ABSTRACT

This article suggests that it is in the vicissitudes of the OECD’s internal developments that we can better understand how the OECD developed into a global policy actor and reference in education. From an ontological perspective, the article focuses on the three characteristics dimensions of IGOs – actor, arena, instrument – and examines how these are constitutive of the OECD, as reflected in the OECD’s work in education. The idea of ‘dimension’ allows the inquiry to move forward from the idea of ‘roles’ or ‘functions’ that the organisation, voluntarily or otherwise, chooses to play in a given situation, to develop more textured interpretations, in which the organisation’s intergovernmental and organisational facets, besides its acknowledged political facet, are also taken into account. The historical analysis focuses on the early 1970s. It demonstrates the overlapping and interplay between the three dimensions, as well as their constitutive effects on the OECD’s work. It is the ‘lively’ pluridimensionality of the OECD that has enabled the educational activities to prove their way within the organisation. The OECD’s pluridimensionality reveals that the organisation does not operate in a vacuum, and that it is neither a monolithic nor an insulated organisation.

摘要

本文认为，通过经合组织内部发展的变迁，我们可以更好地了解经合组织如何发展成为全球政策参与者和教育参考。从本体论的角度来看，本文重点介绍了政府间组织的三个特征维度-演员，竞技场，工具–并考察了它们如何构成经合组织的内容，这在经合组织的教育工作中得到了体现。“维度”的概念允许调查从组织在特定情况下自愿或以其他方式选择扮演的“角色”或“职能”的概念发展，从而发展出更加有条理的解释，在这种解释中，组织的政府间除了公认的政治方面，组织方面也要考虑在内。历史分析的重点是1970年代初期。它展示了这三个方面之间的重叠和相互作用，以及它们对经合组织工作的构成性影响。OECD的“生动”的多维度性使教育活动得以在组织中证明自己的方式。经合组织的多方面性表明，该组织不是在真空中运作的，它既不是一个整体的组织，也不是一个孤立的组织。