Abstract
The OECD has gained increasing influence in the global educational field over the last decades in both member and non-member states. China started cooperating as a non-member state with the OECD in 1995. The two partners’ educational cooperation has progressively expanded to a variety of forms. They have collaborated various times on the Programme for International Student Assessment test, the Teaching and Learning International Survey, review reports on educational development, co-organizing international conferences on educational policy, and so on. This chapter reviews the collaborations between the OECD and China, how OECD ideas have been used in the Chinese context, and how the OECD’s impacts on Chinese education can be understood in the global context. This chapter finds that OECD ideas have mainly been used for new approaches to accountability and mechanisms to legitimize policies in the Chinese educational field and argues that a certain version of globalization in education could be associated with the OECD’s quantitative frameworks for international comparison.
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Notes
- 1.
All translations from Chinese in this chapter are made by the author unless otherwise stated.
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Zou, Y. (2019). OECD and Educational Policy in China. In: Ydesen, C. (eds) The OECD’s Historical Rise in Education. Global Histories of Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-33799-5_8
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