In this essay review, we first historicize how the OECD (Organization for Economic Co-operation and Development) rose to be a global education policy actor and authority from a historical, comparative, and international perspective. Subsequently, we sketch out the global educational governing mechanisms developed by the OECD, which include but are not limited to governing by numbers, comparison, example, commensuration, affection, and “what works.” Further, we summarize the main policy effects arising from the OECD’s global education governance: economization of education, datafication, learnification, totally pedagogized society, and educational homogenization among different schooling systems. Finally, we discuss some alternative approaches to tackling the deleterious effects of the global educational governance.

中文翻译：

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OECD 全球教育治理的类型及其政策影响

在这篇论文评论中，我们首先从历史、比较和国际的角度历史化了 OECD（经济合作与发展组织）如何成为全球教育政策的参与者和权威。随后，我们勾勒出经合组织制定的全球教育治理机制，包括但不限于数字治理、比较治理、实例治理、相称治理、情感治理和“行之有效”。此外，我们总结了经合组织全球教育治理带来的主要政策影响：教育经济化、数据化、学习化、完全教育化社会以及不同学校教育系统之间的教育同质化。最后，我们讨论了一些解决全球教育治理有害影响的替代方法。