经合组织国际教育指标的演变及其全球教育治理功能-清华大学教育研究

文章信息/Info

Title:: Evolution?of?the?OECD?International?EducationIndicator?System?and?Its?Function?in?GlobalEducational?Governance

Author(s):: DING Rui-chang; nstitute?of?International?and?Comparative?Education,?Beijing?Normal?University

Keywords:: OECD; international education indicators; global education governance; education quality monitoring

摘要:: 半个世纪以来，经合组织的国际教育指标研发工作经历了从教育数据的“搬运工”到教育数据的“生产者”，从为教育系统“体检”到为教育系统“诊断”的两次“质变”。正是这两次“质变”，使得经合组织的国际教育指标至少生成了两重全球教育治理功能：一是提供评估、问责依据，生产教育的“国际标准”；二是树立绩效标杆，选拔教育的“国际模范”。但无论是研究者还是决策者，在看待经合组织国际教育指标及其全球教育治理功能时，都应保持批判性立场。

Abstract:: In the past half a century, the OECD’s research and development of international education indicators has undergone two qualitative transforms, i.e., from a “porter” to a “producer” of international educational data, and from a “physical examiner” to a “diagnostician” of national educational systems. It is these two changes that make the OECD’s international education indicator system function in global education governance at least via two channels: The first is to provide external evidence for assessment and accountability and establish “international standards” for national education performance. The second is to set up performance benchmarks and select “international models” for education development and reforms. Researchers and policy makers, however, should take a critical stance when examining the OECD's international education indicator system and its functions in global education governance.