The OECD and the expansion of PISA: New global modes of governance in education

Sellar, Sam and Lingard, Bob (2013) The OECD and the expansion of PISA: New global modes of governance in education. British Educational Research Journal, 40 6: 917-936. doi:10.1002/berj.3120

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Author Sellar, Sam
Lingard, Bob
Title The OECD and the expansion of PISA: New global modes of governance in education
Journal name British Educational Research Journal   Check publisher's open access policy
ISSN 0141-1926
Publication date 2013
Year available 2013
Sub-type Article (original research)
DOI 10.1002/berj.3120
Open Access Status
Volume 40
Issue 6
Start page 917
End page 936
Total pages 20
Place of publication Chichester, West Sussex, United Kingdom
Publisher Wiley-Blackwell Publishing Ltd.
Collection year 2014
Language eng
Formatted abstract
This paper examines the expansion of the OECD's Programme for International Student Assessment (PISA) and associated growth in the influence of the OECD's education work. PISA has become one of the OECD's most successful 'products' and has both strengthened the role of the Directorate for Education within the organization and enhanced the significance of the organization in education globally. We provide an overview of the OECD, including organizational changes in response to globalization and the changing place of the Directorate for Education within the organization, particularly with the development of PISA in the late 1990s. We show how the OECD is expanding PISA by broadening the scope of what is measured; increasing the scale of the assessment to cover more countries, systems and schools; and enhancing its explanatory power to provide policy-makers with better information. The OECD has also developed the Programme for International Assessment of Adult Competencies (PIAAC) and PISA-based Tests for Schools, which draw on the PISA template to extend the influence of its education work to new sites. The paper draws on data from 33 interviews with past and present personnel from the OECD, the International Association for the Evaluation of Educational Achievement (IEA) and the English and Australian education systems, as well as analysis of relevant OECD documents. We argue that PISA, and the OECD's education work more broadly, has facilitated new epistemological and infrastructural modes of global governance for the OECD in education
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Education Publications
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Citation counts: TR Web of Science Citation Count  Cited 23 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 18 times in Scopus Article | Citations
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Created: Wed, 07 Aug 2013, 09:55:51 EST by Claire Backhouse on behalf of School of Education