Skip to main content
padlock icon - secure page this page is secure

From development comparatism to globalization comparativism: towards more normative international education statistics

Buy Article:

$53.00 + tax (Refund Policy)

The comparability and quality of UNESCO's international education statistics have been questioned since the end of the 1980s, when other international agencies started producing their own indicators on education. This evolution coincides with the new strategic role given to education in national and international economic programmes, and marks the transition from the era of development to that of globalization. According to OECD or the World Bank, more emphasis should be placed on the comparability of education outputs than on the measurement of the development of mass education. Moreover, indicators should be used not only to compare the characteristics of national education systems but also to compare underlying political decisions. The latter would be evaluated based on performance criteria established by external assessments. This new kind of comparability, which was justified by the quest for data quality, is, in a sense, less robust from a statistical point of view, but more ambitious in terms of objectives and consequences. This comparability has also been accompanied by the reshaping of international decision-making.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Document Type: Research Article

Affiliations: 1: Université Libre de Bruxelles, Belgium 2: UNESCO, France

Publication date: May 1, 2005

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more