1. Global Education Governance and Data: A bureaucratic, technocratic or democratic relation? M. Carton CIES, March 2014

2. CIES programme: counting words Politics: 2 Governance: 4 Data: 13 Assessment: 19 GLOBAL: 64 TVET: 2 ; Training (teachers) 4 ; Skills: 4

3. Which Global Governance for Education? Health Global Governance, Diplomacy since 20 years (e.g. Geneva Graduate Institute); Science, Water : what about education? OECD-PISA = key institution-instruments for development of global ed. reform package: decentralization, « choice » via market mechanisms, centralisation of goal setting, assessments… From multipurpose socialisation (inc. democratic) to workforce preparation

4. From state-controlled, nation referenced education governance to world market and civil society based one From low productivity bureaucracy to high efficiency technocracy Paradoxes (cf. H-D Meyer) of PISA: – new norm setter + governance regime « seller » (PISA for Dev.), supported by disempowered states – different policy interpretations when using the same « neutral » results (e.g. the USA 2013 report reading by the Administration and by M. Carnoy +)

5. Education Governance via Data: global and democratic? Is such a model leading to uniformity and control, or to diversification and innovation? Are the data collected based on transparent key assumptions and categorizations, underpinnig the quantification and measurement processes being used? For example, which definition of Growth lies at the back of the OECD PIAAC?

6. From Quantification to Measurement to Data: to be (or not) democratic? Quantification = passing from words (quality) to numbers (quantity) based on comparisons and equivalence conventions Transformation into numbers based on conventions = political and technical act: – May we/can we compare: women and men? Inequalities? – May we/can we translate notion of quality educational outcomes into numbers by defining equivalence words-numbers, allowing for statistics, indicators, comparisons and ranking?

7. Transformation into numbers based on conventions = socially and cognitively creative dimensions = reflect diversity and transformation of the world > no reification of measure – More than 60 conventions define literacy (UIL)  variety of measurement’s results: problem? – Is “intelligence” a qualitative characteristic or what is only measured by IQ? Both? – How to measure other learning outcomes than literacy and numeracy? – How to include out of school population, early school-drop outs, NFET?

8. Statistics: the old « new » data revolution? Scientific proof instrument since 19 th century, using probabilistic calculations Governance instrument for 20 centuries: Status, Statista, Staatskunde, Statistics ≡ State instrument – Results-based approach = what must be delivered  process: VfM, NPM, Theory of Change… – Evidence-based approaches = what works  outcomes: experimental medecine, RCT, impact evaluation…

9. – Results + Evidence-based approaches = focus on individuals = protection from politics = bureaucratic (R), technocratic (E) ? Convention setting cannot be technocratic (experts-consultants market) Democracy cannot be replaced by world consultations (e.g. post 2015)

10. Questions Should education policies be evidence-based ( ≡ quantitative data mostly) or informed (≡ quantitative + qualitative)? What is today’s politics of Global Education Governance? What are the education stakeholders, « North and South », involved and not involved in the emergence of a new world education regime? More specifically what are the roles of the « civil society » and of the experts + consultants corporation? > research projects