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Citation link: https://doi.org/10.26092/elib/1040
PISA as an ideational roadmap for policy change - exploring Germany and England in a comparative perspective.pdf
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PISA as an ideational roadmap for policy change: exploring Germany and England in a comparative perspective


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PISA as an ideational roadmap for policy change - exploring Germany and England in a comparative perspective.pdf375.98 kBAdobe PDFView/Open
Authors: Martens, Kerstin  
Knodel, Philipp 
Niemann, Dennis 
Abstract: 
Education policy has undergone transformation in many countries over the last decade. In this article, we focus on the effects of the most significant international initiative in secondary education, which is the Organisation for Economic Co-operation and Development’s (OECD) Programme for International Student Assessment (PISA). We analyse two countries that provide variation regarding the degree of change in their respective education policy-making due to this study; while Germany substantially reformed its education system in reaction to its mediocre PISA results, almost no change has been observed in England. As we show, alterations and shifts in ideas of education policy best account for such a change.
Keywords: Germany; England; education policy; PISA; international organisations; soft governance; OECD
Issue Date: 18-Feb-2013
Publisher: Taylor & Francis
Journal/Edited collection: Globalisation, Societies and Education 
Start page: 421
End page: 441
Note: 3
Band: 11
Type: Artikel/Aufsatz
ISSN: 1476-7732
DOI: 10.26092/elib/1040
URN: urn:nbn:de:gbv:46-elib52447
Institution: Universität Bremen 
Faculty: Fachbereich 08: Sozialwissenschaften (FB 08) 
Appears in Collections:Forschungsdokumente

  

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