The OECD Diffusion Mechanisms and its Link with Teacher Policy Worldwide ^☆

Abstract

This chapter presents a theoretical and historical account of the OECD policy diffusion mechanisms, specifically addressing their influence on teacher policy. In order to present our argument, the chapter is divided in three sections. First, we present a historical description of how the Directorate of Education and Skills of the OECD has become a central figure in global policy discussions. Then, we address the particular mechanisms through which the OECD is able to expand their influence. We argue that the scientific validation of their recommendations through country reviews and the invitation to participate in large-scale studies and surveys, such as the Programme for International Students Assessment (PISA) and the Teaching and Learning Survey (TALIS), have become pivotal for communicating policy messages concerning teacher quality and development. Next, we argue that while OECD recommendations are engrained in notions of human capital, their work on teachers has incorporated elements of professional capital. Additionally, we stress how the influence of social science and large-scale survey studies has contributed to the development of a concept of teacher professionalization promoted by the OECD.

Citation

Fraser, P. and Smith, W.C. (2017), "The OECD Diffusion Mechanisms and its Link with Teacher Policy Worldwide ^☆ ", The Impact of the OECD on Education Worldwide (International Perspectives on Education and Society, Vol. 31), Emerald Publishing Limited, Leeds, pp. 157-180. https://doi.org/10.1108/S1479-367920160000031009