23 SES 13 A, Evidence-based Policies in Education
The OECD together with the OECD Network on Early Childhood and Care (ECEC) decided in 2014 the development of a new international comparative study: the "OECD International ECEC Staff Survey". This new survey will collect data from pedagogical staff and leaders of day-care centres in order to compare pedagogical practices internationally, as well as working conditions and educational experiences, centre management practices and a range of other themes. Nine countries in and outside the OECD area participate in the first cycle of the survey that went into field trial in 2017.
In this presentation the development phase of this new survey is described and the way from the initial idea to implementation critically reflected. The focus is on two elements of survey development in particular, fundamental decisions on the methodological approach underlying the survey and questionnaire development. Rationales regarding the development of the new OECD ECEC staff survey from multiple perspectives of national and international actors (in particular the OECD) are disclosed and discussed. Rarely studied, though important questions will be addressed, like who initiates and drives the development of such surveys, how and by what means.
International organisations like the OECD have gained increasing importance in national policy making in the last decades. In a globalised world in which states and societies are more and more interested in understanding and learning from each other, international comparative data has become an increasingly important element to do so (cf. Martens/Jakobi 2010; Lawn 2016). Primary producers and analysts of international comparative data are international organisations like the OECD which have thus taken an important position in policy making processes. The OECD in particular has been recognised as an increasingly important player in international education (cf. Bloem 2016; Meyer/Benavot 2013).
The “OECD International ECEC Staff Survey” provides a case study to enable us to understand the “institutional dynamics” (Nagel et al. 2010, p. 6) that unfold within the OECD in programme development. Such “institutional dynamics” draw upon OECD staff who develop ideas and design projects which make their entry into the various decision-making bodies of the OECD. In this way, international organisations like the OECD create opportunities to develop their “own agendas” within the organisation, thus to produce autonomy of action and decision making power (Nagel et al. 2010, p. 6) and to become their “own authorities“, that operate partly independent of member states (Barnett/Finnemore 2004, p. 156).
Barnett, M.; Finnemore, M. (2004): Rules for the world. International organizations in global politics. Ithaca, New York: Cornell University Press. Bloem, S. (2016). Die PISA-Strategie der OECD. Zur Bildungspolitik eines globalen Akteurs. Weinheim: Beltz Juventa. Espeland, W.; Stevens, M. (2008). A Sociology of Quantification. European Journal of Sociology, 49 (3), pp. 401-436. Desrosières, A. (2008). Pour une sociologie historique de la quantification. Paris: Presses de l’Ecole des mines. Martens, K.; Jakobi, A. (Eds.) (2010): Mechanisms of OECD governance. International incentives for national policy-making? Oxford: Oxford University Press. Jessop, B.; Fairclough, N.; Wodak, R. (Eds.) (2008): Education and the knowledge based economy in Europe. Rotterdam: Sense Publisher. Meyer, H-G.; Benavot, A. (2013): PISA, Power, and Policy. The emergence of global educational governance. Oxford Studies in Comparative Education. Symposium Books. Nagel, A.-K.; Martens, K.; Windzio, M. (2010): Introduction - Education Policy in Transformation. In: Martens, K.; Nagel, A.-K., Windzio, M., and A. Weymann (Eds.): Transformation of education policy. Basingstoke: Palgrave Macmillan, pp. 3–27. Porter, T. (1995). Trust in Numbers: The Pursuit of Objectivity in Science and Public Life. Princeton University Press. Woodward, R. (2009): The Organisation for Economic Co-operation and Development (OECD). New York: Routledge.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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