21ST-CENTURY COMPETENCIES: THE OECD AS A REFORMER OF THE LANGUAGE OF EDUCATION

Reijo Miettinen

《當代教育研究季刊》 30卷3期 (2022/09) Pp. 39+41-63

https://doi.org/10.6151/CERQ.202209_30(3).0002

摘要

Several international projects of the 2000s have defined 21^(st)-century skills or competencies. These are becoming a new way of speaking about education and curricula. The OECD has been a pioneer in this enterprise. Its comparative measurement approach requires the definition of 'generic competencies', independent of different cultures, national curricula and fields of knowledge. By measuring these, the Organisation considers itself able to evaluate the quality and efficiency of national school systems and to create a reliable foundation for their development. This paper critically analyzes the foundations and consequences of this governance strategy by analyzing the contents of the relevant OECD documents and by referring to the scholarly literature on the OECD's governance, comparative measurement and PISA. The OECD's abstract, decontextualized conception of competence cannot contribute to sustainability and well-being of societies nor provide solutions to global problems. The language of competencies directs education to what can be measured and, in this way, narrows our understanding of the purpose and contents of education and Bildung.

關鍵字

21^(st)-century competence ； OECD ； comparative measurement ； human capital ； PISA ； Bildung ； OECD Learning Framework 2030

參考文獻

Alexander, R. J. (2010). ‘World class schools’ – noble aspiration or globalised hokum? Compare, 40(6), 801-817. https://doi.org/10.1080/03057925.2010.523252

Ananiadou, K., & Claro, M. (2009). 21st c-century skills and competencies for new millennium learners in OECD countries. OECD Education Working Papers No. 41. OECD. http://dx.doi.org/10.1787/218525261154

Au, W. (2011). Teaching under the new Taylorism: High-stakes testing and the standardization of the 21st century curriculum.” Journal of Curriculum Studies, 43(1), 25-45. https://doi.org/10.1080/00220272.2010.521261

Auld, E., & Morris, P. (2019). Science by streetlight and the OECD’s measure of global competence: A new yardstick for internationalisation? Policy Futures in Education, 17 (6), 677-698. https://doi.org/10.1177/1478210318819246

Auld, E., & Morris, P. (2021). A NeverEnding story: Tracing the OECD’s evolving narratives within a global development complex. Globalization, Societies and Education, 19(2), 183-197. https://doi.org/10.1080/14767724.2021.1882959