Global policy beyond the national. Educational reform (LOMCE) and the standardisation regime (OECD)

Abstract

INTRODUCTION. This essay focuses on the theorical and contextual effects of the standardisation in the education policies. Specifically, we analyse the role of the OECD in global education governance through PISA, as one of the characteristic of the Global Education Reform Movement. METHOD. The methodological process uses a dual dimension. On the one hand, we use historical and interpretative analyses to understand what is the standardisation and how the OECD legitimises power and control relationships as a government model. On the other hand, using Critical Discourse Analysis, we examine some discourses that have been utilised to justify the new education spanish reform (LOMCE). RESULTS. The standardisation system and the OECD governance are characterising the global reform of public education. The Spanish education reform act is based in these characteristics and its discourses have used the symbolic power occupied by the OECD. DISCUSSION. The educational systems have been reformed in order to increase their countries economies and for the competitive improve between regions. Furthermore, this process can be understood as a practice and strategy which countries govern themselves under the global governance