How far does media coverage of international large-scale assessment help hold governments to account for their education commitments? Posting on UNESCO’s World Education Blog by Mary Hamilton

UNESCO’s Global Education Monitoring Report blog: World Education has just published a blog by Mary Hamilton, Associate Director of the Lancaster Literacy Research Centre and Co-Director of the Lab for International Assessment Studies.

A key rationale for carrying out international comparative surveys of skills such as the Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) is that the findings can positively influence policy and therefore educational outcomes. Such claims implicate the media as part of a chain of influence. The argument runs that the media publicise the findings, which influence public opinion and in turn this puts pressure on politicians to respond. The media can also compare past successes, failures and improvements through a running commentary on trends in the test scores.

However, the impact of media on educational policy is assumed but not widely researched. My colleagues and I have followed media coverage of the OECD Programme for the International Assessment of Adult Competencies (PIAAC) in France, Japan and the United Kingdom as well as in Greece, New Zealand, Singapore and Slovenia, which took part in the second wave of (PIAAC-2).

Head over the World Education Blog to read the remainder of the story.

 

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