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ERIC Number: EJ1114730
Record Type: Journal
Publication Date: 2016-Sep
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1474-9041
Tracing the French Policy PISA Debate: A Policy Configuration Approach
Pons, Xavier
European Educational Research Journal, v15 n5 p580-597 Sep 2016
This article traces the evolution of the French policy PISA debate from 2001 to 2014 by analysing the results of two original qualitative researches. Theoretically, this debate is the outcome of specific policy configurations, which predetermine its scope, content and effectiveness. These configurations are themselves described through their political, institutional, professional and cognitive dimensions. Thus, three configurations are highlighted, all of which favour different public discourses: the Programme for International Student Assessment (PISA) is seen as a topic only interesting to insiders (2001-2004), then as a politicised ranking (2005-2010) and, finally, as a tool purely for communication (2010-2014). The article shows that the major effect of PISA on the French education policy debate was to confirm and legitimate pre-existing opinions and policy stances, and that PISA was progressively scooped out from its statistical content.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France
Identifiers - Assessments and Surveys: Program for International Student Assessment