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Auld, Euan; Morris, Paul – Policy Futures in Education, 2019
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…
Descriptors: Early Childhood Education, International Assessment, International Organizations, Governance
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Delaune, Andrea – Policy Futures in Education, 2019
This paper analyses the International Early Learning and Child Well-Being Study, undertaken by the Organisation for Economic Co-operation and Development in order to draw attention to the neoliberal, neoconservative, and globalising discourses which underpin the study and generate an image of what is 'best' in early childhood education. The…
Descriptors: Early Childhood Education, Neoliberalism, Global Approach, International Organizations
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Pham, Lien – Policy Futures in Education, 2019
This paper offers a conceptual framework that combines Sen's concept of capability and Bourdieu's forms of capital to understand the generative mechanisms of educational advantage or disadvantage. The paper illustrates some ways that the Sen-Bourdieu framework can be applied to understand the Programme for International Student Assessment 2015…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
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Lin, Pei-Ying; Lin, Yu-Cheng – Policy Futures in Education, 2019
Over the decades, it is evident that exceptional learners have been excluded from participating in international assessments such as OECD's PISA (Programme for International Student Assessment) due to their disabilities. Drawing on the interdisciplinary theories and perspectives of educational assessment, measurement, and early childhood special…
Descriptors: International Assessment, Early Childhood Education, Disabilities, Educational Assessment
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Roberts-Holmes, Guy – Policy Futures in Education, 2019
This article examines why the government in England has signed the country up to taking part in the OECD's new international assessment known as The International Early Learning and Well-being Study (IELS). The article highlights the role of IELS as a technology of neoliberal governance. Looking forward it considers how IELS may open up new…
Descriptors: Foreign Countries, Early Childhood Education, International Assessment, Commercialization
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Sousa, Diana; Grey, Sue; Oxley, Laura – Policy Futures in Education, 2019
The Organisation for Economic Co-operation and Development (OECD) has a key role in driving educational discourse and global educational governance. Its comparative 'Programme of International School Assessment' (PISA) has explicitly linked the knowledge and skills of young people with the economic potential of countries. Through the International…
Descriptors: Comparative Testing, International Assessment, Early Childhood Education, Democracy
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Urban, Mathias – Policy Futures in Education, 2019
In this article, I discuss the International Early Learning and Child Well-being Study (IELS), which is currently being rolled out by the Organisation for Economic Co-operation and Development. I summarise the development of IELS and the critique that has been voiced by early childhood scholars, professionals and advocates. I then move to an…
Descriptors: International Assessment, Early Childhood Education, Well Being, Testing
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Skerritt, Craig – Policy Futures in Education, 2019
A post-structural approach to exploring identity is taken in this paper in that identity is considered here as being socially constructed through discourse, which has deep implications for the shaping of subjectivity and practice. Given both the potential academisation and Anglicisation of Irish schools, and the additional re-drawing of what…
Descriptors: Professional Identity, Teacher Effectiveness, Foreign Countries, Neoliberalism
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Auld, Euan; Morris, Paul – Policy Futures in Education, 2019
Educational institutions have been among the most active social organisations responding to and facilitating processes associated with globalisation. This has primarily been undertaken through the attempts of schools and universities to 'internationalise' their student intake, staffing, curricula, research, and assessment systems. Amongst the many…
Descriptors: Achievement Tests, Foreign Countries, Secondary School Students, International Assessment