Governando para além do PISA: conhecimento, redes e narrativas

Jenny Ozga; Margaret  A. Arnott

doi:10.18593/r.v44i3.21004

Authors

Jenny Ozga University of Oxford https://orcid.org/0000-0002-3757-5460
Margaret A. Arnott University of the West of Scotland

DOI:

https://doi.org/10.18593/r.v44i3.21004

Keywords:

Governing, Policy, Knowledge, Discourse, Narratives

Abstract

OECD’s search for a new set of prescriptions for governing education is expressed in their Governing Complex Education Systems project (GCES), which seeks to combine identification of best practices in system organisation, with specific narratives of equity and quality supported by metrics that create a “robust evidence base” for policy. This paper analyses the content and direction of GCES, considers its take up in policy in Scotland, especially as reflected in the aftermath of the 2015 OECD report on improving education there, and of the 2016 PISA results. The paper discusses the content of the recommendations, especially as they relate to the key concepts of knowledge, networks and narratives, and their attempted translation into policy, and concludes by identifying tensions within OECD’s governing project.

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Author Biographies

Jenny Ozga, University of Oxford

Professor Emeritus, Department of Education,the University of Oxford.

Honorary Professorial Fellow, School of Social and Political Science, the University of Edinburgh.

Margaret A. Arnott, University of the West of Scotland

BA(Hons), PhD, FRSA Professor of Public Policy School of Media, Culture & Society University of the West of Scotland, Room L246 (Elles Building) Paisley PA1 2BE

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