Integration of Migrants as a discursive policy construct in the Swiss Education sector presents an interesting arena for the questions about national responsive impact of PISA data and the path it follows through within a particular regional and policy discourse context. Placed within a wider framework of research on Integration with reference to Migrant students within Swiss schools, this article engages in a study on views and experiences of Swiss policy makers in education, and other actors closely linked to Integration policy in both Federal and Cantonal governmental and non-governmental organisations. Using narrative and policy discourse analysis, this paper delineates their perception and experience with reference to the flow of data and its involvement in shaping Integration policy closely linked to the issue of Equity in Education. Strikingly, the example of the Swiss case may well show a shift away from nationally formulated systemic self-improvement born of assessment of practice, in favour of strategic approaches and contextually reinterpreted data derived from international comparisons and standards, not only in Education policy but potentially extending its influence to Social Policy areas. Swiss Education policy is very distinctive in each of the twenty-six Cantons with a great regional sovereignty in Educational matters. On the one hand, the Swiss case of strong regional distinction and the re-contextualisation it creates with follow up PISA data could address a wider European development of which paths international standards are taking. On the other hand, questions arise about how Integration policy measures are created, given that Education is a potential sphere where Integration of Migrants within a national system can take place, and about how a growing standardization of Education may potentially affect these measures.

The analysis of mainly semi-structured interview data will be conducted by using narrative, and life story interviewing methods. Moreover, within the context of my doctoral work, I am using policy discourse analysis. Leaning slightly towards a more post-modernist approach, which questions the contexts of the policy itself and tries to view the very nature of problem definition as problematic (the discourse around the ‘problem of migrants’ and ‘the role of education’ in this problem), my research questions will be pursued using a modified policy cycle framework, which incorporates the global effects on policy processes and casts a critical eye on the policy contexts (of influence, policy text production and practice/effects, outcomes and political strategy), but retaining partly a state-centred approach due to a symbiotic relationship between state and economic agendas.

The sensitivity and complexity of what role education plays in the migration discourse is enhanced by the economic and social justice background to the debate; equity, performance and discrimination suddenly emerged as key determinants and international standards, indicators and comparisons weave a more intricate web of accountability and awareness of the position of migrants in Swiss systems of education and employment. The complex tensions between long-standing cultural and structural traditions, political rhetoric and ideas of nation and belonging, the role of education as a mediating capacity and economically driven models of migration policy may have contributed in shaping the Swiss vernacular on migration. It remains to be seen however, whether and how the newer approaches to integration and the growing awareness of the historical development of this discourse will determine how the position of migrants both in particular sectors, such as education, and more broadly in Swiss society will be created and perceived. As mentioned above, mapping the data flow of PISA follow up regional effects, may well show a shift away from nationally formulated systemic self-improvement born of assessment of practice, in favour of strategic approaches and contextually reinterpreted data derived from international comparisons and standards, not only in Education policy but potentially extending its influence to Social Policy areas.