Too Eager to Comply? OECD Education Policies and the Finnish Response

By R. Rinne, Johanna Kallo, S. Hokka. 2004

123 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/cb6900783b10ba91b66c0be9d4b79025cbb25e63

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Kerstin Martens
2. D. Niemann
3. R. Dale
4. Sotiria Grek
5. Miloš Kankaraš
6. G. Moors

In Information Systems and Management

1. Kerstin Martens

In Political Science and International Relations

1. D. Niemann
2. Kerstin Martens
3. Sotiria Grek
4. R. Dale
5. G. Moors
6. Miloš Kankaraš

Citations in the corpus

• Globalisation, knowledge economy and comparative education (2005, background): “Here, the agenda setting influence of the OECD has been widely acknowledged (see, e.g., Papadopoulos, 1994; Henry et al., 2001; Rinne et al., 2004), and it is clear that the EU is in the course, particularly since the Lisbon summit, of strongly influencing the agendas of member states.”
• When Do Numbers Count? The Differential Impact of the PISA Rating and Ranking on Education Policy in Germany and the US (2013, background): “In addition, PISA has also made the OECD an ‘eminence grise’ in education policy since today the International Organisation (IO) is regarded as an authority in education.(7) The question we are dealing with in this article is: under what circumstances can international R&R, such as PISA, have an inf”
• Governing by numbers: the PISA ‘effect’ in Europe (2009, background): “Founded in 1961, the OECD has taken on an enhanced role as a policy actor, as it seeks a niche in the post‐Cold War globalising world in relation to other IOs and supranational agencies (Rinne, Kallo, and Hokka 2004 ; Henry et al.”