ABSTRACT

Drawing on archival sources, interviews, and research literature, this article offers new insights into the making, structure and long-term effects of the International Educational Indicators (INES) programme of the Organisation for Economic Co-operation and Development (OECD). The article argues that INES was crucial in setting the OECD on the path to becoming a global education policy actor. Although science has informed policy making for centuries, the 1980s mark the start of a much closer imbrication of evidence-making for policy. By focusing on those renewed encounters of education science with policy-making, the article examines the INES indicators as a boundary infrastructure. It shows the ways that INES materialised many of the OECD ambitions at the time. In other words, through INES, the OECD gained the unique confidence, expertise, and reputation in the field to deliver large international comparative works on a global scale.

摘要

本文利用档案资料，访谈和研究文献，为经济合作与发展组织（OECD）的国际教育指标（INES）计划的制定，结构和长期影响提供了新的见解。文章认为，INES在使OECD成为全球教育政策参与者的道路上至关重要。尽管科学已经为决策提供了数百年的知识，但1980年代标志着更加紧密地将政策的证据纳入实践的开始。通过关注与决策相关的教育科学的新接触，本文将INES指标作为边界基础设施进行了研究。它显示了INES在当时实现许多OECD野心的方式。换句话说，经合组织通过国际经合组织获得了独特的信心，专业知识，