ERIC Number: EJ1021650
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 68
Coloniality and a Global Testing Regime in Higher Education: Unpacking the OECD's AHELO Initiative
Shahjahan, Riyad A.
Journal of Education Policy, v28 n5 spec iss p676-694 2013
The Organization for Economic Cooperation and Development (OECD) is currently engaging in a worldwide feasibility study entitled International Assessment of Higher Education Learning Outcomes (AHELO). This feasibility study seeks to develop measures that would assess student learning outcomes that would be valid across different languages, cultures, and higher education institutions. Drawing on anticolonial perspectives, this article provides a critical policy analysis of the AHELO project. Based on a review of the AHELO texts, it presents two themes: (1) crisis and imperial logic in policy production and (2) Anglo-Eurocentrism as global designs and colonial relationships. It argues that, through AHELO, OECD is striving to construct a global space of equivalence for teaching and learning in higher education, and in so doing, perpetuates coloniality in global higher education. It concludes by noting some comparative observations between AHELO and Programme for International Student Achievement in terms of the increasing role of global knowledge for policy tools in educational policy.
Descriptors: College Outcomes Assessment, International Programs, Comparative Testing, Educational Policy, Policy Analysis, International Organizations, Global Approach, Foreign Policy, Higher Education, Discourse Analysis, Content Analysis
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Publication Type: Reports - Evaluative; Journal Articles
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment