The influence of the Programme for International Student Assessment on educational governance situated in the institutional setting of South Korea
Bibliographic Data
| ID | 16778397 |
|---|---|
| Authors | Yong Kim (0000-0002-7181-5851, Cheongju National University of Education), Tae-Hee Choi (0000-0001-8840-4082, University of Southampton, corresponding author) |
| Year | 2025 |
| Volume | 23 |
| Issue | 1 |
| Pages | 31-47 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Policy Futures in Education (JOURNAL) |
| Journal identifiers | ISSN: 1478-2103 • E-ISSN: 1478-2103 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/14782103231192741 |
| OpenAlex | W4385446031 |
| Language | EN |
| Citations received | 4 |
| References cited | 50 |
The Programme for International Student Assessment (PISA) has instigated educational changes and reforms globally, in particular, introducing and intensifying neoliberal logic and governance in test-taking countries and beyond. PISA outcome impacted upon the educational governance of South Korea as well, however, the changes deviated from what have been observed in other contexts. Framed by institutionalism, and drawing on research reports and literature published on Korea, the paper explores how PISA outcome was appropriated to sustain progressive educational agendas against conservative party’s turn to elitism and competition at a critical juncture. After reviewing the context, Korea’s responses to PISA outcome as captured in educational policies are presented, along with their shapers. The paper highlights how the policy responses parted ways with those of most countries by rehumanizing the curriculum, while acknowledging that its planned new relationship with PISA may turn their course
Accountability · Corporate governance · Curriculum · Economic growth · Economics · Educational assessment · Elitism · Institutionalism · Management · Pedagogy · Political economy · Political science · Situated · Sociology · Global Education and Multiculturalism · Global Educational Policies and Reforms · Global Educational Reforms and Inequalities · Public Administration
Fabricating Quality in Education
Education Policy
Globalizing Education Policy
Governance and Public Administration
Educational standards and the changing discourse on education
Policy as numbers
Politics of Externalization in Reflexive Times
The Uses of Evidence for Educational Policymaking
Towards a Post-Covid-19 ‘New Normality?’
English fever
Powers of Freedom
Placing Pisa and Pisa for schools in two federalisms, Australia and the USA
Policymakers’ agency and the structure
Agency in language policy and planning
World yearbook of education 2012
Happiness education and the Free Year Program in South Korea
Undeclared imports
Platforms, profits and Pisa for schools
Internationalization of education policy
Pisa
Governing by numbers
Governing education through data in England
Globalization, the strong state and education policy
Public accountability in the age of neo‐liberal governance
Globalisation of education policies
Testing regimes, accountabilities and education policy
Hidden transcripts of teacher resistance
Pick ’n’ mix, select and project; policy borrowing and the quest for ‘world class’ schooling
The OECD and the expansion of Pisa
Governance, accountability and the datafication of early years education in England
Philosophy of education in a new key
Introduction
Looking East
Comparative Research in Education
| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |