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Crisis in Economic Theory and the Implications for PISA Derived Education Policy

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Globalisation, Ideology and Education Reforms

Part of the book series: Globalisation, Comparative Education and Policy Research ((GCEP,volume 20))

Abstract

In this chapter it is argued that the maxim that association does not mean causality has largely been ignored in the setting of educational policy globally. Many reforms in education globally suggest a faith in the free market derived from neo-classical economic theory. It critiques PISA, as an instrument of the OECD, and suggests that it needs to provide better information to participant countries about the strengths and weaknesses of students in relation to the assessment frameworks, be more transparent about its methods, including the items used, and how measurement error is calculated, and broaden the assessment focus to include a broader range of competencies.

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Authors and Affiliations

  1. Faculty of Education and Arts, Australian Catholic University (Melbourne Campus), Fitzroy, Australia

    Vince Wright

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  1. Vince Wright
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Editors and Affiliations

  1. Faculty of Education & Arts, School of Education, Australian Catholic University, East Melbourne, VIC, Australia

    Joseph Zajda

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Wright, V. (2020). Crisis in Economic Theory and the Implications for PISA Derived Education Policy. In: Zajda, J. (eds) Globalisation, Ideology and Education Reforms. Globalisation, Comparative Education and Policy Research, vol 20. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-1743-2_4

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  • DOI: https://doi.org/10.1007/978-94-024-1743-2_4

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