TY  - CHAP
AB  - Abstract This article put forward two claims. First, it argues that, historically, the rationale for education has shifted from religious and national indoctrination to, in the more recent neoliberal period, human capital and the related notion of individual empowerment. Second, the article argues that the recent shift toward individual empowerment is reflected in international organizations’ (IOs) changing emphases in education. IOs’ educational agenda has undergone various changes since their early work in the 1960s: From the structural expansion of national education systems to the measurement of individual educational achievement through a focus on competencies and, most recently, individual psychosocial development.Based on a content analysis of 60 documents from 38 IOs involved in international education networks between 1990 and 2015, this work identified an expanding field of IOs directing attention to the mental capabilities of a learner. The proliferated model of an individual actorhood reflected in these novel assessment designs will be presented and embedded in wider discussions about the cultural construction of the individual in contemporary world polity.
VL  - 35
SN  - 978-1-78743-767-8, 978-1-78743-768-5/1479-3679
DO  - 10.1108/S1479-367920180000035006
UR  - https://doi.org/10.1108/S1479-367920180000035006
AU  - Zapp Mike
ED  - Alexander W. Wiseman
ED  - Petrina M. Davidson
PY  - 2018
Y1  - 2018/01/01
TI  - Beyond Large-Scale Achievement Testing –The ‘Psychological Turn’ in International Organizations’ Work on Educational Assessment
T2  - Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform
T3  - International Perspectives on Education and Society
PB  - Emerald Publishing Limited
SP  - 161
EP  - 195
Y2  - 2024/04/25
ER  -