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This book brings together policymaker and practitioner knowledge, experiences, and perspectives on the interaction between the assessment and inclusion agenda to the fore. The book’s analysis is built on comparative qualitative data from five different countries on four continents: Argentina, China, Denmark, England, and Israel. These countries have been chosen for their distinctive, and even contrasting, education policies, sociocultural and economic circumstances, and variations in performance across supranational and national standardised student assessments. In addressing these specific contexts, the book provides insights into the pitfalls and synergies which emerge as key stakeholders attempt to mediate these two educational concerns in both policy and practice. Christian Ydesen is Professor in the Department of Culture and Learning at Aalborg University, Denmark. He is the editor of The OECD’s Historical Rise in Education (2019). Alison L. Milner is a postdoctoral researcher in the Department of Culture and Learning at Aalborg University, Denmark. Tali Aderet-German is a postdoctoral researcher in the Department of Culture and Learning at Aalborg University, Denmark. Ezequiel Gomez Caride holds a PhD in the Department of Curriculum and Instruction at the University of Wisconsin-Madison, USA and is currently a postdoctoral researcher. Youjin Ruan is a postdoctoral researcher in the Department of Culture and Learning at Aalborg University, Denmark. .

Teaching. --- Inclusive education. --- International education. --- Comparative education. --- Education and state. --- Educational tests and measurements. --- Pedagogy. --- Inclusive Education. --- International and Comparative Education. --- Educational Policy and Politics. --- Assessment and Testing. --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Students --- Examinations --- Psychological tests --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Inclusion (Education) --- Inclusive learning --- Inclusive schools movement --- Least restrictive environment --- Mainstreaming in education --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Rating of --- Government policy --- History --- Educació inclusiva --- Tests i proves en educació --- Ensenyament inclusiu --- Escola inclusiva --- Inclusió (Educació) --- Pedagogia de la diferència --- Pedagogia inclusiva --- Adaptacions curriculars --- Educació especial --- Integració escolar --- Mesuraments en educació --- Mesuraments i proves educatives --- Proves en educació --- Tests en educació --- Psicometria --- Proves d'accés a la universitat --- Qualificacions (Ensenyament) --- Tests de lectura --- Avaluació dels alumnes --- Avaluació dels estudiants --- Tests

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This book examines the educational role of three international organizations created as part of the post-World War II multilateral architecture: the United Nations Educational, Scientific and Cultural Organization (UNESCO), the World Bank, and the Organisation for Economic Co-operation and Development (OECD). These organizations have significantly promoted and shaped education as a fundamental feature of the modernization of society and contributed to the globalization of educational norms, policies and technologies. Drawing on primary source materials and interviews, the book provides novel perspectives to the literature on the global governance of education by focusing on the historical entanglements, relations and power struggles between these three organizations, rather than treating them separately. The study sheds light on the homogenizing effects of globalized educational policy-making and the shifting power dynamics in the global governance of education. ‘This book makes a very distinctive and important contribution to the literature that critically analyses the influence of the global agencies on education globally; it goes beyond the standard discursive analyses of policy texts to also explore the history of those organisations through archival research and in-depth interviews of the key personnel. What emerges is a powerful analysis which locates those agencies within their historical epochs and shines a light on their tensions and micro-politics, both internally and between organisations.’ Paul Morris, Professor of Comparative Education, Institute of Education, University College London, UK. Chapter "UNESCO, the OECD and the World Bank: A Global Governance Perspective” is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. .

Education and state. --- School management and organization. --- School administration. --- Education --- International organization. --- Educational Policy and Politics. --- Organization and Leadership. --- History of Education. --- International Organization. --- History. --- Educació --- Política educativa --- Cooperació internacional

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Global Financial Crisis, 2008-2009. --- Financial crises --- Economic policy. --- Economics. --- Crise financière mondiale, 2008-2009 --- Crises financières --- Politique économique --- Economie politique --- Social aspects. --- Aspect social