Governando para além do PISA : conhecimento, redes e narrativas
- Submitting institution
-
University of the West of Scotland
- Unit of assessment
- 20 - Social Work and Social Policy
- Output identifier
- 12683348
- Type
- D - Journal article
- DOI
-
10.18593/r.v44i3.21004
- Title of journal
- Roteiro
- Article number
- -
- First page
- 1
- Volume
- 44
- Issue
- 3
- ISSN
- 0104-4311
- Open access status
- Compliant
- Month of publication
- December
- Year of publication
- 2019
- URL
-
-
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
-
1
- Research group(s)
-
-
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- -
- Author contribution statement
- -
- Non-English
- Yes
- English abstract
- OECD’s search for a new set of prescriptions for governing education is expressed in their Governing Complex Education Systems project, which seeks to combine identification of best practices in system organisation, with specific narratives of equity and quality supported by metrics that create “robust evidence base” for policy. This paper analyses the GCES, considers its take up in policy in Scotland, especially as reflected in the aftermath of 2015 OECD report and of 2016 PISA results. The paper discusses content of the recommendations, especially as they relate to key concepts of knowledge, networks, narratives and their attempted translation into policy.