KNOWLEDGE ACTORS AND THE CONSTRUCTION OF NEW GOVERNING PANORAMAS: THE CASE OF THE EUROPEAN COMMISSION'S DG EDUCATION AND CULTURE* *The author would like to acknowledge the Economic and Social Research Council for supporting her research through the following project grants: 'Governing by Numbers: data and education governance in Scotland and England' and 'Fabricating Quality in European Education' (2006-9) (RES-000-23-1385); 'Transnational Policy Learning: a comparative study of OECD and EU policy in constructing the skills and competencies agenda' (2010-12) (RES-062-23-2241). Also, thanks for the support of the European Union's Sixth Framework Programme for Research and Technological Development on the theme of socio-economic sciences and the humanities - the KNOWandPOL (Knowledge and Policy in Education and Health Sectors) project, Contract Number 028848-2.

Sotiria Grek


This paper focuses on the case of education governance in Europe. This field has been dominated by major transnational interest and organizations, among which the Organisation for Economic Co-operation and Development (OECD) and the European Commission (EC) are two of the most significant. The paper aims to explore and explain what the constitutive effects of measurement and standard setting practices are in the increasing policy convergence, between the EC's Directorate General Education and Culture (DG EAC) and the OECD; the latter - through PISA and other international test - has become an influential actor in education policy globally. The paper aims to identify the effects of "governing by numbers" in the interrelationships between the two international organizations themselves.

international organizations; measurement; Europe; OECD; PISA

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