impact on education policy‐making. Despite its long‐term involvement in education policy, the organization has developed into a central actor in this field only since the 1990s. To explain this rise, this chapter argues that the OECD's wide‐ranging influence in this policy field is caused by expanding and refining its activities in education policy. The OECD's evolution in education policy‐making is examined by contrasting two periods of time: the 1970s — during which the OECD mainly produced discursive contributions to education policy; and the 1990s — when the organization extended its activities to conducting reviews and producing reliable data, enabling the organization to emerge as an influential policy agent in this field. This development is illustrated by the two examples of disseminating the goal of lifelong learning and benchmarking through education indicators.

Keywords:   OECD, education policy, global governance, lifelong learning, PISA, CERI, agendas, indicators

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