Tarptautinių palyginamųjų tyrimų įtaka nacionalinių valstybių švietimo politikai

LTŠiame straipsnyje pristatoma tarptautinių palyginamųjų tyrimų (PIRLS, TIMSS, PISA) įtakos valstybių švietimo politikai tyrimų analizė. Remiantis atliktos analizės rezultatais, pateikiamos ir aptariamos keturios išskirtos tarptautinių palyginamųjų tyrimų įtakos nacionalinei švietimo politikai trajektorijos: tiesioginio poveikio, netiesioginio poveikio per diskursą, tiesioginės ir netiesioginės legitimacijos. [Iš leidinio]Reikšminiai žodžiai: Tarptautiniai palyginamieji tyrimai; Švietimo politika; Politikos kaita; Legitimacija; International large-scale assessment; Education policy; Policy change; Legitimation.

ENThe article sets out to analyse a previous research on the influence of international large-scale assessments on national education policies. While it is not disputed that international large-scale assessments and their results can and often do have an impact on different policy changes in countries participating in the assessment, the precise impact is difficult to determine. The analysis presented in this paper relies on a previous research in how national governments in Europe responded to the results of different international large-scale assessments across time, and how these results were related to education policy changes in the country. The responses analysed range from the so-called PISA shock cases in Germany, Sweden and Denmark, to legitimation practices in France, Portugal and Spain as well as influences on the general education discourse in these and other European countries. This meta-analysis showed that international large-scale assessments such as PIRLS (Progress in International Reading Literacy Study), TIMSS (Trends in International Mathematics and Science Study) and, most often, PISA (Programme for International Student Assessment) can influence a national educational policy in accordance with four trajectories: 1. Direct impact: results of international large-scale assessments are used to shape a national education policy and a policy change is based on them; 2. Indirect impact via the general education discourse: international large-scale assessments influence the general education discourse upon which the education policy is shaped and changed; 3. Direct legitimation: the proposed policy change is legitimised by using the results of international large-scale assessments or referential education systems (geographical units that are considered “good examples” by the country in question, e.g. Finland, Singapore, Hong Kong).4. Indirect legitimation: a proposed national education policy change is legitimised by employing the national education discourse, disregarding the results of international large-scale assessments. differently across countries. More than one trajectory can also be observed in the same country at the same or different periods in time. Since national contexts and political circumstances also greatly impact how the results of international large-scale assessments are critically evaluated, received and used in a given geographical unit, it is very difficult to set out clear margins of influence or very precise tendencies. The legitimation trajectories observed more often suggest that policymakers do not tend to use international large-scale assessments to create and introduce evidence-based policies; however, the overall influence of these assessments to both the national and the global education discourse should not be understated. A proper use of such assessments can help the participating countries to improve their education policy just as improper application can lead to negative consequences to the national education system. [From the publication]